caa a22 4500 445329483 CHVBK 20180317142732.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10648-011-9151-1 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9151-1 Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes [Elektronische Daten] [Jason Osborne, Brett Jones] 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. Springer Science+Business Media, LLC, 2011 Identification with academics nationallicence Motivation nationallicence Value nationallicence Self-concept nationallicence Self-esteem nationallicence Osborne Jason Department of Curriculum and Instruction, North Carolina State University, Poe Hall 602, Campus Box7801, 27695-7801, Raleigh, NC, USA aut Jones Brett School of Education, Virginia Tech, Blacksburg, VA, USA aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 131-158 1040-726X 23:1<131 2011 23 10648 https://doi.org/10.1007/s10648-011-9151-1 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9151-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Osborne Jason Department of Curriculum and Instruction, North Carolina State University, Poe Hall 602, Campus Box7801, 27695-7801, Raleigh, NC, USA aut NATIONALLICENCE 700 1- Jones Brett School of Education, Virginia Tech, Blacksburg, VA, USA aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 131-158 1040-726X 23:1<131 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer