تاثیر انگیزش هویت محور بر درگیری تحصیلی دانش آموزان

عباسی, نرجس; فولادچنگ, محبوبه; یوسفی, فریده; شیخ الاسلامی, راضیه; فضیلت پور, مسعود

doi:10.22099/jsli.2025.8124

Abbasi, N. (2024). The effect of intervention based on identity-based motivation on students’ academic engagement (Doctoral dissertation). Shiraz University, Shiraz, Iran. [In Persian]

Abreu Alves, S., Sinval, J., Lucas Neto, L., Marôco, J., Gonçalves Ferreira, A., & Oliveira, P. (2022). Burnout and dropout intention in medical students: The protective role of academic engagement. BMC Medical Education, 22(83), 1-11. https://doi.org/10.1186/s12909-021-03094-9

Daniel, K., Msambwa, M. M., Antony, F., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32(4), e22733. https://doi.org/10.1002/cae.22733

Destin, M., & Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846-849. https://doi.org/10.1016/j.jesp.2010.04.004

Elmore, K., Oyserman, D., Smith, G., & Novin, S. (2016). When the going gets tough: Implications of reactance for interpretations of experienced difficulty in the classroom. AERA Open, 2(3), 1-11. https://doi.org/10.1177/2332858416664714

Ersner-Hershfield, H., Garton, M. T., Ballard, K., Samanez-Larkin, G. R., & Knutson, B. (2009). Don’t stop thinking about tomorrow: Individual differences in future self-continuity account for saving. Judgment and Decision Making, 4(4), 280-286.

Gonzales, M. H., Burgess, D. J., & Mobilio, L. J. (2001). The allure of bad plans: Implications of plan quality for progress toward possible selves and postplanning energization. Basic and Applied Social Psychology, 23(2), 87-108. https://doi.org/10.1207/153248301300148854

Hershfield, H. E. (2011). Future selfcontinuity: How conceptions of the future self transform intertemporal choice. Annals of the New York Academy of Sciences, 1235(1), 30-43. https://doi.org/10.1111/j.1749-6632.2011.06201.x

Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers can do it: Scalable identity-based motivation intervention in the classroom. Contemporary Educational Psychology, 54, 12-28. https://doi.org/10.1016/j.cedpsych.2018.04.004

Kirk, C. M., Lewis, R. K., Scott, A., Wren, D., Nilsen, C., & Colvin, D. Q. (2012). Exploring the educational aspirations–expectations gap in eighth grade students: Implications for educational interventions and school reform. Educational Studies, 38(5), 507-519. https://doi.org/10.1080/03055698.2011.643114

Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.

Landau, M. J., Oyserman, D., Keefer, L. A., & Smith, G. C. (2014). The college journey and academic engagement: how metaphor use enhances identity-based motivation. Journal of Personality and Social Psychology, 106(5), 679-698. https://doi.org/10.1037/a0036414

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x

Lewis Jr, N. A., & Earl, A. (2018). Seeing more and eating less: Effects of portion size granularity on the perception and regulation of food consumption. Journal of Personality and Social Psychology, 114(5), 786-803. https://doi.org/10.1037/pspp0000183

Nurra, C., & Oyserman, D. (2011). When does the future matter? Connecting future self to current behavior. In meeting of the European Association of Social Psychology, Stockholm, Sweden.

Nurra, C., & Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. Self and Identity, 17(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003

Oyserman, D. (2013). Not just any path: Implications of identity-based motivation for disparities in school outcomes. Economics of Education Review, 33, 179-190. https://doi.org/10.1016/j.econedurev.2012.09.002

Oyserman, D. (2015). Pathways to success through identity-based motivation. Oxford University Press, USA.

Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56(5), 479-489.

Oyserman, D., & Dawson, A. (2021). Successful learning environments support and harness students’ identity-based motivation: A primer. The Journal of Experimental Education, 89(3), 508-522. https://doi.org/10.1080/00220973.2021.1873091

Oyserman, D., Elmore, K., Novin, S., Fisher, O., & Smith, G. C. (2018). Guiding people to interpret their experienced difficulty as importance highlights their academic possibilities and improves their academic performance. Frontiers in Psychology, 9, 781. https://doi.org/10.3389/fpsyg.2018.00781

Oyserman, D., Elmore, K., & Smith, G. (2012). Self, self-concept, and identity. In M. Leary & J. Tangney (Eds.), Handbook of self and identity (2nd Ed. pp. 69–104). New York: Guilford Press.

Oyserman, D., & Horowitz, E. (2023). From possible selves and future selves to current action: An integrated review and identity-based motivation synthesis. Advances in Motivation Science, 10, 73-147. https://doi.org/10.1016/bs.adms.2022.11.003

Oyserman, D., O'Donnell, S. C., Sorensen, N., & Wingert, K. M. (2021). Process matters: Teachers benefit their classrooms and students when they deliver an identity-based motivation intervention with fidelity. Contemporary Educational Psychology, 66, 1-17. https://doi.org/10.1016/j.cedpsych.2021.101993

Ramazani, M., & Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the agentic engagement. Quarterly of Educational Measurement, 8(29), 185-204. https://doi.org/10.22054/jem.2018.22660.1555 [In Persian]

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690

Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002

Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359–1366. https://doi.org/10.1177/0956797611417632

Stephan, E., Shidlovski, D., & Sedikides, C. (2018). Self-prospection and energization: The joint influence of time distance and consideration of future consequences. Self and Identity, 17(1), 22-36. https://doi.org/10.1080/15298868.2017.1314319

Strauss, K., Griffin, M. A., & Parker, S. K. (2012). Future work selves: how salient hoped-for identities motivate proactive career behaviors. Journal of Applied Psychology, 97(3), 580-598. https://doi.org/10.1037/a0026423

Trope, Y., & Liberman, N. (2003). Temporal construal. Psychological Review, 110(3), 403-421. https://doi.org/10.1037/0033-295X.110.3.403

Vignoles, V. L., Manzi, C., Regalia, C., Jemmolo, S., & Scabini, E. (2008). Identity motives underlying desired and feared possible future selves. Journal of Personality, 76(5), 1165-1200. https://doi.org/10.1111/j.1467-6494.2008.00518.x

Wakslak, C. J., Nussbaum, S., Liberman, N., & Trope, Y. (2008). Representations of the self in the near and distant future. Journal of Personality and Social Psychology, 95(4), 757-773. https://doi.org/10.1037/a0012939

Waltz, C. F., & Bausell, B. R. (1981). Nursing research: design statistics and computer analysis. Davis Fa.

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002