Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-05-18T11:56:12.141Z Has data issue: false hasContentIssue false

24 - Identity Scholarship in Educational Psychology: Toward a Complex Dynamic Systems Perspective

from Part IV - Current Domains

Published online by Cambridge University Press:  29 October 2021

By
Avi Kaplan ,
Hanoch Flum ,
Ishwar Bridgelal  and
Joanna K. Garner
Edited by
Michael Bamberg ,
Carolin Demuth  and
Meike Watzlawik
Michael Bamberg
Affiliation:
Clark University, Massachusetts
Carolin Demuth
Affiliation:
Aalborg University, Denmark
Meike Watzlawik
Affiliation:
Sigmund Freud University, Berlin
Get access

Summary

In this chapter, we describe our perspective on identity scholarship in the field of educational psychology. We begin with a short introduction to the centrality of identity and its development to the mission of education in the twenty-first century of preparing students, professionals, and citizens for adaptive life in a complex and changing world. We then review three perspectives on identity and their foci in educational psychological research: social cognitive and social psychological perspectives that foreground identity content, psychosocial perspectives that foreground identity structure and formation processes, and social cultural perspectives that foreground the role of culture in identity and its formation. We follow this by describing an emerging integrative perspective of identity as a complex dynamic system and its application in educational psychological scholarship. We conclude by noting several emergent areas of identity research in educational psychology, and we emphasize the potential for identity research to bridge educational psychological scholarship with educational practice and policy.

Keywords

Educational psychologyidentity structureidentity processidentity contentidentity formation
Type
Chapter
Information
The Cambridge Handbook of Identity , pp. 529 - 563
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albert, S. & Whetten, D. A. (1985). Organizational identity. Research in Organizational Behavior, 7, 263–295.Google Scholar
Alexander, P. A. (2018). Past as prologue: Educational psychology’s legacy and progeny. Journal of Educational Psychology, 110(2), 147–162.Google Scholar
Apple, M. W. (2014). Official Knowledge: Democratic Education in a Conservative Age, 3rd Ed. New York, NY: Routledge.Google Scholar
Archer, S. L. (Ed.). (1994). Interventions for Adolescent Identity Development. Thousand Oaks, CA: Sage.Google Scholar
Archer, S. L. (2008). Identity and interventions: An introduction. Identity: An International Journal of Theory and Research, 8(2), 89–94.CrossRefGoogle Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.Google Scholar
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: Freeman.Google Scholar
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78.Google Scholar
Bar-Yam, Y. (1997). Dynamics of Complex Systems. New York, NY: Perseus Press.Google Scholar
Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures: Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 78–90.Google Scholar
Barron, B. & Bell, P. (2016). Learning environments in and out of school. In Corno, L. & Anderman, E. (Eds.), Handbook of Educational Psychology (pp. 337–350). London: Routledge.Google Scholar
Baumeister, R. F. & Muraven, M. (1996). Identity as adaptation to social, cultural, and historical context. Journal of Adolescence, 19(5), 405–416.CrossRefGoogle ScholarPubMed
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.Google Scholar
Bennett, N. & Lemoine, G. J. (2014). What a difference a word makes: Understanding threats to performance in a VUCA world. Business Horizons, 57(3), 311–317.CrossRefGoogle Scholar
Berzonsky, M. D. (2011). A social-cognitive perspective on identity construction. In Schwartz, S. J., Luyckx, K. & Vignoles, V. (Eds.), Handbook of Identity Theory and Research, Vol. 1 (pp. 55–76). New York, NY: Springer.CrossRefGoogle Scholar
