Adolescents΄ possible selves, achievement goal orientations, and academic achievement

Part of : Hellenic journal of psychology ; Vol.5, No.2, 2008, pages 179-198

The study examined adolescents' possible selves, namely the most commonlyreported hoped-for and feared selves; second, the differences in possible selves in relation togender, place of living (urban/rural), and parents' educational level and, third, the relationsbetween possible selves, achievement goal orientations, persistence, and academicachievement. A total of 1162 mid-adolescents (aged 15-16) of both genders from urban andrural areas were asked (a) to report their three most important hoped-for and feared selvesthat they currently imagined for themselves and (b) to complete a self-report questionnairemeasuring achievement goal orientations and persistence. The two most frequent categoriesof hoped-for possible self pertained to career and social relations followed by educational,material, and personal concerns. The two most commonly listed feared selves pertained topersonal and career followed by social, material, and educational concerns. Significant effectsof gender and place of living on both hoped-for and feared selves were found. Students withacademic or career-related possible selves as their first choice were significantly more masteryorientedand reported higher persistence as compared to students with other priorities asregards hoped-for selves. No significant effects of feared possible selves were found.
Subject (LC):
academic achievement, achievement goal orientations, persistence, possible selves
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