Identity-Based Motivation: Implications for Intervention

被引:303
作者
Oyserman, Daphna [1 ]
Destin, Mesmin [1 ]
机构
[1] Univ Michigan, Inst Social Res, Ann Arbor, MI 48109 USA
关键词
possible selves; school; adolescence; African American; Hispanic; achievement; health; depression; prevention; social identity; self-regulation; SCALE CRIS SCORES; POSSIBLE SELVES; COUNSELING PSYCHOLOGISTS; CAREER-DEVELOPMENT; SCHOOL OUTCOMES; SELF-CONCEPT; SOCIAL SELF; EXPECTATIONS; STEREOTYPES; COGNITION;
D O I
10.1177/0011000010374775
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
Children want to succeed academically and attend college but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment. We articulate the processes underlying these effects using an integrative culturally sensitive framework entitled identity-based motivation (IBM). The IBM model assumes that identities are dynamically constructed in context. People interpret situations and difficulties in ways that are congruent with currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity incongruent, the same difficulty suggests that the behavior is pointless and "not for people like me."
引用
收藏
页码:1001 / 1043
页数:43
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