Berzonsky, M. D. & Adams, G. R. (1999). Reevaluating the identity status paradigm: Still useful after 35 years. Developmental Review, 19, 557–590.Google Scholar
Berzonsky, M. D. & Kuk, L. S. (2005). Identity style, psychosocial maturity, and academic performance. Personality and Individual Differences, 39(1), 235–247.CrossRefGoogle Scholar
Boaler, J. & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. In Boaler, J. (Ed.), Multiple Perspectives on Mathematics Teaching and Learning (pp. 171–200). Westport, CT: Ablex.Google Scholar
Brock, B. & Kaplan, A. (2020, August). Education policymakers’ identity and decision making in an increasingly complex world. Poster presented at the annual convention of the American Psychological Association, Washington, DC.Google Scholar
Burke, P. J. & Stets, J. E. (2009). Identity Theory. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Cadely, H. S. E., Pittman, J. F., Kerpelman, J. L., & Adler-Baeder, F. (2011). The role of identity styles and academic possible selves on academic outcomes for high school students. Identity, 11(4), 267–288.CrossRefGoogle Scholar
Chorba, K., Was, C. A., & Isaacson, R. M. (2012). Individual differences in academic identity and self-handicapping in undergraduate college students. Individual Differences Research, 10(2), 60–68.Google Scholar
Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68.CrossRefGoogle Scholar
Cohen, G. L. & Garcia, J. (2008). Identity, belonging, and achievement. Current Directions in Psychological Science, 17(6), 365–370.CrossRefGoogle Scholar
Cooley, C. H. (1902/1972). Looking-glass self. In Manis, J. G. & Melzer, B. N. (Eds.), Symbolic Interaction: A Reader in Social Psychology, 2nd Ed. (pp. 231–233). Boston, MA: Allyn and Bacon.Google Scholar
Côté, J. E. & Levine, C. (2002). Identity Formation, Agency, and Culture: A Social Psychological Synthesis. Mahwah, NJ: Erlbaum.Google Scholar
Crocetti, E. (2017). Identity formation in adolescence: The dynamic of forming and consolidating identity commitments. Child Development Perspectives, 11(2), 145–150.CrossRefGoogle Scholar
Crocetti, E., Rubini, M., & Meeus, W. (2008). Capturing the dynamics of identity formation in various ethnic groups: Development and validation of a three-dimensional model. Journal of Adolescence, 31(2), 207–222.Google Scholar
D’Antonio, M. (2020). Pedagogy and identity in the community college developmental writing classroom: A qualitative study in three cases. Community College Journal of Research and Practice, 44(1), 30–51.Google Scholar
Deane, P. & Song, Y. (2015). The key practice, discuss and debate ideas: Conceptual framework, literature review, and provisional learning progressions for argumentation. ETS Research Report Series, 2015(2), 1–21.Google Scholar
Dreyer, P. H. (1994). Designing curricular identity interventions for secondary schools. In Archer, S. L. (Ed.), Interventions for Adolescent Identity Development (pp. 121–140). Thousand Oaks, CA: Sage.Google Scholar
Dweck, C. S. (2006). Mindset: How We Can Learn to Fulfill our Potential. New York, NY: Random.Google Scholar
Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89.CrossRefGoogle Scholar
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In Spence, J. T. (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches (pp. 75–146). San Francisco, CA: Freeman.Google Scholar
Eichas, K., Meca, A., Montgomery, M. J., & Kurtines, W. M. (2015). Identity and positive youth development: Advances in developmental intervention science. In McLean, K. C., & Syed, M. (Eds.), The Oxford Handbook of Identity Development (pp. 337–354). New York, NY: Oxford University Press.Google Scholar
Elmore, K. C. & Oyserman, D. (2012). If “we” can succeed, “I” can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology, 37, 176–185, doi:10.1016/j.cedpsych.2011.05.003.Google Scholar
