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Number of errors on the attention task as a function of valence and specificity of the possible self.
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Two experiments examined the effects of general and specific possible selves on undergraduates’ academic self-efficacy and engagement. Based on findings in the field of autobiographical memory, we assumed that an interaction pattern would appear between specificity and valence when imagining future self-relevant events. Indeed, visualizing a future...
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Aims:
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Methods:
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Citations
... For example, when examining visualizations . /fpsyg. . of possible future selves on self-efficacy and engagement in university students, those who maintained a representation of a successful future demonstrated an increase in self-efficacy and engagement when compared with those who maintained a representation of a general future failure toward their degree (de Place and Brunot, 2020). Along these lines, Andre et al. (2018) explored the relationship between motivation and future-oriented thought across education, the workplace, and in health related outcomes. ...
... Although future-oriented thinking has been positively implicated in academic outcomes (Oyserman et al., 2006(Oyserman et al., , 2015de Place and Brunot, 2020;Chishima and Wilson, 2021), to what degree more broadly future-oriented thinking facilitates positive outcomes in academia remains to be investigated. In other words, a broad consensus has yet to be reached as to the functional benefit of future-oriented thinking, and the impact that future-oriented thinking has on positive outcomes such as engagement and performance (GPA) within an academic setting. ...
Future-oriented thought is a broad construct that characterize the ability to generate mental representations of the future and project oneself into a variety of hypothetical states. It is well established that the degree to which one is focused more on the past, present, or future has a variety of implications on psychological functioning. This study focuses on the relationship between future-oriented thought and academic performance of students. To bridge this gap, we conducted the first systematic review investigating the benefit of future-oriented thought on promoting positive outcomes in academic settings. Our systematic review comprised 21 studies (k = 21). Results identified a clear relationship between future-oriented thought and positive outcomes in academic settings. Furthermore, our systematic review reveals important relationships between future-oriented thought and academic engagement, as well as future-oriented thought and academic performance. Our findings suggest that those who are more future-oriented demonstrate higher levels of academic engagement compared to those who were less future-oriented. Our findings suggest that probing and guiding students toward a future goal may increase their academic engagement and performance.
... In their seminal study, Ruvolo and Markus (1992) showed the immediate motivational impact of imagining a positive or negative possible self on the completion of a difficult cognitive task. Since then, numerous studies have manipulated the salience of different possible selves to increase motivation and performance in other domains (e.g., academic; Landau et al., 2014;de Place & Brunot, 2020). Increasing the salience of FVS could therefore be a way to motivate individuals to get vaccinated. ...
In the context of the COVID‐19 pandemic, governments are attempting to vaccinate a large proportion of their adult population against the virus. While many people hurried to receive the vaccine, vaccination rates then started stagnating and governments are searching for solutions to motivate remaining citizens to receive the vaccine. Previous studies show that imagining oneself in the future can motivate health prevention behaviors, but our study is the first to use a future selves paradigm to study vaccination motivators. In two mixed methods studies we examine the effects of imagining of a future‐vaccinated self (FVS) on vaccine attitudes, where participants were asked to think about what their life would be like once they had received the COVID‐19 vaccine. In Study 1 (n = 114), we coded the most important categories of FVS. Several FVS were identified and related to increased social and leisure activities, reduced negative emotion and societal constraints, possible side effects of the vaccine, and societal changes. In Study 2 (n = 113), we used a 2 × 2 design in which participants' reflections on their FVS were guided or open and visualized from a first‐ or third‐person perspective. The guided condition produced greater acceptance of the vaccine, and the first‐person perspective produced greater behavioral intentions to be vaccinated. We discuss the effectiveness of future selves interventions for promoting vaccination in different societal contexts.
... By imaging one's future self, possible selves can influence self-regulation, motivation, and behavior by functioning as selfrelevant goals or aspirations that motivate and provide incentive for desired behaviors (Hoyle & Sherrill, 2006;Markus & Nurius, 1986;Strachan et al., 2017). Researchers have had people generate possible selves in a variety of domains including academic (De Place & Brunot, 2019), occupational (Perry & Raeburn, 2016), and personality domains (Carver et al., 1994;Markus & Nurius, 1986). When these possible selves are generated, people may have improved feelings about themselves and hope for the future (Osyerman et al., 2004;Strachan et al., 2017). ...
