Possible selves and personal goals: What can we learn from episodic future thinking?

Henry, Alastair

doi:10.32601/ejal.834659

Cited by 7 publications

(6 citation statements)

References 85 publications

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“…Most of the research that have taken place over the last twenty years in this field have explored the utility of futureoriented thinking with an emphasis on goal-directed behaviors, investigating contexts in which future-oriented thinking can enhance self-efficacy (McMichael et al, 2022), increase individual engagement (Gupta and Bakker, 2020), as well as establish goal self-congruence (Henry, 2020). The literature suggests that up until this point, "Possible Selves" or "Best Possible Selves" is the most widely researched future-oriented cognitive phenomena within an academic context.…”

Section: Future-oriented Findingsmentioning

confidence: 99%

A systematic review of the impact of future-oriented thinking on academic outcomes

Pawlak,

Moustafa

2023

Front. Psychol.

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Future-oriented thought is a broad construct that characterize the ability to generate mental representations of the future and project oneself into a variety of hypothetical states. It is well established that the degree to which one is focused more on the past, present, or future has a variety of implications on psychological functioning. This study focuses on the relationship between future-oriented thought and academic performance of students. To bridge this gap, we conducted the first systematic review investigating the benefit of future-oriented thought on promoting positive outcomes in academic settings. Our systematic review comprised 21 studies (k = 21). Results identified a clear relationship between future-oriented thought and positive outcomes in academic settings. Furthermore, our systematic review reveals important relationships between future-oriented thought and academic engagement, as well as future-oriented thought and academic performance. Our findings suggest that those who are more future-oriented demonstrate higher levels of academic engagement compared to those who were less future-oriented. Our findings suggest that probing and guiding students toward a future goal may increase their academic engagement and performance.

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Section: Future-oriented Findingsmentioning

confidence: 99%

A systematic review of the impact of future-oriented thinking on academic outcomes

Pawlak,

Moustafa

2023

Front. Psychol.

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“…With no doubt, motivation can significantly affect L2 learning outcomes (Dörnyei & Ushioda, 2009;1985;Gardner & MacIntyre, 1993;Kim & Kim, 2020;Yang, 2011;Zhang, Dai, & Ardasheva, 2020). Having proposed a new theory of L2 motivation, Dörnyei (2005Dörnyei ( , 2009 introduced the L2 motivational self system, which is grounded in the theory of possible selves (Henry, 2020;Markus & Nurius,1986;Nourzadeh, Fathi, & Davari, 2020) and the theory of self-discrepancy (Higgins, 1987). This reconceptualization of motivation theory constitutes three underlying elements including ideal L2 self, ought-to L2 self, and an L2 learning experience.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Yousefifard¹,

Fathi²

2021

INT J INSTRUCTION

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In order to contribute to the line of inquiry on the use of Web 2.0 technology in Second Language (L2) learning, the current research employed a quantitative research method to probe the contribution of blog-mediated writing instruction to developing the writing skill and the ideal writing self of Iranian English-as-a-Foreign Language (EFL) learners. In so doing, a sample of 47 Iranian EFL learners in a private language institute were recruited as the subjects of this research. These students were then divided into two classes and were randomly assigned to an experimental class (N = 24) and a control class (N = 23). Concerning the research intervention, the students of the blog group used blogs in their writing instruction while those in the control group received the conventional, inside-the-class writing instruction. The Ideal L2 Writing Self Scale was given before and after the intervention as the pre-test and the post-test, respectively. The results from ANCOVA analysis indicated that although both groups progressed in both writing performance and ideal writing self scores, the learners of the blog group outperformed those of control group, suggesting that the blog-mediated instruction significantly contributed to improving the writing performance (F= 9.78, p = 0.003, partial eta squared = 0.18) and ideal L2 writing self of the EFL students (F= 11.678, p = 0.001, partial eta squared = 0.210). These results may offer important implications for EFL writing research and pedagogy. Overall, the integration of blogs in L2 pedagogy might be effective type of blended learning approach which can result in better linguistic and affective outcomes.

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“…Thus, students will attempt to achieve that objective. Hence, motivation is directly tied to the desire to achieve objectives (Henry, 2020).…”

Section: }mentioning

confidence: 99%

Is it More Intrinsic or Extrinsic? The Motivation of Gayonese EFL Students to Learn English

Mahmud

Akmal

Arias

2023

jip

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Motivation is a crucial concept for being successful in learning. Highly motivated students will do their best in learning any subject. This quantitative study aimed to investigate the predominant type of motivation among Gayonese students and their level of motivation to study English at the Department of English Language Education, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research samples were 33 students from batch 2014 to batch 2018 from the Department of English Language Education from Gayo highland Districts (Central Aceh, Gayo Lues, and Bener Meriah Districts). The random sampling technique was used to select participants with close-ended questionnaires as the data collection instrument. The results showed that the overall intrinsic motivation score was greater than the extrinsic one (4.21 ˃ 3.05). As a result, the implication of this study requires teachers to boost students’ extrinsic motivation to increase their academic achievement in studying English at the university.

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Possible selves and personal goals: What can we learn from episodic future thinking?

Cited by 7 publications

References 85 publications

A systematic review of the impact of future-oriented thinking on academic outcomes

A systematic review of the impact of future-oriented thinking on academic outcomes

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Is it More Intrinsic or Extrinsic? The Motivation of Gayonese EFL Students to Learn English

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