Erentaitė, R., Vosylis, R., Gabrialavičiūtė, I., & Raižienė, S. (2018). How does school experience relate to adolescent identity formation over time? Cross-lagged associations between school engagement, school burnout and identity processing styles. Journal of Youth and Adolescence, 47(4), 760–774.Google Scholar
Erikson, E. H. (1950). Childhood and Society. New York, NY: Norton.Google Scholar
Erikson, E. H. (1968). Identity: Youth and Crisis. New York, NY: Norton.Google Scholar
Faircloth, B. S. (2009). Making the most of adolescence: Harnessing the search for identity to understand classroom belonging. Journal of Adolescent Research, 24(3), 321–348.Google Scholar
Feldman, D. C. (1984). The development and enforcement of group norms. Academy of Management Review, 9(1), 47–53.Google Scholar
Fives, H. & Buehl, M. (2012). Spring cleaning for the messy construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In Harris, K. R., Graham, S. & Urdan, T. (Eds.), APA Educational Psychology Handbook: Vol. 2. Individual Differences and Cultural and Contextual Factors (pp. 471–499). Washington, DC: American Psychological Association.Google Scholar
Flum, H. (1994). Styles of identity formation in early and middle adolescence. Genetic, Social, and General Psychology Monographs, 120(4), 437–467.Google Scholar
Flum, H. & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41, 99–110.CrossRefGoogle Scholar
Foster, A. & Shah, M. (2016). Knew me and new me: Facilitating student identity exploration and learning through game integration. International Journal of Gaming and Computer Mediated Simulations, 8(3), 39–58.Google Scholar
Galliher, R., Rivas-Drake, D., & Dubow, E. (2017). Identity development process and content: Toward an integrated and contextualized science of identity. Developmental Psychology, 53(11), 2009–2010.Google Scholar
Garner, J. K., Hathcock, S., Vasinda, S., & Brienen, R. (2021). Situated action as collective identity exploration in an informal science education project. Presented at the Annual Meeting of the American Educational Research Association.Google Scholar
Garner, J. K. & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching, 25(1), 7–33.Google Scholar
Garner, J. K., Kaplan, A., & Pugh, K. (2016). Museums as contexts for transformative experiences and identity development. Journal of Museum Education, 41(4), 341–352.Google Scholar
Garner, J. K., Rutledge, A., Matheny, E., & Kuhn, M. (in press). Invention education as a context for children’s identity exploration. Journal of STEM Outreach.Google Scholar
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.Google Scholar
Gergen, K. J. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. New York, NY: Basic Books.Google Scholar
Gioia, D. A., Schultz, M., & Corley, K. G. (2000). Organizational identity, image, and adaptive instability. Academy of Management Review, 25(1), 63–81.Google Scholar
Gleason, P. (1983). Identifying identity: A semantic history. Journal of American History, 69(4), 910–931.Google Scholar
Gregg, A. P., Sedikides, C., & Gebauer, J. E. (2011). Dynamics of identity: Between self-enhancement and self-assessment. In Schwartz, S. J., Luyckx, K., & Vignoles, V. (Eds.), Handbook of Identity Theory and Research (pp. 305–328). New York, NY: Springer.Google Scholar
Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. Journal of the Learning Sciences, 18(3), 327–369.Google Scholar
Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of Adolescent Research, 2(3), 203–222.Google Scholar
Guastello, S. J., Koopmans, M., & Pincus, D. (2009). Chaos and Complexity in Psychology. New York, NY: Cambridge University Press.Google Scholar
Guastello, S. J. & Leibovitch, L. S. (2009). Introduction to nonlinear dynamics and complexity. In Guastello, S. J., Koopmans, M., & Pincus, D. (Eds.), Chaos and Complexity in Psychology (pp. 1–40). New York, NY: Cambridge University Press.Google Scholar
Gunersel, A. B., Kaplan, A., Barnett, P., Etienne, M., & Ponnock, A. R. (2016). Profiles of change in motivation for teaching in higher education at an American research university. Teaching in Higher Education, 21(6), 628–643.Google Scholar
