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Drive to Work - The Question We Never Ask That Could Change Everything
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Drive to Work - The Question We Never Ask That Could Change Everything
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You have a student right now who is excellent at school, and who, if asked who they really are, would give you the answer they think you're looking for. This episode unpacks how identity forms in every classroom, whether educators structure it or not, and what one question, asked consistently, actually changes. Let's talk about self-concept and who's really building it.
This episode draws in part on research in:
- Self-concept development in middle childhood — the shift from external to psychological self-description from age 8 onward (Harter, 1999, 2012)
- Narrative identity and autobiographical coherence as predictors of self-direction and adult meaning-making (McAdams, 2001, 2008)
- Identity formation statuses and their developmental outcomes — achievement, diffusion, moratorium, foreclosure (Marcia, 1966; Kroger et al., 2010)
- Growth-themed autobiographical memory and associations with psychological well-being (Bauer, McAdams & Sakaeda, 2005)
- Contingent self-worth and the effects of externally-sourced validation on identity stability (Crocker & Wolfe, 2001)
- Reflective practice and metacognitive development in classroom contexts (Zimmerman, 2002; Veenman, Van Hout-Wolters & Afflerbach, 2006)
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