Aspects of possible self that predict motivation to achieve or avoid it

By Christina C. Norman, Arthur Aron. 2003

108 citations recorded by the source corpus.

Subfields: Applied Psychology, General Decision Sciences, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fde974af23b164a58b03510c9936b40f0c85859e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Y. Teimouri
2. Mostafa Papi
3. Americus Reed
4. Stefano Puntoni
5. Luk Warlop
6. Martin G. Erikson
7. D. Oyserman
8. S. Novin

In General Decision Sciences

1. Mostafa Papi
2. Americus Reed
3. Luk Warlop
4. Martin G. Erikson
5. D. Oyserman

In Sociology and Political Science

1. Stefano Puntoni
2. D. Oyserman
3. Mesmin Destin
4. Americus Reed
5. S. Novin
6. Luk Warlop
7. M. Forehand
8. Y. Teimouri

Citations in the corpus

• Identity-Based Consumer Behavior (2012, background): “Research has shown that when individuals do not feel they have the power to achieve an identity ideal, their motivation to persist in their pursuit of the ideal declines (Chan, Karbowski, Monty, & Perlmuter, 1986; Norman & Aron, 2003).”
• The Meaning of the Future: Toward a More Specific Definition of Possible Selves (2007, background): “…of possible selves are Carver, Raynolds, and Scheier (1994); Eshel and Kadouch-Kowalsky (2003); Kao (2000); Kerpelman, Shoffner, and Ross-Griffin (2002); Knox, Funk, Elliott, and Bush (1998, 2000); Lee (1999); Lord, Brown, and Freiberg (1999); Norman and Aron (2003); and Waid and Frazier (2003).”
• The Context-Sensitive Future Self: Possible Selves Motivate in Context, Not Otherwise (2015, background): “People can provide descriptions of both their desired and undesired possible future identities (Dalley & Buunk, 2011; Norman & Aron, 2003).”
• Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “This finding can bear out the claim in educational psychology that the possible future selves do not necessarily result in motivation unless they are perceived as “available” and “accessible” through specific learning channels (Norman & Aron, 2003).”
• Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “It seems that the lack of necessary and sufficient motivational conditions within the socioeducational context of Iran has negatively influenced the motivational propensities of the university students including but not limited to their future L2 selves (see Norman and Aron 2003; Dörnyei 2009).”
• The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…self does not necessarily result in motivation 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…”
• Appraising the influence of pro-environmental self-identity on sustainable consumption buying and curtailment in emerging markets: Evidence from China and Poland (2017, unknown): “Their inexperience may compound a verification threat to PESI if they feel limited consumption power to effectively enact their identity ideal (Norman & Aron, 2003) through their sustainable buying/curtailment.”