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Motivation and Identity: The Relations of Action and Development in Educational Contexts—An Introduction to the Special Issue
Abstract
The conviction that the goals of education should extend beyond situations to include long-term self-processes calls for exploring the relations between students' situated actions—their motivation for engagement in school—and their identity. Each of the five articles in this special issue is based in a different contemporary motivational framework: expectancy-value, self-determination theory, interest, self-system, and the sociocultural perspective. Each article also focuses on somewhat different self and identity processes and describes a novel conceptualization of the relations between motivation and identity. The articles, and the commentary that probes them, represent but a few of the various ways by which motivational and self-identity processes may be theoretically related and of the research directions that such theorizing may promote. As a collection, these articles highlight the potential of linking the motivation and identity literatures for advancing educational–psychological theory and research as well as educational practice.
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Mainstream educational psychology has attributed an increasing role to the concepts of 'self' and 'identity' in motivating learners to put effort into academic study.
“Mainstream educational psychology has attributed an increasing role to the concepts of 'self' and 'identity' in motivating learners to put effort into academic study (Oyserman, Bybee & Terry 2006; Kaplan & Flum 2009).”
From The motivational dimension of language teaching (2017) · cites this paper as Kaplan & Flum 2009
Teachers can help adolescents to explore the identity implications of the new ideas, activities, or possibilities they are introduced to at school.
“Here, teachers can help adolescents to explore the identity implications of the new ideas, activities, or possibilities they are introduced to at school”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Kaplan and Flum 2009
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References 39 · Cited by 95
Research works printed but not linked: 32
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Metadata
- Authors
- KAPLAN, A., & FLUM, H.
- Affiliations
- Ben-Gurion University of the Negev (IL)
- ORCID
- KAPLAN, AVI
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2009-05-13
- Volume
- 44
- Issue
- 2
- Pages
- 73-77
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2084525468
- Cited by
- 95
- References
- 39
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 3 · 2023: 4 · 2022: 6 · 2021: 3 · 2020: 6 · 2019: 6 · 2018: 7 · 2017: 12 · 2016: 4 · 2015: 2 · 2014: 6 · 2013: 6 · 2012: 10
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- motivation, identity, self-processes, self-determination theory, expectancy-value theory, interest, self-system, sociocultural perspective, student engagement, educational psychology theory, identity construction
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