Gutiérrez, K. D., Engeström, Y., & Sannino, A. (2016). Expanding educational research and interventionist methodologies. Cognition and Instruction, 34(3), 275–284.Google Scholar
Habbershon, T. G. & Astrachan, J. H. (1997). Perceptions are reality: How family meetings lead to collective action. Family Business Review, 10(1), 37–52.Google Scholar
Hand, V. & Gresalfi, M. (2015). The joint accomplishment of identity. Educational Psychologist, 50(3), 190–203, doi:10.1080/00461520.2015.1075401.Google Scholar
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227.Google Scholar
Harackiewicz, J. M. & Knogler, M. (2017). Interest: Theory and application. In Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.), Handbook of Competence and Motivation: Theory and Application (pp. 334–352). New York, NY: Guilford Press.Google Scholar
Harrell-Levy, M. K. & Kerpelman, J. L. (2010). Identity process and transformative pedagogy: Teachers as agents of identity formation. Identity: An International Journal of Theory and Research, 10(2), 7–91.CrossRefGoogle Scholar
Harter, S. (1983). Developmental perspectives on the self-system. In Hetherington, E. M. (Ed.), Handbook of Child Psychology: Vol. 4. Socialization, Personality, and Social Development (pp. 275–385). New York, NY: Wiley.Google Scholar
Haslam, S. A. & Ellemers, N. (2011). Identity processes in organizations. In Schwartz, S. J., Luyckx, K., & Vignoles, V. (Eds.), Handbook of Identity Theory and Research (pp. 715–744). New York, NY: Springer.CrossRefGoogle Scholar
Hathcock, S. J., Garner, J. K., & Kaplan, A. (2020). Examining micro-change within and among science teachers’ identities: A multiple case study. Science Education, 104, 827–856.Google Scholar
Hazari, Z., Sadler, P. M., & Sonnert, G. (2013). The science identity of college students: Exploring the intersection of gender, race, and ethnicity. Journal of College Science Teaching, 42(5), 82–91.Google Scholar
Heffernan, K., Kaplan, A., Peterson, S., & Newton Jones, K. (2017). Integrating identity formation and subject matter learning: Math concepts as tools for identity exploration. In Lyle, E. (Ed.), At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity (pp. 53–62). Rotterdam: Sense.CrossRefGoogle Scholar
Heffernan, K. & Newton, K. J. (2019). Exploring mathematics identity: An intervention of early childhood preservice teachers. Journal of Early Childhood Teacher Education, 40(3), 296–324.CrossRefGoogle Scholar
Hickey, D. T. (2003). Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation. The Elementary School Journal, 103(4), 401–429.Google Scholar
Holland, D. & Lachicotte, W. Jr. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In Daniels, H., Cole, M., & Wertsch, J. V. (Eds.), The Cambridge Companion to Vygotsky (pp. 101–135). New York, NY: Cambridge University Press.Google Scholar
James, W. (1890). The Principles of Psychology, 2 Vols. New York, NY: Henry Holt.Google Scholar
Josselson, R. (1994). Identity and relatedness in the life cycle. In Bosma, H. A., Graafsma, T. L. G., Grotevant, H. D., & de Levita, D. J. (Eds.), Identity and Development: An Interdisciplinary Approach (p. 81–102). Thousand Oaks, CA: Sage Publications, Inc.Google Scholar
Kaplan, A. (2004). Achievement goals and intergroup relations. In Pintrich, P. R. & Maehr, M. L. (Eds.), Advances in Research on Motivation and Achievement: Vol. 13: Motivating Students, Improving Schools: The Legacy of Carol Midgley (pp. 97–136). Oxford: Elsevier.Google Scholar
Kaplan, A. & Flum, H. (2009). Motivation and identity: The relations of action and development in educational contexts. Educational Psychologist, 44(2), 73–77.CrossRefGoogle Scholar
Kaplan, A. & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50–67.Google Scholar
Kaplan, A. & Flum, H. (2012). Identity formation in educational settings. Contemporary Educational Psychology, 37(3), 171–175, 240–245.Google Scholar
