Possible selves and academic outcomes: How and when possible selves impel action
Possible selves and academic outcomes: How and when possible selves impel action
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DOI：
10.1037/0022-3514.91.1.188
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发表时间：
2006-07-01
影响因子：
7.6
通讯作者：
Terry, Kathy
中科院分区：
文献类型：
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作者：
Oyserman, Daphna;Bybee, Deborah;Terry, Kathy
由于对低收入和少数族裔青少年的学业成就和学业可能自我（APS）之间的差距感到困惑，作者假设，只有APS是不够的，除非与合理的策略联系起来，让自己感觉像“真实的”自我，并与社会身份联系起来。一个简短的干预，将APS与策略联系起来，创造一个社会和个人身份一致的背景，并改变与追求APS困难相关的意义（n = 141实验，n = 123控制低收入的8年级学生）增加成功迈向APS目标：学术主动性，标准化考试成绩，成绩提高;抑郁、旷课和校内不良行为也有所减少。效果在2年的随访中持续存在，并通过可能自我的变化来介导。
Puzzled by the gap between academic attainment and academic possible selves (APSs) among low-income and minority teens, the authors hypothesized that APSs alone are not enough unless linked with plausible strategies, made to feel like "true" selves and connected with social identity. A brief intervention to link APSs with strategies, create a context in which social and personal identities felt congruent, and change the meaning associated with difficulty in pursuing APSs (n = 141 experimental, n = 123 control low-income 8th graders) increased success in moving toward APS goals: academic initiative, standardized test scores, and grades improved; and depression, absences, and in-school misbehavior declined. Effects were sustained over a 2-year follow-up and were mediated by change in possible selves.