Academic identity formation and motivation among ethnic minority adolescents: the role of the "self" between internal and external perceptions of identity.
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.
Montclair State University.
Jamaal S
JS
Matthews
Meeta
M
Banerjee
Fani
F
Lauermann
D000124:Achievement; D000293:Adolescent; D001741:Black or African American / Q000208:ethnology / Q000523:psychology*; D002648:Child; D005260:Female; D006630:Hispanic or Latino / Q000208:ethnology / Q000523:psychology*; D006801:Humans; D007858:Learning; D008297:Male; D009519:New York City / Q000208:ethnology; D020377:Self Efficacy; D012933:Social Identification; D012945:Social Values