Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Bibliographic Data
| ID | 19600405 |
|---|---|
| Authors | Jacquelynne S Eccles (0000-0002-6405-9330, corresponding author), Jacquelynne Eccles |
| Year | 2009 |
| Volume | 44 |
| Issue | 2 |
| Pages | 78-89 |
| Publication date | 2009-04-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0046-1520 • E-ISSN: 1532-6985 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/00461520902832368 |
| OpenAlex | W2157568592 |
| Language | EN |
| Citations received | 352 |
| References cited | 22 |
Who am I? What am I about? What is my place in my social group? What is important to me? What do I value? What do I want to do with my life? These are all questions related to what psychologists call identity. Many theorists have argued that we are driven to answer these questions, particularly during adolescence. In this article, I summarize an expectancy value perspective on identity and identity formation. Within this framework, identity can be conceptualized in terms of two basic sets of self perceptions: (a) perceptions related to skills, characteristics, and competencies, and (b) perceptions related to personal values and goals. Together these two sets of self perceptions inform both individuals' expectations for success and the importance they attach to becoming involved in a wide range of tasks. Within this perspective, then, I focus on the role personal and collective identities can play on motivated action through their influence on expectations for success and subjective task values. I also discuss briefly how personality and collective identities develop over time
Action (physics) · Collective identity · Expectancy theory · Identity (music) · Identity formation · Perception · Personal identity · Personality · Perspective (graphical) · Self-concept · Social group · Social identity theory · Value (mathematics) · Cultural Differences and Values · Psychology · Social and Intergroup Psychology · Social Power and Status Dynamics · Social Psychology
Impact of personality traits on study habits and educational aspirations of arts and science college students
Disability identity and use of services among college students with psychiatric disabilities
Using the Expectancy-Value Theory to Understand Emerging Adult’s Financial Behavior and Financial Well-Being
I Am Therefore I Do
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Mejora del aprendizaje pasivo. Un modelo eficaz para investigación universitaria
Multiple pathways to identification
Validação do School Liking and Avoidance Questionnaire para a população Portuguesa
Mighty oaks from little acorns? The role of self-assessment in educational transitions
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Breaking the double-edged sword of effort/trying hard
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A complex dynamic systems perspective on identity and its development
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
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An integrated model of academic self-concept development
Adolescent-perceived parent and teacher overestimation of mathematics ability
Mastering developmental transitions in young and middle adulthood
The system of academic task values
Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors
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Educational and career interests in math
Theory-driven intervention for changing personality
Phase-adequate engagement at the post-school transition
From science student to scientist
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Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
Threats and Supports to Female Students’ Math Beliefs and Achievement
Motivation and Classroom Learning
Schools as Developmental Contexts During Adolescence
Teacher Motivation
Internal/External Frame of Reference Model
Dimensional Comparisons and Their Consequences for Self-Concept, Motivation, and Emotion
Academic Motivation and Performance
The role of identity development, values, and costs in college STEM retention.
More value through greater differentiation
The murky distinction between self-concept and self-efficacy
Beyond utility value interventions
The Case for Conscientiousness
Supporting girls’ and boys’ engagement in math and science learning
Gendered educational and occupational choices
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM)
Helping Parents to Motivate Adolescents in Mathematics and Science
Not Lack of Ability but More Choice
All STEM fields are not created equal
Theories of Motivation in Education
Self-Efficacy, Satisfaction, and Academic Achievement
Development of Achievement Motivation and Engagement
Cognitive Load as Motivational Cost
Girls in STEM
What motivates females and males to pursue careers in mathematics and science?
Interest Matters
(Un)Hidden Figures
Friends, academic achievement, and school engagement during adolescence
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations
Career success
Expectancy‐Value Models for the STEM Persistence Plans of Ninth‐Grade, High‐Ability Students
Assessing task values in five subjects during secondary school
School context, achievement motivation, and academic engagement
From expectancy-value theory to situated expectancy-value theory
Integration of Arab Female Students at a Technological University—Narratives of Identity in Figured Worlds
Exploration of Variables Predicting Sense of School Belonging Using the Machine Learning Method—Group Mnet
Academic Performance Antecedent Scale
Influence of Teacher and Family Support on University Student Motivation and Engagement
Academic Performance Antecedent Scale
Impacts of the Covid-19 pandemic on life and learning experiences of indigenous and non-Indigenous university and college students in Ontario, Canada
The ontogeny of career identities in adolescence
I Hate It Here”
Is economics a man’s business? Exploring the long-term effects of the gender gap in economic competencies at the upper secondary level on students’ choice to study economics at university
School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents
High school makerspace experience and college STEM affinity
Exploring STEM identity profiles among undergraduate STEM students and their relationships with gender, discipline, persistence and engagement
Measurement of student STEM identity
Unraveling gender disparities in teachers’ technological pedagogical and content knowledge
Critical thinking, self-regulated learning, and academic achievement
Student perceptions of teacher messages about the value of science in the classroom
Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions
The co-developmental process of math and reading motivational beliefs during childhood and early adolescence and its relation to educational attainment in college
The relationship between peer experience and college students’ math achievement
Psychometrics of the SDQ-I for Palestinian Adolescent Students
Impacts of Covid-19 on Higher Level Special Students
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Dimensional comparison effects on (gendered) educational choices
A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson
Evolving trajectories of educational expectations and science performance during middle school and STEM degree attainment of youth in adulthood
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Perceived economic benefits and costs of online learning
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An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers
Beyond numbers
Psychology.
Model of career and achievement motivation for women and men.
Self-discrepancy
Possible selves
Ethnic identity in adolescents and adults
Parent perceptions and attributions for children's math achievement
When we talk about American ethnic groups, what do we mean
Verbal and Math Self-Concepts
Possible selves and delinquency
Understanding Women's Educational And Occupational Choices
Ego identity status, conformity behavior, and personality in late adolescence
Multidimensional Model of Racial Identity
An Organizing Framework for Collective Identity
The Experience and Meaning of Work in Women's Lives
Identity and Psychosocial Development in Adulthood
| Unique citing works | 352 |
|---|---|
| Citations per year | 22 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 323 |