Literaturnachweis - Detailanzeige
| Autor/inn/en | Horowitz, Eric; Oyserman, Daphna; Dehghani, Morteza; Nicholas, Sorensen |
|---|---|
| Titel | Do You Need a Roadmap or Can Someone Give You Directions: When School-Focused Possible Identities Change so Do Academic Trajectories |
| Quelle | 79 (2020), S.26-38 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Oyserman, Daphna) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0140-1971 |
| Schlagwörter | Grade 8; Educational Environment; Context Effect; Identification (Psychology); Self Concept; Student Motivation; Student Behavior; Poverty; Minority Group Students; Public Schools; Evaluation Methods; Student Attitudes; Grade Point Average; Predictor Variables; Student Characteristics; Illinois (Chicago) |
| Abstract | Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of the intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities change over the course of the school year, 2) whether these changes are associated with changes in school outcomes, and 3) whether a machine coding approach is viable. Methods: In Study 1 (n = 247 Chicago 8th-graders) we assess fall-to-spring change in school-focused possible identities. We test whether a change in school-focused possible identities predicts 8th-grade academic outcomes. We include robustness checks. Then we examine school context effects. In Study 2 (n = 1006 Chicago 8th-graders) we address the problem of coding at scale, using a separate data set to train a machine-learning algorithm. Results: On average, school-focused possible identities decline over the school year. But nearly a third of students have increasing school-focused possible identity scores. This increase is associated with improved grades. School context influences whether linked strategies matter. Our machine-learning algorithm accurately classifies school-focused possible identities in our original sample and this school-focused classification reliably predicts academic trajectories. Conclusions: Change in school-focused possible identities is normative over the course of the school year, interventions should take this into account. On average, students have fewer school-focused possible identities by spring. This decline is associated with declining academic trajectories. However, when school-focused possible identities increase, so do grades. Whether strategies matter is context-dependent. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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