Process matters: Teachers benefit their classrooms and students when they deliver an identity-based motivation intervention with fidelity

Difficulty-as-Improvement: The Courage to Keep Going in the Face of Life's Difficulties

When a task or goal is hard to think about or do, people can infer that it is a waste of their time (difficulty-as-impossibility) or valuable to them (difficulty-as-importance). Separate from chosen tasks and goals, life can present unchosen difficulties. Building on identity-based motivation theory, people can see these as opportunities for self-betterment (difficulty-as-improvement). People use this language when they recall or communicate about difficulties (autobiographical memories, Study 1; "Common Crawl" corpus, Study 2). Our difficulty mindset measures are culture-general (Australia, Canada, China, India, Iran, New Zealand, Turkey, the United States, Studies 3-15, N = 3,532). People in Western, Educated, Industrialized, Rich, Democratic (WEIRD)-er countries slightly agree with difficulty-as-improvement. Religious, spiritual, conservative people, believers in karma and a just world, and people from less-WEIRD countries score higher. People who endorse difficulty-as-importance see themselves as conscientious, virtuous, and leading lives of purpose. So do endorsers of difficulty-as-improvement-who also see themselves as optimists (all scores lower for difficulty-as-impossibility endorsers).

Is Difficulty Mostly About Impossibility? What Difficulty Implies May Be Culturally Variant

Difficulty can signal low odds (impossibility) and high value (importance). We build on culture-as-situated cognition theory's description of culture-based fluency and disfluency to predict that the culturally fluent meaning of difficulty is culture-bound. For Americans, the culturally fluent understanding of ability is success-with-ease-not-effort, hence difficulty implies low odds of ability. This may disadvantage American institutions and practices-learning requires gaining competence and proficiency through effortful engagement. Indeed, Americans (Studies 1, 3-8; N = 4,141; Study 2, the corpus of English language) associate difficulty with impossibility more than importance. This tendency is not universal. Indian and Chinese cultures imply that difficulty can equally signal low odds and value. Indeed, people from India and China (Studies 9-11, N = 762) are as likely to understand difficulty as being about both. Effects are culture-based; how much people endorse difficulty-as-importance and difficulty-as-impossibility in their own lives did not affect results.

Apt and actionable possible identities matter: The case of academic outcomes

INTRODUCTION

We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now).

METHODS

We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, M_age  = 14, N₁  = 602, N₂  = 540. Test sample USA 55% female, M_age  = 13, N = 247).

RESULTS

We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores.

CONCLUSIONS

Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.