Kaplan, A. & Garner, J. K. (2017). A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. Developmental Psychology, 53(11), 2036–2051.Google Scholar
Kaplan, A. & Garner, J. K. (2018). Teacher identity and motivation: The dynamic systems model of role identity. In Schutz, P., Hong, J., & Cross, D. (Eds.), Research on Teacher Identity and Motivation: Mapping Challenges and Innovations (pp. 71–82). New York, NY: Springer Publishing.CrossRefGoogle Scholar
Kaplan, A., Garner, J. K., & Brock, B. (2019). Identity and motivation in a changing world: A complex dynamic systems perspective. In Gonida, E. & Lemos, M. (Eds.), Advances in Motivation and Achievement (Vol. 20): Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice (pp. 101–127). Bingley: Emerald.Google Scholar
Kaplan, A., Katz, I., & Flum, H. (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. In Harris, K. R., Graham, S. G., & Urdan, T. (Eds.), APA Educational Psychology Handbook, Vol. 2: Individual Differences, Cultural Considerations, and Contextual Factors in Educational Psychology (pp. 165–194). Washington, DC: American Psychological Association.Google Scholar
Kaplan, A., Neuber, A., & Garner, J. K. (2019). An identity systems perspective on high ability in self-regulated learning. High Ability Studies, 30(1–2), 53–78.Google Scholar
Kaplan, A., Sinai, M., & Flum, H. (2014). Design-based interventions for promoting students’ identity exploration within the school curriculum. In Karabenick, S. & Urdan, T. (Eds.), Advances in Motivation and Achievement, Vol. 18 (pp. 247–295). Bingley: Emerald.Google Scholar
Kerpelman, J. L., Pittman, J. F., & Lamke, L. K. (1997). Toward a microprocess perspective on adolescent identity development: An identity control theory approach. Journal of Adolescent Research, 12(3), 325–346.Google Scholar
Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589–625.Google Scholar
Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.Google Scholar
Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78(4), 464–486.Google Scholar
Koopmans, M. & Stamovlasis, D. (Eds.). (2016). Complex Dynamical Systems in Education: Concepts, Methods and Applications. Cham: Springer.Google Scholar
Kroger, J. (2004). Identity in Adolescence: The Balance between Self and Other, 3rd Ed. New York, NY: Routledge.Google Scholar
Kroger, J. & Marcia, J. E. (2011). The identity statuses: Origins, meanings, and interpretations. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of Identity Theory and Research (pp. 31–53). New York, NY: Springer.Google Scholar
Kunnen, S. & Van Geert, P. (2012). A dynamic system approach to adolescent development. In Kunnen, S. (Ed.), A Dynamic Systems Approach to Adolescent Development (pp. 3–14). London: Routledge/Psychology Press.Google Scholar
Lange, C. & Byrd, M. (2002). Differences between students’ estimated and attained grades in a first-year introductory psychology course as a function of identity development. Adolescence, 37(145), 93–107.Google Scholar
Lannegrand-Willems, L. & Bosma, H. A. (2006). Identity development-in-context: The school as an important context for identity development. Identity, 6(1), 85–113.Google Scholar
Lave, J. & Wenger, E. (2001). Legitimate peripheral participation in communities of practice. In Clarke, J., Hanson, A., Harrison, R., & Reeve, F. (Eds.), Supporting Lifelong Learning (pp. 121–126). London: Routledge.Google Scholar
Luyckx, K., Schwartz, S. J., Goossens, L., Beyers, W., & Missotten, L. (2011). Processes of personal identity formation and evaluation. In Schwartz, S. J., Luyckx, K., & Vignoles, V. (Eds.), Handbook of Identity Theory and Research (pp. 77–98). New York, NY: Springer.Google Scholar
Luyckx, K., Vansteenkiste, M., Goossens, L., & Duriez, B. (2009). Basic need satisfaction and identity formation: Bridging self-determination theory and process-oriented identity research. Journal of Counseling Psychology, 56(2), 276–288.Google Scholar
Maehr, M. L. & Braskamp, L. A. (1986). The Motivation Factor: A Theory of Personal Investment. Lexington, MA: Lexington Books.Google Scholar
Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558.Google Scholar
Marcia, J. E. (1980). Identity in adolescence. In Adelson, J. (Ed.), Handbook of Adolescent Psychology (pp. 159–187). New York, NY: Wiley.Google Scholar
Marcia, J. E. (1993a). The ego identity status approach to ego identity. In Marcia, J. E., Waterman, A. S., Matteson, D. R., Archer, S. L., & Orlofsky, J. L. (Eds.), Ego Identity: A Handbook for Psychosocial Research (pp. 1–21). New York, NY: Springer.Google Scholar
Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63–78.CrossRefGoogle Scholar
Markus, H. & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.Google Scholar
Marsh, H. W., Martin, A. J., Yeung, A. S., & Craven, R. G. (2017). Competence self-perceptions. In Elliot, A. J., Dweck, C. S., & Yeager, D. (Eds.), Handbook of Competence and Motivation, 2nd Ed. (pp. 85–115). New York, NY: Guilford Press.Google Scholar
Master, A., Cheryan, S., & Meltzoff, A. (2016). Motivation and identity. In Wentzel, K. & Miele, D. (Eds.), Handbook of Motivation at School, 2nd Ed. (pp. 300–319). New York, NY: Routledge.Google Scholar
McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146, doi:10.1080/00461520902832384.Google Scholar
McCaslin, M. & Lavigne, A. L. (2010). Social policy, educational opportunity, and classroom practice: A co-regulation approach to research on student motivation and achievement. In Urdan, T. & Karabenick, S. (Eds.), Advances in Motivation and Achievement: Vol. 16B. The Decade Ahead: Applications and Contexts of Motivation and Achievement (pp. 211–249). Bingley: Emerald.Google Scholar
Mead, G. H. (1934). Mind, Self and Society, from the Standpoint of a Social Behaviorist, ed. by Morris, C. W.. Chicago, IL: University of Chicago Press.Google Scholar
Meeus, W. (2011). The study of adolescent identity formation 2000–2010: A review of longitudinal research. Journal of Research on Adolescence, 21(1), 75–94.Google Scholar
Mishra, P., Koehler, M. J., & Greenhow, C. (2016). The work of educational psychologists in a digitally networked world. In Corno, L. & Anderman, E. (Eds.), Handbook of Educational Psychology, 3rd Ed. (pp. 29–40). New York, NY: Routledge.Google Scholar
Montgomery, M. J., Hernandez, L., & Ferrer-Wreder, L. (2008). Identity development and intervention studies: The right time for a marriage? Identity: An International Journal of Theory and Research, 8, 173–182.Google Scholar
Nasir, N. I. S., McLaughlin, M. W., & Jones, A. (2009). What does it mean to be African American? Constructions of race and academic identity in an urban public high school. American Educational Research Journal, 46(1), 73–114.Google Scholar
Nasir, N. S., Rowley, S. J., & Perez, W. (2016). Culture, racial/ethnic, and linguistic diversity, and identity. In Corno, L. & Anderman, E. (Eds.), Handbook of Educational Psychology, 3rd Ed. (pp. 186–198). New York, NY: Routledge.Google Scholar
Neuber, A. (2019). The meaning of being smart: An identity study of first-year honors college students. Doctoral dissertation, Temple University, Philadelphia, PA.Google Scholar
Nolen, S. B., Horn, I. S., & Ward, C. J. (2015). Situating motivation. Educational Psychologist, 50(3), 234–247, doi:10.1080/00461520.2015.1075399.Google Scholar
Nolen, S. B., Ward, C. J., & Horn, I. S. (2011). Motivation, engagement, and identity: Opening a conversation. In McInerney, D., Walker, R., & Liem, G. A. D. (Eds.), Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward (pp. 109–135). Greenwich, CT: Information Age.Google Scholar
O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181–206.Google Scholar
Osborne, J. W. & Jones, B. D. (2011). Identification with academics and motivation to achieve in school: How the structure of the self influences academic outcomes. Educational Psychology Review, 23(1), 131–158.Google Scholar
Overton, W. F. (2013). A new paradigm for developmental science: Relationism and relational-developmental systems. Applied Developmental Science, 17(2), 94–107.Google Scholar
Oyserman, D. (2015). Identity-based motivation. In Scott, R. & Kosslyn, S. (Eds.), Emerging Trends in the Behavioral and Social Sciences (pp. 1–11). Hoboken, NJ: Wiley.Google Scholar
Oyserman, D. (2017). Culture three ways: Culture and subcultures within countries. Annual Review of Psychology, 68, 435–463.Google Scholar
Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188–204.Google Scholar
Oyserman, D. & James, L. (2011). Possible identities. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of Identity Theory and Research (pp. 117–145). New York, NY: Springer.Google Scholar
Oyserman, D., Lewis, N. A. Jr., Yan, V. X., Fisher, O., O’Donnell, S. C., & Horowitz, E. (2017). An identity-based motivation framework for self-regulation. Psychological Inquiry, 28(2–3), 139–147.Google Scholar
Penuel, W. R. & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92.Google Scholar
Perez, R., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329.Google Scholar
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.Google Scholar
Pop, E. I., Negru-Subtirica, O., Crocetti, E., Opre, A., & Meeus, W. (2016). On the interplay between academic achievement and educational identity: A longitudinal study. Journal of Adolescence, 47, 135–144.Google Scholar
Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 105–118.Google Scholar
Renninger, K. A., Austin, L., Bachrach, J. E., Chau, A., Emmerson, M. S., King, B. R., & Stevens, S. (2014). Going beyond the “Whoa! That’s cool!” of inquiry: Achieving science interest and learning with the ICAN intervention. Motivational Interventions, 18, 107–138.Google Scholar
Richardson, P. W., Watt, H. M. G., & Karabenick, S. A. (2014). Teacher Motivation: Theory and Practice. New York, NY: RoutledgeGoogle Scholar
Roeser, R. W., Peck, S. C., & Nasir, N. S. (2006). Self and identity processes in school motivation, learning, and achievement. In Alexander, P. A. & Winne, P. H. (Eds.), Handbook of Educational Psychology, 2nd Ed. (pp. 391–424). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Rogat, T. K., Linnenbrink-Garcia, L., & DiDonato, N. (2013). Motivation in collaborative groups. In Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O’Donnell, A. M. (Eds.), The International Handbook of Collaborative Learning (pp. 250–267). New York, NY: Routledge.Google Scholar
Ryan, K. E. & Ryan, A. M. (2005). Psychological processes underlying stereotype threat and standardized math test performance. Educational Psychologist, 40(1), 53–63.Google Scholar
Schachter, E. P. & Rich, Y. (2011). Identity education: A conceptual framework for educational researchers and practitioners. Educational Psychologist, 46, 222–238.Google Scholar
Schutz, P., Hong, J. Y., & Cross Francis, D. (Eds.). (2018). Research on Teacher Identity: Mapping Challenges and Innovations. New York, NY: Springer.Google Scholar
Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.). (2011). Handbook of Identity Theory and Research. New York, NY: Springer.Google Scholar
Serpe, R. T. & Stryker, S. (2011). The symbolic interactionist perspective and identity theory. In Schwartz, S. J., Luyckx, K., Vignoles, V. L. (Eds.), Handbook of Identity Theory and Research (pp. 225–248). New York, NY: Springer.Google Scholar
Sfard, A. & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.Google Scholar
Shah, M., Foster, A., & Barany, A. (2017). Facilitating learning as identity change through game-based learning. In Baek, Y. (Ed.), Game-Based Learning: Theory, Strategies and Performance Outcomes (pp. 257–278). New York, NY: Nova.Google Scholar
Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37, 195–205.Google Scholar
Sinai, M., Tossman, I., & Kaplan, A. (2017, August). Interplay of the personal and pedagogical in the identity formation of preservice school counselors. Poster presented at the annual meeting of the American Psychological Association, Washington DC.Google Scholar
