Self and Identity Processes in School Motivation, Learning, and Achievement

By R. Roeser, S. Peck, N S Nasir. 2006

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4887135fa68a98e4cf5bc0ca46843030735dbc68

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Luyckx
2. Seth J. Schwartz
3. Avi Kaplan
4. K. Ann Renninger
5. W. Meeus
6. Ann Renninger
7. H. Flum
8. E. Schachter

In Education

1. K. Ann Renninger
2. Ann Renninger
3. Seth J. Schwartz
4. Avi Kaplan
5. W. Meeus
6. K. Luyckx
7. H. Flum
8. E. Schachter

Citations in the corpus

• Daily Dynamics of Personal Identity and Self–Concept Clarity (2011, background): “Although Roeser et al. (2006) argue that ‘self’ and ‘identity’ are interchangeable, the conceptual and empirical overlap between self and identity has largely been unexplored (Côté & Levine, 2002).”
• Interest and Identity Development in Instruction: An Inductive Model (2009, background): “is also the age at which Todt and Schreiber (1998) suggest that learners think their capacities and interest are solidified.”
• Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, background): “The first two reasons that educators might find identity instrumental to their work are linked to the dual recognition that definitions are important and that the self ’s involvement in its own definition is important (Roeser et al., 2006).”
• Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? (2008, unknown): “Other potentially relevant selfdimensions might include “I-self–Me-self” (James 1890; Roeser et al. 2006); “independent self–interdependent self” (Markus and Kitayama 1991), “private self–public self” (Carver and Scheier 1981), and “individual identity–social identity” (Tajfel and Turner 1986).”
• Achievement Goal Orientations and Identity Formation Styles. (2010, background): “For themost part, theories of achievement motivation and identity formation developed in parallel, with only few intersections (Roeser et al., 2006).”