Academic Identity Formation and Motivation among Ethnic Minority Adolescents: The Role of the "Self" between Internal and External Perceptions of Identity

Autor/inn/en	Matthews, Jamaal S.; Banerjee, Meeta; Lauermann, Fani
Titel	Academic Identity Formation and Motivation among Ethnic Minority Adolescents: The Role of the "Self" between Internal and External Perceptions of Identity
Quelle	In: Child Development, 85 (2014) 6, S.2355-2373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12318
Schlagwörter	African Americans; Hispanic Americans; Identification (Psychology); Social Influences; Motivation; Adolescents; Mastery Learning; Self Efficacy; Student Attitudes; Values; Student School Relationship; Student Participation; Learning Strategies; Minority Group Students; Self Concept + Suchen Sie Ihr Suchwort? Afroamerikaner; Hispanic; Hispanoamerikaner; Sozialer Einfluss; psychologische; Motivation (psychologisch); Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Wertbegriff; Schüler-Lehrer-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept
Abstract	Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., "value" and "belonging") and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self-efficacy. Self-regulated learning played its strongest mediating role between belonging and mastery and for low-efficacy students specifically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10