“Wearing a mask” vs. connecting identity with learning

Faircloth, Beverly S.

doi:10.1016/j.cedpsych.2011.12.003

Cited by 50 publications

(32 citation statements)

References 28 publications

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“…Here we can already see that the need for relatedness, the pervasive drive to form and maintain interpersonal relationships, and the need to belong are closely related and, more importantly, are closely linked to identity development processes in the school context. Faircloth (2012) stated that 'identity can be seen as a type of ongoing negotiation of participation, shaped by -and shaping in response -the context(s) in which it occurs. ' (p. 186).…”

Section: The School Commitment Constructmentioning

confidence: 99%

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

Korpershoek

2016

FLR

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The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement, and (3) to find out whether school motivation mediated the relation between school commitment and academic achievement. New in the field is that perspectives from two different research traditions were adopted, resulting in a selection of variables introduced by identity development theory and by motivational theories on achievement goals. The overall goal was to provide insight in the underlying structure of the relationships among these variables by providing new empirical evidence derived from a large student sample. A sample of more than 6,000 secondary school students from the Netherlands was therefore used in the study. Path models (structural equation models) were used to analyse the data. Fit indices of the final model were satisfactory. This model included students' cognitive capacities, three motivation factors (performance, social, and extrinsic motivation; mastery was excluded) and one commitment component (indepth exploration; the 'commitment' and 'reconsideration of commitment' components were excluded). The results showed small effects of performance (+), social (+), and extrinsic (-) motivation on academic achievement in addition to students' cognitive capacities. A very small negative effect was found for in-depth exploration. In-depth exploration mediated the motivation -achievement relationships to a limited extent. Suggestions for further research are discussed.Keywords: school motivation; school commitment; cognitive capacities; academic achievement; identity development theory; achievement goal theory IntroductionThe purpose of the present study was to better understand the underlying structure of the relationships among school motivation, school commitment, and academic achievement of students in secondary education. School motivation is derived from the achievement goal framework. The school commitment construct follows from identity development theory, referring to students' feelings of being committed to school.The relation between motivation and achievement has received ample attention in the literature (for recent meta-analyses using achievement goal theory see Huang, 2012;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010). However, within the widely used achievement goal framework, the focus is usually on a limited set of achievement goals (i.e. mastery and performance goals). Maehr (1984) suggested that also social solidarity goals and extrinsic goals should be considered when studying achievement goals in educational settings, because students largely vary in their orientations toward learning. Therefore, all four suggested achievement goals are investigated in this paper as indicators of students' school motivation.The relatio...

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Section: The School Commitment Constructmentioning

confidence: 99%

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

Korpershoek

2016

FLR

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“…I also learned how I could support the development of my students’ identities as learners. Creating a classroom culture where students can negotiate who they are and what they do in school helps support the connections between identity and learning (Delpit, ; Faircloth, ). Teachers can support this process by talking with students about the meaning of learning in school, and supporting students to find relevancy in their own lives and their sense of selves (Flum & Kaplan, ).…”

Section: Discussionmentioning

confidence: 99%

A Cautionary Tale About Using the WordShy: An Action Research Study of How Three Quiet Learners Demonstrated Participation Beyond Speech

Rosheim¹

2018

J Adolescent & Adult Lit

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Students who are quiet while reflecting on information before sharing their thoughts are often mistakenly judged as not participating in class. To better understand how quiet students navigated the space of a Midwestern U.S. suburban classroom, a yearlong action research study was conducted to learn more about student needs and test how adapting curriculum and pedagogy might affect students’ identities. Interviews, classroom videos, and student writing samples were analyzed to learn how quiet students engaged in classroom work, advocated for themselves, and rebuffed labels that they felt were negative. Although talk in the classroom is certainly vital to learning, time for writing and reflection is critical for some students. The findings of this study aim to raise awareness and encourage teachers to take an inquiry stance toward quiet students and consider their other modes of participation beyond speech.

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“…Some researchers have argued that religiously identifying adolescents can learn effective strategies to manage these problems through Religious Education (Fancourt, 2009;Miller and McKenna, 2011;Nesbitt, 2001;Østberg, 2000;Streib, 2001). However, part of this management can include the 'masking' (Faircloth, 2012) of religious identities in fear of bullying and ridicule (Moulin, 2014). For example, a Jewish participant reported her concern about an incident when a teacher had told her class that she was Jewish because of the possibility of anti-Semitic abuse, threats and violence (Moulin, 2011: 322).…”

Section: The Potential Impact Of Religious Education Upon Religious Imentioning

confidence: 97%

Doubts about Religious Education in public schooling

Moulin

2015

International Journal of Christianity & Education

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This article considers potential problems concerning Religious Education in public (state-funded) secondary schools in England in order to inform ongoing debates about religion in public education in the United States and elsewhere. Findings of empirical studies conducted in England are discussed in relation to arguments that critique Religious Education. It is argued that Religious Education as it is currently conceived and practised in England may be problematic for religious believers because it can misrepresent and critique religions, particularly Christianity. It is also suggested that the subject may be confused in its aims and purpose because it is not based upon any theological or religious authority. It is suggested that these problems may present challenges to religious identity formation among adolescents and therefore may be a cause of concern for religious communities.

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“Wearing a mask” vs. connecting identity with learning

Cited by 50 publications

References 28 publications

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

A Cautionary Tale About Using the WordShy: An Action Research Study of How Three Quiet Learners Demonstrated Participation Beyond Speech

Doubts about Religious Education in public schooling

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