Mental imagery and possible-selves interventions can help to improve physical activity (PA) in a variety of populations. Currently, no study has combined these two interventions to test the efficacy or possible synergistic effect. This study investigated the efficacy of a one-time exposure to one of three parallel interventions: imagery, possible selves, and combined, on exercise and self-efficacy, compared to a control group who were given nutritional information as an intervention. One hundred and twelve participants were randomized and provided data at three time points – eligibility screening, post-intervention, and 4-week follow-up. There were no significant group by time interactions or group differences. Main effects for time and exercise showed all participants increased in exercise suggesting that there are no advantages of the interventions. We discuss reasons why this may have occurred and suggest several areas for future researchers to expand upon, including replication with more exposure to interventions.
... A component of the self-system that drives motivation and is strongly predictive of behavioral engagement in service of goal attainment is the concept of possible selves (Brandtstädter 1998;de Place and Brunot 2020;Frazier and Hooker 2006;Hooker 1992;Leondari et al. 1998;Markus and Nurius 1986;Oyserman 2019;Oyserman and Dawson 2019;Oyserman et al. 2015;Oyserman and Markus 1990;Ryff 1991;Smith and Freund 2002). Possible selves (also called future selves) are our future visions of ourselves, our identities projected into the future, and the embodiment of the goals we aspire to or the outcomes that we fear (Frazier and Hooker 2006;Higgins et al. 1994;Hooker 1992;Markus and Nurius 1986;Stokes 2019). ...
Self-regulation, a social-cognitive process at the intersection of metacognition, motivation, and behavior, encompasses how people conceptualize, strive for, and accomplish their goals. Self-regulation is critical for behavioral change regardless of the context. Research indicates that self-regulation is learned. Integral to successful self-regulation of behavior are: (a) an articulated concept of one’s possible selves, (b) metacognitive knowledge and effective strategies, and (c) a sense of one’s own agency. We present the theoretical linkages, research evidence, and applied utility for these three components in promoting self-regulation of behavior, specifically in the domain of learning. We propose the MAPS model to account for the pathways of influence that lead to behavioral change. This model illustrates the dynamic and feed-forward processes that derive from the interactions among possible selves, metacognition, and agency to provide the context for developing self-regulated and effective learning that promotes student success, the transfer of knowledge, and the foundation for life-long learning.
Οι δυνητικοί εαυτοί ορίζονται ως οι γνωστικές αναπαραστάσεις των επιθυμιών και των φόβων των ατόμων για τον εαυτό τους στο μέλλον και έχουν ισχύ κινήτρου. Η παρούσα βιβλιογραφική ανασκόπηση πραγματεύεται το περιεχόμενο, τους παράγοντες διαμόρφωσης και τη σημασία των δυνητικών εαυτών των εφήβων, με έμφαση στους ακαδημαϊκούς δυνητικούς εαυτούς, στις μελλοντικές, δηλαδή, εικόνες που διαμορφώνονται στον ακαδημαϊκό τομέα και έχουν σχέση με την ακαδημαϊκή επίτευξη και τις ακαδημαϊκές επιλογές. Ειδικότερα, διερευνώνται οι παράγοντες και οι διαδικασίες που διευκολύνουν την ισχύ κινήτρου των ακαδημαϊκών δυνητικών εαυτών και τη σύνδεσή τους με θετικά ακαδημαϊκά αποτελέσματα, εστιάζοντας στη θεωρία του «κινήτρου βασιζόμενου στην ταυτότητα» της Oyserman (2007, 2015). Σύμφωνα με τη σχετική βιβλιογραφία, οι ακαδημαϊκοί δυνητικοί εαυτοί αποτελούν ένα συχνό θέμα στις αναφορές των εφήβων και συνδέονται με τη θετική τους ανάπτυξη, ειδικά των εφήβων που προέρχονται από λιγότερο ευνοϊκά περιβάλλοντα. Ωστόσο, προκειμένου να συμβάλλουν στην αυτο-ρύθμιση της μάθησης και της συμπεριφοράς χρειάζεται να συνδέονται με στρατηγικές, να θεωρούνται σύμφωνοι με τις κοινωνικές ταυτότητες των ατόμων, σχετικοί με τις επιλογές τους στο παρόν, να συνοδεύονται από κατάλληλες πεποιθήσεις, όπως ερμηνεία της δυσκολίας ως σπουδαιότητα και υψηλές πεποιθήσεις αυτο-αποτελεσματικότητας, και να υποστηρίζονται από τα κοινωνικά πλαίσια των μαθητών/ριών. Τα συμπεράσματα της ανασκόπησης υποδεικνύουν την ανάγκη υλοποίησης σχετικών παρεμβάσεων, κυρίως σε μαθητές/ριες που ζουν σε λιγότερο ευνοϊκά περιβάλλοντα. Επίσης, υποδεικνύουν την ανάγκη υλοποίησης σχετικών ερευνών και πρακτικών εφαρμογών στον ελληνικό χώρο.
People tend to appraise their distant future self better than their near future self (future self-enhancement effect). An open question is whether this tendency has implications for current performance. In two sets of experiments (N = 554), after envisioning their near or distant future, participants made future self-appraisals and performed an anagram task. We observed that future self-enhancement effect leads to better task performance, regardless of whether the future self was appraised in an absolute (Experiment 1a) or comparative (Experiment 1b) way. Experiment 2a additionally revealed that future self-enhancement effect might facilitate better task performance through increased current self-evaluations. In each study, future self-enhancement effect suppressed the negative, direct impact of envisioning one’s distant (vs. near) future on task performance.
Objetivo:
Analizar la relación entre las experiencias en las actividades de disfrute, la claridad en el autoconcepto y la percepción de un futuro significativo en jóvenes que cursan estudios superiores durante la pandemia de covid-19.
Método:
Participantes: estudiantes (n = 228), de ambos sexos de distintas carreras de nivel superior de Buenos Aires. Instrumentos: Cuestionario sociodemográfico. Cuestionario de los posibles sí mismos. Escala de propósito vital para estudiantes universitarios. Escala de claridad en el autoconcepto. Escala de Disfrute en la Actividad. Escala de Autorrealización en la Actividad. Escala de Indicadores Físicos y Psicoemocionales de Estrés.
Resultados:
más de la mitad de los estudiantes (65,8 %) percibe grandes cambios en su actividad de disfrute durante la cuarentena, pero estos no se relacionan con la percepción de un futuro significativo. La claridad en el autoconcepto predice la probabilidad de alcanzar los posibles sí mismos deseados y la búsqueda de propósito vital. La claridad, el afecto positivo y la autorrealización predicen la identificación de propósito vital. Las variables estudiadas se asocian a menores síntomas de estrés.
Conclusión:
los resultados muestran la necesidad de favorecer estas experiencias, así como la exploración del autoconocimiento, valores e intereses, que promuevan la identificación de metas, como factor de protección frente a los efectos y consecuencias del contexto actual.
This article applies the framework of possible selves (Markus & Nurius, 1986) to the motivation and persistence behaviours of one group of university students. We draw on possible selves to consider how particular goal-focused actions and life experiences may significantly shape movements towards imagined futures. Utilising a narrative approach from longitudinal data, this article considers the ways in which possible selves were articulated by five first-in-family students, all of whom were mature-aged women returning to formal learning. A series of vignettes enabled us to explore how students themselves conceived of this movement into university, and how hoped-for selves were considered and enacted (or not). The ways in which societal expectations and expected life trajectories impact (re)conceptualisation of ‘selves’ is discussed, particularly when individuals choose an unexpected or non-normative life course. (free e-prints: https://www.tandfonline.com/eprint/8AGQST2GMUV33WGZP7SC/full?target=10.1080/07294360.2020.1771682 )
