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ERIC Number: EJ1045803
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Academic Identity Formation and Motivation among Ethnic Minority Adolescents: The Role of the "Self" between Internal and External Perceptions of Identity
Matthews, Jamaal S.; Banerjee, Meeta; Lauermann, Fani
Child Development, v85 n6 p2355-2373 Nov-Dec 2014
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A