Literaturnachweis - Detailanzeige
Autor/inn/en | Davies, Hayley; O'Neill, John |
---|---|
Titel | Adolescents' Experiences of Identity Development in Schooling |
Quelle | In: set: Research Information for Teachers, (2022) 3, S.28-33 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0110-6376 |
Schlagwörter | Adolescents; Identification (Psychology); Experience; Adolescent Development; Well Being; Learning Experience; Foreign Countries; Pacific Islanders; Ethnic Groups; Educational Environment; Personality; Group Membership; Self Expression; Educational Practices; Self Concept; New Zealand Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erfahrung; Well-being; Wellness; Wohlbefinden; Lernerfahrung; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personalität; Gruppenzugehörigkeit; Ausdruck; Bildungspraxis; Selbstkonzept; Neuseeland |
Abstract | Teachers, schools, and the wider education system have a responsibility to nurture young people's identity development and to optimise youth wellbeing. For the study, 10 adolescents shared their experiences and perspectives of identity development and the extent to which their identity impacted on their wellbeing and subsequent learning experiences. The adolescents' perceptions of identity directly informed the way they felt about themselves and thus impacted directly on their wellbeing. Identity and wellbeing had implications for learners' dispositions and motivation to learn; students who had a positive sense of identity and wellbeing felt more positively about their learner identity and were more engaged in learning. (As Provided). |
Anmerkungen | New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |