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Identity work in organizations and occupations
Understanding how, why, and when individuals create particular self-meanings has preoccupied scholars for decades, leading to an explosion of research on identity work. We conducted a wide-ranging review of this literature with the aim of presenting an overarching framework that comprehensively summarizes and integrates the vast amount of recent research in this domain. Drawing on our analysis of the empirical literature, we present an enhanced conceptual understanding of identity work. We then summarize the four dominant theoretical approaches researchers have used to explain how, when, and why individuals engage in identity work. This side-by-side comparison of these theoretical perspectives allows us to parse out the unique contribution of each theoretical lens and highlights how these theories can be integrated into a holistic view of an inherently multifaceted concept. Lastly, we critically analyze the state of the field and lay a detailed roadmap for future researchers to draw from to expand our current understanding of how individuals work on their identities in occupations and organizations.
Journal Article
Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods
This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N’s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement ( r = −.06), language achievement ( r = −.07), and math achievement ( r = −.09), and a nonsignificant effect size for science achievement ( r = −.01). Participants with greater anxiety were also significantly more likely to not complete high school ( r = .11). They also had a poorer overall academic self-concept ( r = −.25) and mathematics self-concept ( r = −.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations.
Journal Article
Willpower : discover it, use it and get what you want
\"Be a master of self-control. It's been proven that strong willpower is a better predictor of success than a high IQ. Having firm, unshakable self-control is the secret to bashing through barriers and hitting your life goals. Willpower is the heartbeat of a successful, fulfilling work and personal life. But you either have willpower or you don't --right? Learn the science. Develop the habits. Globally acclaimed psychology and executive coach Ros Taylor is here to show us how willpower can be learned and developed. You don't need to be born with innate self-control--you can follow Ros's steps and learn to master you will. Ros distills a powerful step-by-step model, with actionable self-assessments and strategies, which will ensure you establish the proper habits of self-control to overcome the challenges holding you back. Regardless of what you want to achieve and where you're starting from, Willpower shows you how to: practice the scientifically-proven skillset for enhancing you willpower; make progress immediately and have new, positive habits in just three weeks; use this repeatable process to break through barriers in every area of your life; live with the stress-free confidence that comes with being in control. The difference between those who get what they want and those who don't comes down to self-control--Willpower is the way you master it and use it for personal and professional success.\"--Back cover.
Book
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest).
Journal Article
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this relationship has not been investigated fully from a developmental perspective. In the present meta-analysis, 240 effect sizes were aggregated from 68 longitudinal studies to examine the longitudinal relationship between ASC and achievement. The results found that achievement significantly predicted ASC (β = 0.16, p < 0.01) and vice-versa (β = 0.08, p < 0.01) after controlling for the initial level of outcome variables, which provided further evidence for the reciprocal effects model (REM). Moderator analyses found that the effect of achievement on ASC was significantly moderated by student age, whereas the effect of ASC on achievement was significantly moderated by student age, achievement level, and types of achievement measurement. Combining the significant moderating effect of age on the paths leading from ASC to achievement and from achievement to ASC, the relationship between ASC and achievement was found to demonstrate a trend from a strong skill-development effect to a pronounced reciprocal effect with age within the framework of the REM.
Journal Article
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Understanding which environmental factors influence the trajectory of self-concept and self-esteem during middle school transition may help schools better support students during this period. This short longitudinal study examined the influence of students’ perceptions of school climate upon the trajectory of students’ self-concept and self-esteem during middle school transition. Students in 25 classes from four schools (N = 404; Mage = 9.40, SD = 0.67) completed self-report measures of self-concept and self-esteem at four time points: twice before (fourth grade) and twice after middle school transition (fifth grade). The results showed that students with more positive perceptions of school climate in the beginning of fifth grade displayed more positive trajectories in self-concept and self-esteem. Students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes. The findings highlight the importance of school climate in the development of self-concept and self-esteem during middle school transition.
Journal Article