Website Search
Find information on spaces, staff, and services.
Find information on spaces, staff, and services.
cdi_proquest_journals_2758460293
--- !ruby/object:Document::ArticleItem::General data: pnx: addata: orcidid: - https://orcid.org/0000-0001-5050-706X abstract: - |- The contributed papers in this special issue each provide valuable perspectives on how social processes are relevant to academic motivation. Yet a critical question remains: How can this research lead to concrete guidance for educators who wish to create motivating and equitable classrooms? We propose this complex task can be simplified by encouraging educators to address students’ concerns about how they are viewed by instructors in school. Our review of the literature suggests that two meta-concerns are particularly important to address for students from groups marginalized in education: whether instructors may (1) see them as limited in academic potential and (2) narrowly define them by their academic success. We argue that effective teaching practices address these concerns by communicating two corresponding messages: (1) inclusive expectations , “I recognize your potential for academic growth” and (2) broad regard , “I regard you as a whole person, with a range of personal values, social identities, and relationships . ” These messages can shift students away from a “narrow” sense of self, in which their value is defined by current academic performance, and towards an “expansive” sense of self, in which students feel both academically capable and valued for more than just their academic success. We present evidence that novice instructors can use this framework to develop or adapt practices that are attuned to marginalized students’ two meta-concerns and enhance student motivation and engagement. Throughout this commentary, we describe how this framework can build on the important theoretical advances presented elsewhere in this special issue. issn: - 1040-726X au: - Smith, Eric N. - Yeager, David S. - Dweck, Carol S. - Walton, Gregory M. atitle: - An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns jtitle: - Educational psychology review stitle: - Educ Psychol Rev date: - '2022-12-01' risdate: - '2022' volume: - '34' issue: - '4' spage: - '2197' epage: - '2219' pages: - 2197-2219 eissn: - 1573-336X genre: - article ristype: - JOUR cop: - New York pub: - Springer US doi: - 10.1007/s10648-022-09715-z format: - journal search: title: - An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns - Educational psychology review creator: - Smith, Eric N. - Yeager, David S. - Dweck, Carol S. - Walton, Gregory M. creationdate: - '2022' subject: - Academic achievement - Child and School Psychology - Computer Assisted Instruction - Education - Educational Psychology - Instructional Effectiveness - Learning and Instruction - Literature reviews - Marginality - Minority groups - Motivation - Review Article - Social identity - Social processes - Social values - Student Motivation - Students - Teacher Effectiveness - Teachers - Teaching - Teaching Methods recordtype: - article sourceid: - BHHNA recordid: - eNp9kc1qGzEUhUVoIanbF-hK0PW4-hmNNEtj4jZgSCEJeCc0mitHqS250pgmXuVBkpfLk1TOFLILWlzpcL6rezkIfaVkSgmR3zMlTa0qwlhFWklFdThBZ1RIXnHerD6UO6lJJVmzOkWfcr4jpNhqfobSLODLtDbBH3xY40UyW_gb02_sYsLXYOztUf6VjB28hYyHWzPguQn45fHp_H5nQv_y-FxUwFewcbi88azvE-SMr6L1ZoMvegiDHx7wPAYLKeTP6KMzmwxf_tcJulmcX89_VsvLHxfz2bKyTKmhErLsAa5rGRWu67tedLaF2tC2t4oxrqxRpmkYZUp2pDa1ZIJQSYG6Vglh-AR9G_vuUvyzhzzou7hPoXypmRSqbghreXFNR9fabED74OJQli2nh623MYDzRZ9JTmvBeSEmiI2ATTHnBE7vkt-a9KAp0ccw9BiGLmHo1zD0oUB8hHIxhzWkt1neof4BsIKOzQ orcidid: - https://orcid.org/0000-0001-5050-706X creatorcontrib: - Smith, Eric N. - Yeager, David S. - Dweck, Carol S. - Walton, Gregory M. startdate: - '20221201' enddate: - '20221201' scope: - AAYXX - CITATION - 0-V - 3V. - 7U4 - 7XB - 88B - 88G - 8A4 - 8FI - 8FJ - 8FK - ABUWG - AFKRA - ALSLI - AZQEC - BENPR - BHHNA - CCPQU - CJNVE - DWI - DWQXO - FYUFA - GHDGH - GNUQQ - M0P - M2M - PQEDU - PQEST - PQQKQ - PQUKI - PRINS - PSYQQ - Q9U - WZK issn: - 1040-726X - 1573-336X fulltext: - 'true' addtitle: - Educ Psychol Rev general: - Springer US - Springer - Springer Nature B.V rsrctype: - article description: - |- The contributed papers in this special issue each provide valuable perspectives on how social processes are relevant to academic motivation. Yet a critical question remains: How can this research lead to concrete guidance for educators who wish to create motivating and equitable classrooms? We propose this complex task can be simplified by encouraging educators to address students’ concerns about how they are viewed by instructors in school. Our review of the literature suggests that two meta-concerns are particularly important to address for students from groups marginalized in education: whether instructors may (1) see them as limited in academic potential and (2) narrowly define them by their academic success. We argue that effective teaching practices address these concerns by communicating two corresponding messages: (1) inclusive expectations , “I recognize your potential for academic growth” and (2) broad regard , “I regard you as a whole person, with a range of personal values, social identities, and relationships . ” These messages can shift students away from a “narrow” sense of self, in which their value is defined by current academic performance, and towards an “expansive” sense of self, in which students feel both academically capable and valued for more than just their academic success. We present evidence that novice instructors can use this framework to develop or adapt practices that are attuned to marginalized students’ two meta-concerns and enhance student motivation and engagement. Throughout this commentary, we describe how this framework can build on the important theoretical advances presented elsewhere in this special issue. delivery: fulltext: - fulltext delcategory: - Remote Search Resource display: title: - An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns source: - EBSCOhost Professional Development Collection - SpringerLINK Contemporary (BTAA) - EBSCOhost Education Research Complete - Sociological Abstracts - EBSCOhost Academic Search Premier creator: - Smith, Eric N. ; Yeager, David S. ; Dweck, Carol S. ; Walton, Gregory M. publisher: - 'New York: Springer US' ispartof: - Educational psychology review, 2022-12, Vol.34 (4), p.2197-2219 identifier: - 'ISSN: 1040-726X' - 'EISSN: 1573-336X' - 'DOI: 10.1007/s10648-022-09715-z' subject: - Academic achievement ; Child and School Psychology ; Computer Assisted Instruction ; Education ; Educational Psychology ; Instructional Effectiveness ; Learning and Instruction ; Literature reviews ; Marginality ; Minority groups ; Motivation ; Review Article ; Social identity ; Social processes ; Social values ; Student Motivation ; Students ; Teacher Effectiveness ; Teachers ; Teaching ; Teaching Methods language: - eng rights: - The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. - COPYRIGHT 2022 Springer type: - article lds50: - peer_reviewed description: - |- The contributed papers in this special issue each provide valuable perspectives on how social processes are relevant to academic motivation. Yet a critical question remains: How can this research lead to concrete guidance for educators who wish to create motivating and equitable classrooms? We propose this complex task can be simplified by encouraging educators to address students’ concerns about how they are viewed by instructors in school. Our review of the literature