High school identity climate and student identity development

Rich, Yisrael; Schachter, Elli P.

doi:10.1016/j.cedpsych.2011.06.002

Cited by 43 publications

(45 citation statements)

References 67 publications

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“…Relationships with adults—either negative or positive—were also considered important by participants, as found elsewhere (e.g. Rich & Schachter, ). Appreciation for support from adults of the same religion was noted by several participants across several denominations—suggesting that Christian, Jewish and Muslim youth workers are essential for religious communities to help adolescent members—either in or out of school.…”

Section: Discussionmentioning

confidence: 59%

“…Religious adolescents reported the support of adults in faith communities outside of school as significant in choosing their approach to negotiating their identities within school—supporting the view that identification and role‐models are important factors in identity construction (Good & Willoughby, ; Rich & Schachter, ). They also reported the influence of teachers of the same religious affiliation in school as important.…”

Section: Internal Seekingmentioning

confidence: 73%

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Religious identity choices in English secondary schools

Moulin

2014

British Educational Res J

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This paper explores religious adolescents' reported experiences of secondary schools. Fifty‐four qualitative interviews were conducted in places of worship in three cities in England with Christians (n=46), Jews (n=38) and Muslims (n=15). Secondary schools of a religious and non‐religious character were reported as not providing a suitable environment for religious observances, nor as a place to act and behave according to participants' religious principles. Religious adolescents reported prejudice and criticism of their beliefs or religious affiliations from their peers and sometimes from teachers. They also perceived their religious traditions to be distorted, inaccurately or unfairly represented in some lessons. The focus of this paper is the identity choices religious adolescents reported in response to these challenges. Three groups of identity choices are theorised and explored: religious identity seeking, religious identity declaration and religious identity masking. The findings are discussed in view of religious identity construction theory, good practice for teachers and also the potential concerns of faith communities.

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Section: Discussionmentioning

confidence: 59%

Section: Internal Seekingmentioning

confidence: 73%

Religious identity choices in English secondary schools

Moulin

2014

British Educational Res J

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“…Students' sense of well-being and their happiness with the relationship are vital for developing their positive identities (Chhuon & Wallace, 2014). Rich and Schachter (2012) state that 'teacher caring, teachers as a role model and a school program that cultivates the whole students rather than just academic learning' (p. 219) are the most important school features for the development of adolescents' identity and self-concept, which in turn can promote positive development and positive future behaviours and choices (Smith, 2015). Therefore, teachers need to pursue constructive interaction and show interest in knowing about students' lives and future plans, instead of only attending to teaching per se.…”

Section: Relevant Literaturementioning

confidence: 99%

The teacher–student relationship and adolescents’ sense of school belonging

Ibrahim

Zaatari

2019

International Journal of Adolescence and Youth

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In adolescence, humans begin to establish their adult identities. Their teachers are important in this development, but increasing work and accountability demands on teachers mean teacher-student relations suffer, negatively impacting adolescents' sense of school belonging and behavioural, psychological, and academic development. We used ecological systems theory to study affect, power, and reciprocity dimensions of the student-teacher relationship at school level in the United Arab Emirates. Observations and semi-structured interviews with female eleventh-graders and their teachers showed that adolescents believed teachers tried their best, but their lecture-based teaching style was boring, and that teachers rarely engaged students in group work or considered their opinions. Additionally, not all teachers supported or respected students. Teacherstudent power imbalance exacerbated these issues and led students to disobey or skip classes. Relationships based on care, trust, respect, affect, openness, and cooperation can foster student achievement, identity development, and school belonging and teacher accountability. ARTICLE HISTORY

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“…' (p. 186). The school context is therefore an important factor in shaping adolescents' identity (Eccles & Roeser, 2011;Lannegrand-Willems, & Bosma, 2006;Rich & Schachter, 2012). Strongly grounded in the work of Erikson (1950) and Marcia (1966, 1980, 1994, Crocetti, Rubini, and Meeus (2008) developed a three-dimensional model of identity formation that can be used to assess adolescents' identity formation processes in various life domains (e.g.…”

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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High school identity climate and student identity development

Cited by 43 publications

References 67 publications

Religious identity choices in English secondary schools

Religious identity choices in English secondary schools

The teacher–student relationship and adolescents’ sense of school belonging

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

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