The Connection Between Student Identities and Outcomes Related to Academic Persistence

Mesmin Destin, J. Williams
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引用次数: 4

Abstract

Young people begin to explore and develop a deeper understanding of who they are, or their identities, during adolescence and young adulthood. The various aspects of these dynamic and developing identities guide how students navigate the world and pursue their goals, including how they engage with academic opportunities and challenges. This article uses the identity-based motivation framework to integrate a selective review of research demonstrating connections between student identities and outcomes related to academic persistence. First, a foundation of significant theoretical and empirical contributions describes how different types of identities—including future identities and social identities—influence academic persistence. Additional evidence builds upon socioecological and sociocultural perspectives to demonstrate various levels of contextual influence on student identities and outcomes related to academic persistence. The area of research has implications for the promotion of more holistic approaches to student success, health, and well-being in addition to effective goal pursuit across the life span.
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学生身份与学业坚持相关结果之间的联系
年轻人在青春期和成年期开始探索和发展对自己或身份的更深理解。这些动态和发展中的身份的各个方面指导学生如何驾驭世界并追求自己的目标,包括他们如何应对学术机会和挑战。本文使用基于身份的动机框架,对证明学生身份与学业坚持相关结果之间联系的研究进行了选择性回顾。首先,重要的理论和实证贡献的基础描述了不同类型的身份——包括未来身份和社会身份——如何影响学术持久性。其他证据建立在社会生态和社会文化视角的基础上,以证明情境对学生身份和与学术坚持相关的结果的不同程度的影响。除了在整个生命周期内有效追求目标外,该研究领域还对促进学生成功、健康和幸福的更全面的方法具有重要意义。
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