Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

Author： Osborne Jason

Publisher： Springer Publishing Company

ISSN： 1040-726X

Source： Educational Psychology Review, Vol.23, Iss.1, 2011-03, pp. : 131-158

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

How elementary school students' motivation is connected to self-regulation

By Järvelä Sanna Järvenoja Hanna Malmberg Jonna

Educational Research and Evaluation, Vol. 18, Iss. 1, 2012-01 ,pp. : 65-84

Routledge Ltd

Access to resources Recommend Favorite

Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept

By Taskinen Päivi H. Schütte Kerstin Prenzel Manfred

Educational Research and Evaluation, Vol. 19, Iss. 8, 2013-11 ,pp. : 717-733

Routledge Ltd

Access to resources Recommend Favorite

Understanding academic work as practical activity - and preparing (business-school) academics for praxis?

By Rasanen Keijo

The International Journal for Academic Development, Vol. 14, Iss. 3, 2009-09 ,pp. : 185-195

Routledge Ltd

Access to resources Recommend Favorite

School matters: how context influences the identification of different types of special educational needs

By McCoy Selina Banks Joanne Shevlin Michael

Irish Educational Studies, Vol. 31, Iss. 2, 2012-06 ,pp. : 119-138

Routledge Ltd

Access to resources Recommend Favorite

Academic growth and development - How do university academics experience it?

By ÅKerlind Gerlese

Higher Education, Vol. 50, Iss. 1, 2005-07 ,pp. : 1-32

Springer Publishing Company

Access to resources Recommend Favorite