Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes.

By D. Oyserman. 2013

149 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ca43c0568a3017a1c65e1f818bbddb9029a69a8f

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “Identity-based motivation theory is a social psychological theory of motivation and goal pursuit that explains when and in which situations people’s identities motivate them to take action toward their goals (Oyserman, 2007, 2009a, 2013, 2015).”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, unknown): “, 2012), and literature on identity-based motivation (Oyserman, 2012; Oyserman, 2015; Oyserman & Destin, 2010).”
Sixty Years of Language Motivation Research (2017, background): “In describing the effects of unconscious activation of possible selves, Oyserman (2013) similarly asserts that “these effects are automatic and do not require that people make a conscious choice as to how to think about themselves” (p. 185; see also Oyserman, 2015, p. 44).”
Perceptions of Socioeconomic Mobility Influence Academic Persistence among Low Socioeconomic Status Students (2017, unknown): “Despite these challenges, many students from low socioeconomic status (SES) backgrounds maintain high levels of academic motivation and persist in the face of academic difficulty—tendencies that can ultimately contribute positively to students’ academic outcomes (see Oyserman, 2013).”
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021, background): “Could a student’s ethnic or gender identity influence his or her engagement through motivation (see identity-based motivation; Oyserman, 2013)?”
Identity-Based Motivation (2014, methodology): “…for counseling intervention, academic attainment and health gaps have all been articulated and the model is being used to predict how to best formulate savings and assets policies for low income families (Elliott & Kim, 2013; Oyserman, 2013; Oyserman & Destin, 2010; Oyserman, Smith & Elmore, 2014).”
From future self to current action: An identity-based motivation perspective (2018, background): “Indeed, regardless of socioeconomic circumstances, most children aspire to college, implying that they see school as the path to their adult possible selves (e.g., Mello, 2009; reviews Oyserman, 2013; Oyserman & Lewis, 2017).”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “In other words, students’ college success depends on them feeling at home instead of feeling like an outsider (Elmore & Oyserman, 2012; Markus & Nurius, 1986; Oyserman, 2013; Oyserman & Destin, 2010; Stephens, Markus, & Fryberg, 2012; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012; Stephens”