Relationship Between Identity Processing Style and Academic Success in Undergraduate Students

Boyd, Vivian; Hunt, Patricia F.; Kandell, Jonathan J.; Lucas, Margaretha S.

doi:10.1353/csd.2003.0012

Cited by 53 publications

(57 citation statements)

References 19 publications

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“…Previous studies have suggested that the diffuse/avoidant student is least prepared to achieve academically (e g., Boyd et al, 2003). The current analyses revealed a negative relationship between the diffuse/avoidant academic identity status and mastery goals.…”

Section: Discussionsupporting

confidence: 40%

“…Lange and Byrd (2002) demonstrated that university students who had committed to aspects of their identity were more likely to feel as if they could plan and implement effective study strategies. Boyd, Hunt, Kandell, and Lucas (2003) found that male university students that were diffuse/avoidant in their identity processing style were less likely to be in good academic standing three semesters after matriculation as compared to their counterparts utilizing other identity processing styles.…”

Section: Introductionmentioning

confidence: 91%

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Academic Identity Status and the Relationship to Achievement Goal Orientation

Was

Al-Harthy

Stack-Oden

et al. 2017

EJREP

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Section: Discussionsupporting

confidence: 40%

Section: Introductionmentioning

confidence: 91%

Academic Identity Status and the Relationship to Achievement Goal Orientation

Was

Al-Harthy

Stack-Oden

et al. 2017

EJREP

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“…IOAM was associated with more career decidedness and less occupational information, perhaps indicating a tendency towards foreclosure and an inflexible approach to their studies (cf. Boyd, Hunt, Kandell, & Lucas, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Career Exploration on Career Development Among Hong Kong Chinese University Students

Cheung¹,

Arnold²

2014

csd

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Career exploration is widely believed to produce positive career development outcomes among college and university students. Some research has supported this belief, but there is little information about exactly which outcomes it affects and whether any benefits of career exploration can be observed beyond individualistic western cultures. We report findings from cross-sectional ( N =271) and longitudinal ( N =101) data provided by university students in Hong Kong. The amount of career exploration was associated with career decision self-efficacy and amount of information, but not with self-clarity or career decidedness. All the outcome variables except decidedness increased significantly over time. Career support, especially from teachers, was also associated with the outcome variables. The results and their practical implications are discussed in light of Hong Kong culture and the characteristics of its student population, as well as career development theory.

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“…Previous studies have shown that students' autonomous interest and competency are the key components for establishing LM, and that academic and role identities, engagement, and academic achievement are related (Abes, Jones, & McEwen, 2007;Boyd, Hunt, Kandell, & Lucas, 2003;Lounsbury, Huffistetler, Leong, & Gibson, 2005). Therefore, this study proposes following hypotheses:…”

Section: Learning Motivationmentioning

confidence: 99%

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

2017

EDUC SCI-THEOR PRACT

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Citation: Ho, S. S. -H. (2017). The impact of Taiwanese college students' learning motivation from self-determination perspective on learning outcomes: Moderating roles of multi-traits. AbstractThe purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by Structural Equation Modelling (SEM). The findings suggest that deep approaches to learning play a critical role in improving college students' cognitive and non-cognitive gains.The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students' learning process, each trait should be considered individually. Implications for theory and practice are also discussed in this paper.

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Relationship Between Identity Processing Style and Academic Success in Undergraduate Students

Cited by 53 publications

References 19 publications

Academic Identity Status and the Relationship to Achievement Goal Orientation

Academic Identity Status and the Relationship to Achievement Goal Orientation

The Impact of Career Exploration on Career Development Among Hong Kong Chinese University Students

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

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