How first-year students manage their action crises and motivation to build their learner identity: a look into the critical moment of goal disengagement

Timar-Anton, Casandra; Negru‐Subtirica, Oana; Opre, Adrian

doi:10.1007/s11031-022-09965-y

Cited by 7 publications

(3 citation statements)

References 45 publications

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“…Identity formation in educational settings has been studied from multiple disciplinary perspectives (e.g., sociology, anthropology, educational sciences, psychology), tapping into personal and social dimensions of this construct (Verhoeven et al., 2019). From a psychological perspective, research has focused on how students position themselves in relation to their education in general (educational identity; Crocetti, 2017), but also in relation to subject‐specific pursuits (e.g., STEM identity; Simpson & Bouhafa, 2020), or how they view themselves as learners (e.g., learner identity; Timar‐Anton et al., 2022). Here, I analyze longitudinal research on global educational identity that has examined how adolescents view their education as relevant to their self‐formation.…”

Section: Defining Educational Identity and Its Role In Adolescent Dev...mentioning

confidence: 99%

Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems

Negru‐Subtirica

2024

Child Dev Perspectives

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Educational identity has been studied increasingly in the past decades since school is a structured context that shapes adolescent identity formation. Across the academic years, adolescents learn to position themselves in terms of their education and schooling, perceiving these entities as more or less relevant for their self‐formation. In this article, I analyze educational identity in the context of personal identity formation in adolescence through longitudinal studies from Japan, the Netherlands, and Romania that used the identity process approach. I also examine the role educational systems play in educational identity trajectories, outlining the limits of personal intentionality when adolescents make educational choices. In addition, I address the relations of educational identity development with two important outcomes of education: academic achievement and vocational development. I conclude that educational identity formation reflects the freedom or coercion that country‐specific educational systems teach adolescents through educational tracking and the timing of educational transitions.

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Section: Defining Educational Identity and Its Role In Adolescent Dev...mentioning

confidence: 99%

Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems

Negru‐Subtirica

2024

Child Dev Perspectives

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“…They have proposed mental contrasting combined with implementation intentions in their Tripartite Model of Goal Striving (Ntoumanis & Sekidides, 2018). Timar-Anton et al, (2022) point to the relevance of considering multiple goals and their interdependence (sequentially). In general, goal regulation processes take place in a larger context of multiple goal pursuit (Kruglanski, 1996).…”

Section: Goal Motivationmentioning

confidence: 99%

“…Additionally, Timar-Anton et al, (2022, in this volume) investigated the consequences of disengagement for reengagement. In particular, they have studied the effects of experiencing an action crisis prior to disengaging from this goal on commitment to a new goal as well as its goal motivation.…”

Section: Availability Of Alternative Goals and Goal Reengagementmentioning

confidence: 99%

You have to let go sometimes: advances in understanding goal disengagement

Kappes

Schattke

2022

Motiv Emot

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While research on tenacious goal pursuit and persistence has evoked a myriad of research efforts, research on goal disengagement has rather been neglected and has been focusing mainly on positive consequences of individual differences in goal disengagement capacities. In recent years, however, research on goal disengagement has seen an upsurge in studies, specifically addressing the conceptualization of goal disengagement, the processes involved, and factors facilitating or undermining it. However, many questions remain unanswered or only partly answered providing numerous opportunities for further investigation.With this special issue of Motivation and Emotion, we aim to stimulate such progress in research on goal disengagement. To this end, this special issue includes empirical studies with cross-sectional, prospective, longitudinal, and experimental designs with a wide range of personal and experimentally induced goals as well as invited commentaries from scholars across different psychological sub disciplines.In this introductory essay, we provide a brief review of the current state of goal disengagement research. We also provide an overview about the contributions to this special issue with reflections related to the current state of research and areas where further advancement in conceptualization and empirical studies is needed.

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Taking a tiny step back: The impact of planning on a bumpy goal pursuit

Bayuk,

Basoglu

2024

J of Consumer Behaviour

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Across varied domains, prior research has examined the impact of setbacks and goal‐inconsistent behaviors on goal pursuit. A large setback, whether a result of an external hurdle or an internally‐driven goal‐inconsistent behavior, may suggest that the goal is not really feasible and goal disengagement is ideal. Yet, a minor setback or a goal‐deviation may just be a bump in the road that can, and often should, be overcome, especially for important, long‐term goals. So, not all setbacks signal that failure is inevitable and goal pursuit should be put on hold. Forming a goal‐directed plan shifts individuals from a deliberative to an implemental mindset and is commonly recommended by both academics and practitioners to help individuals pursue important goals and disengage from unachievable goals. But are plans beneficial when small, goal‐related setbacks occur? Specifically, this article examines the impact of minor bumps in the road (experiencing small setbacks, engaging in minor goal‐inconsistent behaviors) on continued goal pursuit. In three studies, field and lab, and across two different domains (eating healthy and saving money), we (1) show that small, seemingly acceptable setbacks can negatively influence goal pursuit when one has formed a plan, and (2) empirically demonstrate that when small setbacks occur, having a plan may increase feeling of action crisis and ultimately decrease interest in continued goal pursuit.

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How first-year students manage their action crises and motivation to build their learner identity: a look into the critical moment of goal disengagement

Cited by 7 publications

References 45 publications

Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems

Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems

You have to let go sometimes: advances in understanding goal disengagement

Taking a tiny step back: The impact of planning on a bumpy goal pursuit

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