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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.
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Daphna Oyserman
Deborah Bybee
Kathy Terry
Journal of Personality and Social Psychology
University of Michigan
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Oyserman et al. (Sun,) studied this question.
www.synapsesocial.com/papers/6a11cc1fed9c06332dfd3a35 — DOI: https://doi.org/10.1037/0022-3514.91.1.188