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In This Chapter
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Self and Identity Processes in School Motivation, Learning, and Achievement
- Approaching Self and Identity in Education
- Self and Identity in the History of Psychology
- Two Fallacies in Self and Identity Research
- James on Self and Identity
- Erikson on Psychosocial Identity
- James and Erikson in Modern Times
- James’ Me-Selves in Modern Perspective
- Two Examples: Dual Systems Perspectives on the Me-Self and on Motivation
- James’ I-Self in Modern Perspective
- Moving the Legacy of James and Erikson Forward
- Basic aspects of Self in Context (Basic) Model
- Basic Levels of Self (BLOS) Model
- BLOS Overview.
- Temperamental Representation.
- Iconic Representation.
- Symbolic Representation.
- Phenomenological Representation.
- Basic Levels of School Context (BLOSC) Model
- Macro Levels: Schools as Social Institutions and Organizations.
- Micro Levels: Classrooms as Spaces of Social Interaction.
- Examples of Macro and Micro-Level Influences on Students’ Self/Identity
- Summary of the BASIC Model
- Implications for Educational Research
- Early Attachment Relations and Readiness to Learn in School
- The Study of Educational Resilience
- Patterns of School Motivation and Educational Lifepaths
- Hierarchical Models of Achievement Motivation
- Stereotype Threat
- The “Problem” of Student Motivation to Learn: Dewey’s “Three Evils”
- Implications for Educational Practice
- Interventions along the Educational Life Course
- Restoring Relationships to the Heart of Learning
- The Enlightened Educator
- I-Self and Me-Self Education
- Conclusion
Abstract
On behalf of the authors, this chapter is dedicated to Richard E. Snow and Robbie Case—mentors and colleagues remembered in knowledge, friendship, and spirit.
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