Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action

By Jacquelynne S. Eccles. 2009

1,385 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b5f66f7719c448a8efa82cca5b775e227cb08c17

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Citations in the corpus

Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of Students' Motivational Values (2010, background): “…including: past experiences, the influences of socializers (e.g., parents, teachers and peers), personal identity beliefs (the aspects of ourselves that make us unique), and collective identity beliefs (the aspects of ourselves that tie us to others) (Eccles, 2005, 2009; Eccles et al., 1983).”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, background): “Hattie (1992; Hattie & Marsh, 1996; also see Eccles, Wigfield, Harold, & Blumenfeld, 1993; Harter, 2006, 2012; Marsh, Craven, & Debus, 1998) reviewed theoretical and empirical support for stages of growth in the development of self-concept, arguing against the notion of fixed stages that all persons”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, neutral): “Drawing on a broader social cognitive perspective, career pathways encompass the ability to pursue a career and the motivation to employ that ability (e.g., Dweck 2002; Eccles 2009; Lubinski et al. 2006).”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “A 2009 special issue of Educational Psychologist titled “Motivation and Identity” focused on the potential connections between motivation and identity (Eccles, 2009; La Guardia, 2009; McCaslin, 2009; Renninger, 2009; Roeser & Peck, 2009).”
Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “One of the most prominent frameworks is expectancy-value theory (Eccles, 2009).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “Eccles (Eds.), Handbook of schools, schooling and human development (pp. 308–323). New York, NY: Routledge. Kumar, R., Seay, N., & Karabenick, S. A. (2011). Shades of White: Identity status, stereotypes, prejudice, and xenophobia. Educational Studies: A Journal of the American Educational Studies As”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “Extensive experimental and longitudinal survey studies have documented the importance of valuerelated beliefs, defined as perceived usefulness and relevance to the student’s identity and both short- and long-term goals (Eccles, 2009; Harackiewicz, Tibbetts, Canning, & Hyde, 2014).”
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, methodology): “The present study is based on the EVT framework (Eccles, 1994, 2009) and focuses on the process through which individuals develop personal qualities, such as abilities, motivation, and aspirations, that subsequently lead to educational attainment during the transition into early adulthood.”
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, methodology): “2 Integrating Dimensional Comparison into EVT Dimensional comparison processes posited in DCT and the GI/E model have been integrated into modern EVT, which has been widely used to explain students’ academic choice behaviors (Eccles, 2009).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “First, engagement and identification with STEM may become more stable as adolescents are forming their identities and exploring possible selves (Eccles, 2009).”
Interventions in education to prevent STEM pipeline leakage (2018, background): “Both the student characteristics and the academic ability and aptitude directly influence the educational outcomes (Eccles, 2009).”