Identity-Based Motivation: Implications for Intervention

Oyserman, Daphna; Destin, Mesmin

doi:10.1177/0011000010374775

Cited by 393 publications

(394 citation statements)

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“…In essence for some families, attending an obesity intervention may challenge social, cultural and individual-cognitive identities (see Oyserman & Destin, 2010) and, moreover, attendance at the intervention itself may promote a shift in identity, which may or may not initially be perceived as a positive outcome.…”

Section: Theme 4: Availability and Suitability Of Local Facilitiesmentioning

confidence: 99%

The experiences and understandings of obesity: Families’ decisions to attend a childhood obesity intervention

Newson

Povey

Casson

et al. 2013

Psychology & Health

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Objectives: Although numerous interventions are in place to attempt to reduce the high prevalence of childhood obesity, uptake and success of these interventions vary. Little previous research has investigated the reasons why families choose to attend (or not attend) recommended interventions; this study has therefore investigated the experiences which influence the decisions to attend or not to attend a childhood obesity programme.Design: Eleven semi-structured interviews were employed to explore the experiences of families who had been invited onto a childhood obesity programme. Interviews were examined using interpretative phenomenological analysis.Results: Data were grouped into four themes which highlighted the differences and similarities between attendees and non-attendees. Barriers to attendance included parents either not recognising the condition in their children or not acknowledging its impact on health or wellbeing;parents having anxieties about their own participation in the programme; parents' views on their children's identities and parents believing that they have little control over their environment.Conclusions: It is suggested that obesity programmes must address preconceived negative perceptions regarding obesity, by carefully considering how the delivery of health information is presented, how it is understood, and how underlying identity may affect motivation to engage in new behaviours. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 IntroductionObesity is considered to be a 'lifestyle disease' with many contributing factors including genetic, economic, social, psychological, environmental and cultural elements (Butland et al., 2007). Childhood obesity poses many health risks; research has shown that 58% of children with a body mass index (BMI) above the 95th percentile have hypertension, hyperlipidaemia or insulin resistance and 25% have two or more of these (Allen et al., 2007;Roberts, 2007;Rudolf, 2004). It has also been found to affect psychological wellbeing, especially self-esteem (Dietz & Robinson, 2005). It is reported that most overweight or obese children become overweight or obese adults and it is projected that the current generation of children will have shorter life spans than their parents' generation (Ludwig, 2007; Butland et al., 2007).Overweight and obesity are stated as 'probably the most widespread threat to health and wellbeing' in England (Department of Health [DoH], 2011a). The annual results of the 2010/11 National Child Measurement Programme found that by 10-11 years old, a third (33.4%) of children in England were classified as either overweight or obese (The National Health Service [NHS] Information Centre, 2011). The UK government recognise that obesity has negative consequences for individuals, local communities, and to the NHS (as direct costs which are estimated at £5bn e...

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Section: Theme 4: Availability and Suitability Of Local Facilitiesmentioning

confidence: 99%

The experiences and understandings of obesity: Families’ decisions to attend a childhood obesity intervention

Newson

Povey

Casson

et al. 2013

Psychology & Health

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“…Students find parts of design they are good at, and not good at. Pairing those with results of confidence-success correlations related to performance-competence in the engineering role identity literature 23,24 ., it might be said that project-based learning allows students to better explore and find their identity as an engineer, which is important to developing motivation for a future career 25 . This identity might also be backed up through by constructs of recognition by self or other group members at times of success or failure.…”

Section: Discussionmentioning

confidence: 99%

Engineering Design Self-Efficacy and Project-Based Learning: How Does Active Learning Influence Student Attitudes and Beliefs?

