Possible selves and academic outcomes: How and when possible selves impel action.

By D. Oyserman, D. Bybee, Kathy Terry. Journal of Personality and Social Psychology, 2006

867 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/c7430c6c82676cdd22099f624a9a21d34df64499

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Citations in the corpus

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “As we have shown, whether racial– ethnic identity and school-focused possible identities are positively correlated or not related at all depends on situational cues (e.g., Oyserman et al., 2006).”
Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, methodology): “Oyserman 2003 ; Oyserman, Bybee, and Terry 2006 ; Oyserman, Terry, and Bybee 2002 ), which was a nine-week after-school intervention programme developed for underprivileged African-American middle school students to enhance their abilities to imagine themselves as successful adults and connect th”
From future self to current action: An identity-based motivation perspective (2018, background): “For instance, a brief series of half-hour sessions is sufficient to induce changes in school engagement and performance that lasted for two years (Oyserman et al., 2006).”
Self-Esteem and Future Orientation Predict Adolescents’ Risk Engagement (2017, background): “One effective approach is the possible selves intervention (Oyserman et al., 2006), which showed that long-term changes in academic skills and school misconduct were mediated by changes in future orientation and planning skills.”
African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support (2008, methodology): “Studies conducted by Oyserman and colleagues (i.e., Oyserman et al. 2002, 2006 ) have demonstrated the value of youth-focused interventions that promote African American adolescents’ development of strategies for attaining their possible selves in the academic domain.”
The interplay of possible language teacher selves in professional development choices (2013, result): “This corresponds with previous findings of prevention-focused self-regulation being more likely in instances when risk of an off-track possible self is high (Oyserman et al., 2006, p. 201).”
Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, background): “In a recent special issue of Educational Psychologist (Kaplan & Flum, 2009 ) several researchers demonstrated that when subject matter and pedagogical methods engage students’ developmental and social needs related to identity, educational engagement will be enhanced and more meaningful (see also”
The Role of Purposeful Work Goals in Promoting Meaning in Life and in Schoolwork During Adolescence (2009, background): “(Markus & Nurius, 1986; Oyserman, Bybee, & Terry, 2006; Oyserman & Fryberg, 2006; Oyserman & Markus, 1990) are associated with academic success (Oyserman et al., 2006) and lower levels of risk behavior, such as delayed initiation of sexual intercourse (Vesely et al., 2004), lower acceptance and…”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…unless it is perceived as ‘available’ and ‘accessible’ through the speciﬁc learning channels (cf. Norman and Aron, 2003); in other words, future self-guides need to be equipped with appropriate behavioral strategies (cf. Oyserman, 2008; Oyserman et al., 2006) in order to facilitate goal attainment.”
Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students (2018, background): “…to learn from others’ experiences about the utility of education are consistent with evidence that “possible selves” (i.e., imaginations people have about themselves in future), including ideal selves and feared selves, serve as motivators for academic performance (Oyserman et al., 2006).”