Effects of Activation of Possible Selves on Learning Intention: High School Students

Abstract

  The present study examined effects of activation of possible selves on high school students' learning intention. It was hypothesized that the activation of possible selves may heighten learning intention when (a) students regard learning in school as a strategy for their future, (b) the possible selves are specific, and/or (c) students' had a high subjective value of realizing their possible selves. The participants were 646 high school sophomores and juniors. The results indicated that the activation of positive possible selves heightened learning intention when recognition of the relation between the students' future and learning in school was not strong, the students' possible selves were specific, and the subjective value of realizing their possible selves was not high. In other words, hypothesis (b) was supported conditionally, suggesting that specific possible selves may be effective as motivators. Hypotheses (a) and (c) were not supported, suggesting that the activation of possible selves may have an effect on academic motivation even when learning in school is not seen as a useful strategy for students' future, and when students do not have highly valued possible selves.