Major

Kirn

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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IntroductionThis work-in-progress research paper seeks to understand how active learning influences student attitudes and beliefs to aid in addressing calls for one-million new STEM graduates in the next decade 1 . With 40% of students currently completing STEM majors, the aim is to increase degree completion to at least 50% by 2022 through improvements in the first two years of undergraduate STEM education. This increase in STEM graduation rates projects to meet at least 75% of the needed one-million graduates. To meet the demands for more high-quality engineers, it is necessary that engineering programs provide an education that graduates more engineers through diverse pathways and provides the engineer of the future 2 skills needed for quick and more innovative solutions to grand challenges 3 . Without doing so successfully, solutions to grand challenges will be slowed or go undeveloped. Thus, for the future of engineering, it is important that instructors embrace new evidence-based means of instruction that ensure our students graduate and with the skills they need to succeed as engineers.Design, one of these important skills, often portrayed as one of the fundamental roles for engineers, should be an important part of an engineer's education 2 . To promote skill development, research has suggested that instructors work to increase students' self-efficacy 4 , or self-belief in the ability to complete a task 5 . Shown to positively correlate with students' grade performance, persistence in college 6, and increase engineering skill development 7 , increasing engineering self-efficacy could be key to creating more engineers 8 . It is important then that we look for and use, evidence-based methods of instruction that increase self-efficacy.One evidence-based method shown to increase self-efficacy in engineering, that also meets one of PCAST's five recommendations to increase graduation rates 1 , is active learning 9 . Besides increasing engineering self-efficacy 8 , use of active methods have been shown to be more effective towards improving students' grades when compared to the norm of direct instruction 10 (i.e. lecture). Project-based learning, one active learning method used in engineering, employs the use of cooperative project completion to link learning to real application and increase motivation 7,11 . If project-based learning positively affects students' formation of self-efficacy, including development of engineering self-efficacy, or even design self-efficacy (i.e. students' feelings in their ability to conduct design) 12 , project-based learning may prove to be a more effective way to teach engineering skills such as design and help promote increased completion of an engineering degree 2 . To understand how instructors might better develop students' design self-efficacy, we pose the following research question: How does active learning affect students' development of design self-efficacy? Theoretical FoundationsSelf-efficacy examines the belief an individual has in their ability to complete a task 5...

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“…Given the outlined role of the future in FGS development of social capital 21 ; the role that future oriented goal setting plays in the development of student identities 25 ; and influence of student future time perspectives can have on actions related toward engineering tasks 26,27 we have expanded our frameworks to include explicit consideration of student motivation, specifically their future time perspectives. Future time perspective, as utilized in this work is defined by the work of Hilpert et al 26 and Benson, Kirn, & Morkos 28 .…”

Section: Future Time Perspective and Connections To Identitymentioning

confidence: 99%

First Generation Students Identification with and Feelings of Belongingness in Engineering

Boone¹,

Kirn²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Abstract:This research paper investigates how engineering students overcome difficulties in engineering through development of an engineering identity, belongingness and social capital with a focus on first generation students (FGS). FGS research often draws comparisons to continuing generation students (CGS) and depicts FGS as weaker students and having difficulty reaching graduation. Difficulties include limited study skills, difficulty meeting admission requirements, personal responsibility of tuition, need for employment, and familial relationships. Research demonstrates FGS "struggle", but little literature examines FGS success persisting to degree attainment. Social capital was chosen as it is a prevalent factor of FGS success while identity and belongingness may relate to students' levels of social capital.FGS is defined as an individual whose parents have not attained a four year bachelor's degree. Upper division students were selected as these students have persisted past traditional engineering barriers and may have developed identity and feelings of belongingness. A required communications class for engineers at a western land grant institution was surveyed using 106 Likert-type, matrix, and modified dichotomous items to understand the student's social capital, experience, identity, and belongingness (n=202, 96% response rate). Analysis showed that being a FGS predicted higher belongingness to engineering major and class. It was also found that FGS had similar engineering identity, motivations toward engineering, experiences in engineering, and social capital provided by their social networks when compared to CGS students. FGS had a more positive opinion on experiences tied to the engineering classroom because they thought their professors gave them encouragement to think creatively, did not go through material too fast, and were happy with their class size when compared to CGS students. FGS did not have as many resources provided by their family/guardian but this could contribute to their differing views of their engineering experience.

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Identity-Based Motivation: Implications for Intervention

Cited by 393 publications

References 108 publications

The experiences and understandings of obesity: Families’ decisions to attend a childhood obesity intervention

The experiences and understandings of obesity: Families’ decisions to attend a childhood obesity intervention

Engineering Design Self-Efficacy and Project-Based Learning: How Does Active Learning Influence Student Attitudes and Beliefs?

First Generation Students Identification with and Feelings of Belongingness in Engineering

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