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Identity-Based Motivations Implications for Intervention

机译：基于身份的动机对干预的意义

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Children want to succeed academically and attend college but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment. We articulate the processes underlying these effects using an integrative culturally sensitive framework entitled identity-based motivation (IBM). The IBM model assumes that identities are dynamically constructed in context. People interpret situations and difficulties in ways that are congruent with currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity incongruent, the same difficulty suggests that the behavior is pointless and "not for people like me."
机译：孩子们想在学业上取得成功并上大学，但是他们的实际成绩常常落后。一些群体（例如男孩，低收入儿童）尤其容易出现这种差距。社会结构因素很重要，部分地通过影响儿童对他们和他们将来可能会喜欢的人的看法来影响这一差距。专注于这种宏观-微观界面的干预措施可以提高儿童的素养。我们使用名为“基于身份的动机”（IBM）的综合文化敏感框架来阐明这些影响的潜在过程。 IBM模型假设身份是在上下文中动态构建的。人们以与当前活跃身份一致的方式来解释情况和困难，并且比与身份无关的行为更喜欢与身份一致的行为。当行动感觉到身分一致时，经历的困难凸显出该行为是重要且有意义的。当行动感觉到身份不一致时，同样的困难表明行为是毫无意义的，并且“不适用于像我这样的人”。

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