Details
| Translated title of the contribution | Wie personales und soziales Selbst die schulische Entwicklung von Kindern und Jugendlichen beeinflussen |
|---|---|
| Original language | English |
| Pages (from-to) | 65-85 |
| Number of pages | 21 |
| Journal | Zeitschrift fur Padagogische Psychologie |
| Volume | 34 |
| Issue number | 2 |
| Early online date | 11 Dec 2019 |
| Publication status | Published - Mar 2020 |
Abstract
How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves - learners' knowledge about their group memberships and associated evaluations - have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.
Keywords
- Ability self-concept, Fit/misfit between self and learning environment, Social selves, Student motivation, Student outcomes
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
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In: Zeitschrift fur Padagogische Psychologie, Vol. 34, No. 2, 03.2020, p. 65-85.
Research output: Contribution to journal › Review article › Research › peer review
}
TY - JOUR
T1 - How Personal and Social Selves Influence the Development of Children and Adolescents at School
AU - Hannover, Bettina
AU - Zander, Lysann
PY - 2020/3
Y1 - 2020/3
N2 - How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves - learners' knowledge about their group memberships and associated evaluations - have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.
AB - How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves - learners' knowledge about their group memberships and associated evaluations - have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.
KW - Ability self-concept
KW - Fit/misfit between self and learning environment
KW - Social selves
KW - Student motivation
KW - Student outcomes
UR - http://www.scopus.com/inward/record.url?scp=85082767901&partnerID=8YFLogxK
U2 - 10.1024/1010-0652/a000261
DO - 10.1024/1010-0652/a000261
M3 - Review article
AN - SCOPUS:85082767901
VL - 34
SP - 65
EP - 85
JO - Zeitschrift fur Padagogische Psychologie
JF - Zeitschrift fur Padagogische Psychologie
SN - 1010-0652
IS - 2
ER -