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Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

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Abstract

Authors since William James (1892/1968) have implied that the structure of the self-concept can influence motivation and outcomes in particular domains. The value or importance an individual places on a domain influences how motivated that individual is to expend effort in that domain, ultimately influencing the positivity or negativity of the outcomes in that domain (the outcomes then likewise influence the valuing of that domain). Taking the example of identification with academics (selectively valuing an academic domain as central to the self-concept), we review the importance of psychological centrality and present a theoretical model directly linking the structure of the self to motivation and outcomes, something not explicitly discussed in the literature to date. Finally, strategies are suggested for how to increase a student’s identification with academics, which this theoretical framework suggests should lead to improved motivation to achieve in academics and improved outcomes for students.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, North Carolina State University, Campus Box 7801, Poe Hall 602, Raleigh, NC, 27695-7801, USA

    Jason W. Osborne

  2. School of Education, Virginia Tech, Blacksburg, VA, USA

    Brett D. Jones

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  1. Jason W. Osborne
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Correspondence to Jason W. Osborne.

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Osborne, J.W., Jones, B.D. Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes. Educ Psychol Rev 23, 131–158 (2011). https://doi.org/10.1007/s10648-011-9151-1

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