Motivation is a condition that activates and sustains behavior toward a goal. Social dimensions of identity are linked to social roles or characteristics that make one recognizable as a member of a group, such as being a woman or a Christian (Tajfel and Turner, 1979). article continues However, educators can take into account the influences that research has identified as potentially causing, exacerbating, or ameliorating the effects of stereotype threat on their own students motivation, learning, and performance. In a study by Nasir and McKinney de Royston (2013), students were asked to solve problems involving averages and percentages in the context of either basketball or classroom math. While empirical and theoretical work in this area continues to develop, recent research does strongly support the following conclusion: CONCLUSION 6-1: Motivation to learn is influenced by the multiple goals that individuals construct for themselves as a result of their life and school experiences and the sociocultural context in which learning takes place. Values-affirmation interventions are designed to reduce self-handicapping behavior and increase motivation to perform. Work on such interventions is based on the assumption that one cultural perspective is not inherently better than the other: the most effective approaches would depend on what the person is trying to achieve in the moment and the context in which he is operating. The dimensions of identity are dynamic, malleable, and very sensitive to the situations in which people find themselves (Oyserman, 2009; Steele, 1997). Second, the interventions adopt a student-centric perspective that takes into account the students subjective experience in and out of school. For example, they argued that East Asian cultures tend to emphasize collectivistic goals, which promote a comparatively interdependent self-construal in which the self is experienced as socially embedded and ones accomplishments are tied to the community. Identity has both personal and social dimensions that play an important role in shaping an individuals goals and motivation. In contrast, situational interest refers to a psychological state that arises spontaneously in response to specific features of the task or learning environment (Hidi and Renninger, 2006). friendships and more flexible action plans for achieving those goals. Webmotivation which focused on group differences (see Graham, 1994). In stark contrast, less than one-quarter (24%) of those praised for effort opted for performance information.
