CNRS-INSB UCA
CNRS-INSHS
lapsco
LAboratoire de Psychologie
Sociale et COgnitive

UMR 6024 UCA-CNRS
L'étude de la cognition depuis ses bases cérébrales jusqu'à sa régulation sous l'influence de l'environnement social

DERNIÈRES PUBLICATIONS
Matias, J., Quinton, J.-C., Colomb, M., Izaute, M., & Silvert, L. (2021). Reward history modulates perceptual load effects. Acta Psychologica, 212, 103217. https://doi.org/10.1016/j.actpsy.2020.103217
Sicard, A., Martinot, D., Toczek, M-C., Pironom, J., & Darnon, C. (2021). Turning the gender tables : evidence of students’ awareness of a reversal in gender status between academic and occupational contexts. Social Psychology of Education, 24 (1), 247-272. https://doi.org/10.1007/s11218-021-09607-0
Parris, B., Hasshim, N., Wadsley, M., Augustinova, M., & Ferrand, L. (2021).The loci of Stroop effects : A critical review of methods and evidence for levels of processing contributing to color-word Stroop effects and the implications for the loci of attentional selection. Psychological Research. doi : https://doi.org/10.1007/s00426-021-01554-x
SÉMINAIRES
30/09/2021 – Martial MERMILLOD et Adeline LACROIX

Cerveau prédictif et reconnaissance visuelle des émotions dans l’autisme. (Amphi Collomp, 10h30-12h00)

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Accueil > Séminaires

26/11/18 – Daphna OYSERMAN

par Guillaume VALLET - publié le , mis à jour le

IDENTIY-BASED MOTIVATION : Using Identity to do More and Better

Date : 26 novembre 2018
Heure : 11h00 - 12h00
Lieu : Amphithéâtre Paul Collomp

People often have quite high aspirations for their health, wealth, and educational attainment but fail to start soon enough, persist long enough, and engage smartly enough to succeed. Identity-based motivation theory is a social psychological theory of motivation that provides a useful predictive framework to understand why that might be, how macro-level factors might matter, and what can be done about it. I present the theory and supporting experimental evidence from experiments and school-based intervention research showing that the predicted effects are obtained even in the rigors of real world complexity. Evidence suggests that identities are not fixed but dynamically constructed in context, that how people interpret their experiences of ease and difficulty is influenced by which identities are on the mind and what these identities seem to imply in the moment. The reverse is also true ; people guided to particular interpretations of their experienced difficulty experience parallel shifts in identity content. Teachers can be trained to deliver a brief intervention to change each of these elements of identity-based motivation with resultant change in end-of-year school grades and risk of course failure. Social class matters too, shifting chronic endorsement of difficulty mindsets by undermining people’s everyday sense of power and control.

Conférencière

Pr. Daphna OYSERMAN
University of Southern California, USA
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