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Joseph Russell R. Santos, De La Salle University, PhilippinesAbstract
Adolescents’ learner identity is an emerging concept that warrants more research. How this process is understood and what role does the school play are two questions that need to be addressed in order to provide more clarity about its possible relevance to adolescents’ current developmental stage. Through a scoping review, the current study synthesized the main concepts and findings of 13 out of the 43 scoped articles that provide information about learner identity development and school engagement of adolescents. Key themes regarding the conceptualization of learner identity development include adolescents’ learner narrative, personal growth, values, positional identity, motivation, autonomy, contextual continuities and discontinuities, classroom practices, educational situations, and interesting lectures. While themes that answer how school engagement fosters learner identity include school practices and structures, meaningful learning activities, teachers’ approach, and peer group dynamics. Together, the results on adolescent learner identity and their school engagement are in accordance with the psychosocial and sociocultural perspectives used to understand identity-formation as well as the factors that contribute to school engagement. With these consistencies, future researchers may strengthen the foundation of learner identity development and educators may integrate this concept in the curricula and career development programs.
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Conference: ACP2025Stream: Psychology and Education
This paper is part of the ACP2025 Conference Proceedings (View)
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To cite this article:
Santos J. (2025) What Kind of Learner Am I: A Scoping Review of Adolescents’ Learner Identity and School Engagement ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2025 Official Conference Proceedings (pp. 245-258) https://doi.org/10.22492/issn.2187-4743.2025.20
To link to this article: https://doi.org/10.22492/issn.2187-4743.2025.20
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