Motivation and identity: The relations of action and development in educational contextsan introduction to the special issue

Avi Kaplan, Hanoch Flum

Research output: Contribution to journalArticlepeer-review

69 Scopus citations

Abstract

The conviction that the goals of education should extend beyond situations to include long-term self-processes calls for exploring the relations between students' situated actionstheir motivation for engagement in schooland their identity. Each of the five articles in this special issue is based in a different contemporary motivational framework: expectancy-value, self-determination theory, interest, self-system, and the sociocultural perspective. Each article also focuses on somewhat different self and identity processes and describes a novel conceptualization of the relations between motivation and identity. The articles, and the commentary that probes them, represent but a few of the various ways by which motivational and self-identity processes may be theoretically related and of the research directions that such theorizing may promote. As a collection, these articles highlight the potential of linking the motivation and identity literatures for advancing educational-psychological theory and research as well as educational practice.

Original languageEnglish
Pages (from-to)73-77
Number of pages5
JournalEducational Psychologist
Volume44
Issue number2
DOIs
StatePublished - 28 Dec 2009

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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