suggests that two meta-concerns are particularly important to address for students from groups marginalized in education: whether instructors may (1) see them as limited in academic potential and (2) narrowly define them by their academic success. We argue that effective teaching practices address these concerns by communicating two corresponding messages: (1) inclusive expectations , “I recognize your potential for academic growth” and (2) broad regard , “I regard you as a whole person, with a range of personal values, social identities, and relationships . ” These messages can shift students away from a “narrow” sense of self, in which their value is defined by current academic performance, and towards an “expansive” sense of self, in which students feel both academically capable and valued for more than just their academic success. We present evidence that novice instructors can use this framework to develop or adapt practices that are attuned to marginalized students’ two meta-concerns and enhance student motivation and engagement. Throughout this commentary, we describe how this framework can build on the important theoretical advances presented elsewhere in this special issue. links: thumbnail: - "$$Tsyndetics_thumb_exl" openurl: - "$$Topenurl_article" linktopdf: - "$$Uhttps://link.springer.com/content/pdf/10.1007/s10648-022-09715-z$$EPDF$$P50$$Gspringer$$H" linktohtml: - "$$Uhttps://link.springer.com/10.1007/s10648-022-09715-z$$EHTML$$P50$$Gspringer$$H" openurlfulltext: - "$$Topenurlfull_article" facets: creationdate: - '2022' language: - eng creatorcontrib: - Smith, Eric N. - Yeager, David S. - Dweck, Carol S. - Walton, Gregory M. rsrctype: - articles jtitle: - Educational psychology review prefilter: - articles collection: - CrossRef - ProQuest Social Sciences Premium Collection【Remote access available】 - ProQuest Central (Corporate) - Sociological Abstracts (pre-2017) - ProQuest Central (purchase pre-March 2016) - Education Database (Alumni Edition) - Psychology Database (Alumni) - Education Periodicals - Hospital Premium Collection - Hospital Premium Collection (Alumni Edition) - ProQuest Central (Alumni) (purchase pre-March 2016) - ProQuest Central (Alumni) - ProQuest Central - Social Science Premium Collection - ProQuest Central Essentials - ProQuest Central - Sociological Abstracts - ProQuest One Community College - Education Collection - Sociological Abstracts - ProQuest Central - Health Research Premium Collection - Health Research Premium Collection (Alumni) - ProQuest Central Student - Education Database - Psychology Database - ProQuest One Education - ProQuest One Academic Eastern Edition (DO NOT USE) - ProQuest One Academic - ProQuest One Academic UKI Edition - ProQuest Central China - ProQuest One Psychology - ProQuest Central Basic - Sociological Abstracts (Ovid) toplevel: - peer_reviewed - online_resources topic: - Academic achievement - Child and School Psychology - Computer Assisted Instruction - Education - Educational Psychology - Instructional Effectiveness - Learning and Instruction - Literature reviews - Marginality - Minority groups - Motivation - Review Article - Social identity - Social processes - Social values - Student Motivation - Students - Teacher Effectiveness - Teachers - Teaching - Teaching Methods frbrgroupid: - cdi_FETCH-LOGICAL-c288t-57715efb9215fbdbd5bc9e4a19dc82238ca8a6621287b04a47250171e1f9855a3 frbrtype: - '5' sort: title: - An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns creationdate: - '20221201' author: - Smith, Eric N. ; Yeager, David S. ; Dweck, Carol S. ; Walton, Gregory M. control: iscdi: - 'true' originalsourceid: - FETCH-LOGICAL-c288t-57715efb9215fbdbd5bc9e4a19dc82238ca8a6621287b04a47250171e1f9855a3 recordtype: - article addsrcrecordid: - eNp9kc1qGzEUhUVoIanbF-hK0PW4-hmNNEtj4jZgSCEJeCc0mitHqS250pgmXuVBkpfLk1TOFLILWlzpcL6rezkIfaVkSgmR3zMlTa0qwlhFWklFdThBZ1RIXnHerD6UO6lJJVmzOkWfcr4jpNhqfobSLODLtDbBH3xY40UyW_gb02_sYsLXYOztUf6VjB28hYyHWzPguQn45fHp_H5nQv_y-FxUwFewcbi88azvE-SMr6L1ZoMvegiDHx7wPAYLKeTP6KMzmwxf_tcJulmcX89_VsvLHxfz2bKyTKmhErLsAa5rGRWu67tedLaF2tC2t4oxrqxRpmkYZUp2pDa1ZIJQSYG6Vglh-AR9G_vuUvyzhzzou7hPoXypmRSqbghreXFNR9fabED74OJQli2nh623MYDzRZ9JTmvBeSEmiI2ATTHnBE7vkt-a9KAp0ccw9BiGLmHo1zD0oUB8hHIxhzWkt1neof4BsIKOzQ sourcetype: - Aggregation Database sourceformat: - XML sourcesystem: - Other pqid: - '2758460293' galeid: - A731453329 sourceid: - gale_proqu recordid: - cdi_proquest_journals_2758460293 sourcerecordid: - A731453329 score: - '0.002654939' delivery: link: [] deliveryCategory: - Remote Search Resource availability: - fulltext displayLocation: false additionalLocations: false physicalItemTextCodes: '' feDisplayOtherLocations: false displayedAvailability: 'true' holding: [] almaOpenurl: https://na02.alma.exlibrisgroup.com/view/uresolver/01UWI_MAD/openurl?ctx_enc=info:ofi/enc:UTF-8&ctx_id=10_1&ctx_tim=2024-07-27 07:25:05&ctx_ver=Z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&url_ver=Z39.88-2004&rfr_id=info:sid/primo.exlibrisgroup.com-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An+Organizing+Framework+for+Teaching+Practices+that+Can+%E2%80%9CExpand%E2%80%9D+the+Self+and+Address+Social+Identity+Concerns&rft.jtitle=Educational+psychology+review&rft.au=Smith%2C+Eric+N.&rft.date=2022-12-01&rft.volume=34&rft.issue=4&rft.spage=2197&rft.epage=2219&rft.pages=2197-2219&rft.issn=1040-726X&rft.eissn=1573-336X&rft_id=info:doi/10.1007%2Fs10648-022-09715-z&rft.pub=Springer+US&rft.place=New+York&rft.stitle=Educ+Psychol+Rev&rft_dat=<gale_proqu>A731453329</gale_proqu>&svc_dat=viewit&rft_galeid=A731453329&rft_pqid=2758460293 context: PC adaptor: Primo Central extras: citationTrails: citing: - FETCH-LOGICAL-c288t-57715efb9215fbdbd5bc9e4a19dc82238ca8a6621287b04a47250171e1f9855a3 citedby: - FETCH-LOGICAL-c288t-57715efb9215fbdbd5bc9e4a19dc82238ca8a6621287b04a47250171e1f9855a3 timesCited: {} "@id": https://na02.alma.exlibrisgroup.com/primaws/rest/pub/pnxs/PC/cdi_proquest_journals_2758460293
Full text is available
Proxy will be added to source or direct links
This document needs electronic context lookup (uresolver)
--- - :service_type: getFullTxt :collection_name: EBSCOhost Academic Search Premier :coverage_statement: Available from 09/01/1993.<br>Most recent 1 year(s) not available. :public_note: '' :from_nz: false :filtered: false :filter_reason: '' :direct_link: https://wisconsin-madison.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=50459204610002122&institutionId=2122&customerId=2120 - :service_type: getFullTxt :collection_name: EBSCOhost Education Research Complete :coverage_statement: Available from 09/01/1993.<br>Most recent 1 year(s) not available. :public_note: '' :from_nz: false :filtered: false :filter_reason: '' :direct_link: https://wisconsin-madison.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=50459204600002122&institutionId=2122&customerId=2120 - :service_type: getFullTxt :collection_name: Professional development collection :coverage_statement: Available from 09/01/1993.<br>Most recent 1 year(s) not available. :public_note: '' :from_nz: false :filtered: false :filter_reason: '' :direct_link: https://wisconsin-madison.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=50459204580002122&institutionId=2122&customerId=2120 - :service_type: getFullTxt :collection_name: SpringerLink Journals :coverage_statement: 'Available from 1997 issue: 1.' :public_note: '' :from_nz: false :filtered: false :filter_reason: '' :direct_link: https://wisconsin-madison.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=50459204570002122&institutionId=2122&customerId=2120