Students value school success but often experience classroom norms implying that learning is easy and succeeding in school is not difficult. Applying an identity-based motivation (IBM) lens highlights three ways succeed-with-ease-not-effort norms can undermine students’ grades and increase their risk of course failure. Succeed-with-ease-not-effort norms reduce the likelihood that students experience school as relevant to their future goals, experience right now as the time to get going, and difficulties as signals of schoolwork's importance, not its impossibility. To support student academic outcomes, we examine Pathways-to-Success, a classroom-level intervention operationalizing IBM theory in a 3-cycle, 3-year development design (N = 1142 8th-graders, 87% low-income families, 64% Latinx, 20% African American). We document that Pathways-to-Success can be sustainable; our middle school teachers implemented and taught other teachers to implement Pathways-to-Success. We use structural equation models to show that effects are due to the theorized process; teachers who implemented with more signal clarity supported academic success by bolstering their students' identity-based motivation. We operationalized signal clarity as a mean of five fidelity components (dosage, adherence, quality, responsiveness, receipt). Signal clarity matters; students experiencing Pathways-to-Success with a clearer signal have a higher identity-based motivation score. Higher identity-based motivation yields better school outcomes.

学生重视学校的成功，但经常经历课堂规范，暗示学习很容易，在学校取得成功并不困难。应用基于身份的动机 (IBM) 镜头突出了轻松不努力的成功规范可以通过三种方式破坏学生的成绩并增加他们课程失败的风险。轻松而不努力的成功规范降低了学生将学校视为与他们未来目标相关的可能性，将现在的体验视为开始的时间，将困难视为功课重要性的信号，而不是不可能。为了支持学生的学术成果，我们研究了通往成功的途径，在 3 个周期、3 年的发展设计中实施 IBM 理论的课堂干预（N = 1142 名八年级学生，87% 的低收入家庭，64% 的拉丁裔，20% 的非裔美国人）。我们证明Pathways-to-Success是可持续的；我们的中学教师实施并教导其他教师实施成功之路。我们使用结构方程模型来表明效果是由理论化过程引起的；实施更清晰信号的教师通过增强学生基于身份的动机来支持学业成功。我们将信号清晰度作为五个保真度组件（剂量、依从性、质量、响应性、接收）的平均值进行操作。信号清晰度很重要；体验通往成功之路的学生信号越清晰，基于身份的动机得分越高。更高的基于身份的动机会产生更好的学校成果。