Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the "Self" Between Internal and External Perceptions of Identity

Jamaal Matthews, Meeta Banerjee, Fani Lauermann

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self-efficacy. Self-regulated learning played its strongest mediating role between belonging and mastery and for low-efficacy students specifically. Child Development

Original languageEnglish
Pages (from-to)2355-2373
Number of pages19
JournalChild Development
Volume85
Issue number6
DOIs
StatePublished - 1 Nov 2014

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identity formation
national minority
Motivation
Learning
adolescent
Self Efficacy
learning
self-efficacy
Social Perception
Adolescent Development
female adolescent
Child Development
Hispanic Americans
African Americans
mediation
Values
Students
Education
Research
evidence

Cite this

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Academic Identity Formation and Motivation Among Ethnic Minority Adolescents : The Role of the "Self" Between Internal and External Perceptions of Identity. / Matthews, Jamaal; Banerjee, Meeta; Lauermann, Fani.

In: Child Development, Vol. 85, No. 6, 01.11.2014, p. 2355-2373.

Research output: Contribution to journalArticle

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