Sinatra, G. M. & Seyranian, V. (2016). Warm change about hot topics: The role of motivation and emotion in attitude and conceptual change about controversial science topics. In Corno, L. & Anderman, E. (Eds.), Handbook of Educational Psychology, 3rd Ed. (pp. 245–246). New York, NY: Routledge.Google Scholar
Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In Berkowitz, L. (Ed.), Advances in Experimental Social Psychology, Vol. 21 (pp. 261–302). New York, NY: Academic Press.Google Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613–629.Google Scholar
Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 68, 797–811.Google Scholar
Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In Zanna, M. (Ed.), Advances in Experimental Social Psychology, Vol. 34 (pp. 379–440). New York, NY: Academic Press.Google Scholar
Tajfel, H. & Turner, J. C. (1986). The social identity theory of intergroup behavior. In Worchel, S. & Austin, W. G. (Eds.), Psychology of Intergroup Relations (pp. 7–24). Chicago, IL: Nelson-Hall.Google Scholar
Tossman, I., Kaplan, A., & Assor, A. (2008). Academic achievement goal structures and young adolescents’ biased preferences for peers as cooperation partners: A longitudinal study. International Review of Social Psychology, 21, 183–217.Google Scholar
Tossman, I., Sinai, M., Cohen-Malayev, M., & Kaplan, A. (2018, May). Professional identity formation in an unstructured profession: A qualitative investigation of non-formal education students. Paper presented at the annual meeting of the Society for the Study of Emerging Adulthood, Cluj-Napoca, Romania.Google Scholar
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.Google Scholar
Turner, J. C. & Reynolds, K. J. (2001). The social identity perspective in intergroup relations: Theories, themes, and controversies. In Brown, R. & Gaertner, S. L. (Eds.), Blackwell Handbook of Social Psychology: Intergroup Processes (pp. 133–152). Malden, MA: Blackwell.Google Scholar
Usher, E. L. (2016). Personal capability beliefs. In Corno, L. & Anderman, E. (Eds.), Handbook of Educational Psychology, 3rd Ed. (pp. 146–159). New York, NY: Taylor and Francis.Google Scholar
Vedder-Weiss, D., Biran, L., Kaplan, A., & Garner, J. K. (2018). Reflexive inquiry as a scaffold for teacher identity exploration during the first year of teaching. In Lyle, E. (Ed.), The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity (pp. 227–237). Rotterdam: Sense.Google Scholar
Verhoeven, M., Poorthuis, A. M., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35–63.Google Scholar
Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.), Handbook of Identity Theory and Research (pp. 1–27). New York, NY: Springer.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.Google Scholar
Waldrop, M. M. (1992). Complexity: The Emerging Science at the Edge of Order and Chaos. New York, NY: Touchstone.Google Scholar
Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.Google Scholar
Walton, G. M. & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29(3), 219–226.Google Scholar
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.Google Scholar
Wenger, E. ( 1998 ). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.Google Scholar
Wigfield, A., Rosenzweig, E. Q., & Eccles, J. (2017). Achievement values: Interactions, interventions, and future directions. In Elliot, A., Dweck, C., & Yeager, D. (Eds.), Handbook of Competence and Motivation: Theory and Application, 2nd Ed. (pp. 116–135). New York, NY: Guilford Press.Google Scholar
Wigfield, A. & Wagner, A. L. (2005). Competence, motivation and identity development during adolescence. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of Competence and Motivation (pp. 222–239). New York, NY: Guilford.Google Scholar
Yang, S., Shu, D., & Yin, H. (2021). Frustration drives me to grow: Unraveling EFL teachers’ emotional trajectory interacting with identity development. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103420Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×