Finding Someone to Be: Studies on the Role of Intrinsic Motivation in Identity Formation

By A. Waterman. 2004

192 citations recorded by the source corpus.

Subfields: Demography, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5976c0bc3e89bf0de20da70a06b623bd74dff253

How researchers see this paper

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

In Demography

1. E. Schachter
2. Y. Rich
3. Seth J. Schwartz
4. Regina Conti
5. J. La Guardia
6. Kaman Lee
7. E. Sharp
8. E. Marta

In Developmental and Educational Psychology

1. E. Schachter
2. Seth J. Schwartz
3. Y. Rich
4. Regina Conti
5. A. Waterman
6. J. La Guardia
7. Kaman Lee
8. E. Sharp

In Social Psychology

1. A. Waterman
2. Seth J. Schwartz
3. E. Schachter
4. Y. Rich
5. Regina Conti
6. Susan J. Ashford
7. D. S. Derue
8. J. La Guardia

Citations in the corpus

• Who will Lead and Who will Follow? a Social Process of Leadership Identity Construction in Organizations (2010, background): “Likewise, research in social psychology (Higgins, 1987; La Guardia, 2009; Markus & Nurius, 1986; Waterman, 2004) points to the importance of motivation and incentives for the exploration and internalization of particular identities.”
• Gender differences in Hong Kong adolescent consumers' green purchasing behavior (2009, background): “In recent studies on identity formation, it is found that individuals engage in self-defining activities (i.e. those activities that individuals identify as being important to who they are) to explore, develop and reflect their own identities (e.g. Waterman, 2004).”
• Identity Agents: Parents as Active and Reflective Participants in Their Children's Identity Formation (2008, background): “Notwithstanding Erikson's (1968) emphasis that all development is psycho-social by nature, including ego identity development, subsequent research and theorizing based on his work has tended to concentrate on adolescent intrapsychic processes and styles (Berzonsky, 1992; Marcia, Waterman, Matteson, ”
• Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “They have suggested that feelings of personal expressiveness within intrinsically motivated activities are an important basis for selecting personal goals essential to the identity pathways pursued (Schwartz & Waterman, 2005; Waterman, 1993, 2004; Waterman, Schwartz, Green, Miller, & Phillip, 2003).”
• A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood (2013, background): “However, the eudaimonic perspective also has a strong tradition in Western Culture, expressed as virtue ethics in philosophy (Irwin, 1994; Waterman, 2004) and self-actualisation in modern humanistic psychology (Erikson, 1968; Feather, 1995; Rogers, 1961; Sheldon, Arndt, & Hauser-Marko, 2003).”
• Reconsidering happiness: a eudaimonist's perspective (2008, methodology): “I have added selfrealization values (Waterman, 1993b, 2004) and effort (Waterman, 2005) to the list of variables to consider.”
• Doing Well: The Relationship of Identity Status to Three Conceptions of Well-Being (2007, methodology): “The instructions for the PEAQ-S request the respondent to identify five activities of personal importance that they would use to describe themselves to another person ( Waterman, 1993 , 2004 ).”
• The Implications of Two Conceptions of Happiness (Hedonic Enjoyment and Eudaimonia) for the Understanding of Intrinsic Motivation (2008, methodology): “…theory (Deci and Ryan, 1985, 2002), the teleonomic theory of the self/flow theory (Csikszentmihalyi, 1990), and eudaimonistic identity theory (Waterman, 1990, 2004) have helped to identify two types of variables that differentiate intrinsically motivated activities from other activities.”
• Exploring adolescent self-defining leisure activities and identity experiences across three countries (2005, methodology): “These identity-related subjective experiences have demonstrated strong empirical interrelations in samples of college students (Waterman, 2004; Waterman et al., 2003).”
• Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, methodology): “…the achievement of mature autonomy, self-sameness, or personal meaning; stories told about the self; and specific social positions or roles performed in social interaction (cf. Ashmore, Deaux, & McLaughlinVolpe, 2004; Bamberg, 2011; Gee, 2001; McAdams, 1997; Sfard & Prusak, 2005; Waterman, 2004).”
• Individual Motivation and Parental Influence on Adolescents’ Experiences of Interest in Free Time: A Longitudinal Examination (2006, background): “For example, some research suggests that only those activities that are structured (in this case meaning extracurricular activities) provide youth with developmental benefits (Eccles and Barber, 1999; Hansen et al., 2003; Mahoney et al., 2003), while other research suggests that a broader range of a”
• The Questionnaire for Eudaimonic Well-Being: Psychometric properties, demographic comparisons, and evidence of validity (2010, unknown): “It also serves to link eudaimonic well-being to success in the process of identity formation (Waterman, 1992, 1993a, 2004).”
• Eudaimonic Identity Theory: Identity as Self-Discovery (2011, methodology): “Other studies providing supporting evidence for the association of identity achievement and measures of well-being have been conducted by Schwartz (2006) and by Waterman (2004, 2007) .”