The role of possible selves in identity formation: a short-term longitudinal study

Dunkel, Curt S.; Anthis, Kristine S.

doi:10.1006/jado.2001.0433

Cited by 83 publications

(57 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, it can be argued that one's style of identity exploration may conceptually precede the formation of possible selves. Consistent with past studies showing links between possible selves and identity statuses (Dunkel, 2000;Dunkel & Anthis, 2001), and because Berzonsky (1989) mapped the identity styles to identity statuses (informational ! identity achievement and moratorium; normative !…”

Section: Identity and Possible Selvessupporting

confidence: 80%

“…The few studies that have considered this possible relationship have operationalized identity using Marcia's (1966) identity status paradigm in which the statuses are conceptualized as identity outcomes (Dunkel, 2000;Dunkel & Anthis, 2001). In these two studies Dunkel found that individuals classified within the identity achievement and moratorium statuses reported higher numbers of hoped and feared possible selves while individuals under the identity diffusion status reported the fewest possible selves.…”

Section: Identity and Possible Selvesmentioning

confidence: 95%

See 1 more Smart Citation

The Role of Identity Styles and Academic Possible Selves on Academic Outcomes for High School Students

et al. 2011

View full text Add to dashboard Cite

The authors examined linkages among identity styles, academic possible selves, and grades for 1,137 public high school students across a southern state in the United States. The measurement model revealed a positive association for the informational style and a negative association for the diffuse style with academic possible selves. There were positive associations for the informational style, normative style, and academic possible selves with grades, but negative associations for the diffuse style with grades. The structural model showed academic possible selves mediated the relationship between the informational and diffuse styles and grades. Moderation tests indicated that the association between academic possible selves and grades was stronger for girls, and that the normative style was related to academic possible selves only for European Americans.

show abstract

Section: Identity and Possible Selvessupporting

confidence: 80%

Section: Identity and Possible Selvesmentioning

confidence: 95%

The Role of Identity Styles and Academic Possible Selves on Academic Outcomes for High School Students

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Discrepancies between these expected and hoped-for future selves are thought to have affective consequences (Markus & Nurius, 1986). Although these theories are more than two decades old, they still ring true and form the framework for current work on topics of identity, adjustment, and well-being (for example, Dunkel & Anthis, 2001;Hong, Triyono, & Ong, 2012;Pi-Ju Yang & Noels, 2012).…”

Section: Introductionmentioning

confidence: 96%

Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school

Rutherford

2013

International Journal of Adolescence and Youth

View full text Add to dashboard Cite

Using data from a sample nationally representative of the United States (N ¼ 1,115), this study investigates the association between emotional well-being and discrepant educational possible selves. Discrepancy is characterized as a mismatch between child educational expectations and parent educational aspirations for child or child educational aspirations for self. Age-related hypotheses are tested. Results suggest that middle school children who have expectations that don't match their parents' aspirations for them have lower well-being, and that among high school students, mismatch between a child's own aspirations and expectations is linked with lower wellbeing. Antecedents of discrepancies are explored: reading and math self-efficacy emerge as having small, but significant positive associations with well-being, partially mediated in middle school students by aspiration/expectation matches between parent and child.

show abstract

“…Revisiting the past may influence adult identity development, as individuals tend to strive for continuity or consistency in identity (Dunkel and Anthis 2001;Frazier et al 2000;Hellström 2000;King and Raspin 2004). Thus, even though individuals may reflect upon their pasts and wonder what might have been (Landman et al 1995), they tend to look for connections between the past and future.…”

Section: College-related Possible Selves In Adulthoodmentioning

confidence: 95%

The Pursuit of College in Adulthood: Reclaiming Past Selves or Constructing New?

Babineau

Packard

2006

J Adult Dev

View full text Add to dashboard Cite

This study examines the identity processes that are implicated when adults return to college, including the possibility that they may be reclaiming past selves from adolescence or constructing new selves at this particular juncture. In this study, 70 nontraditional-aged community college students were surveyed about their educational pathways, with a focus on their career and educational plans and actions when finishing high school through the current time. In addition, a diverse subset (n = 14) was interviewed. Results suggested four identity processes, two that involved past career selves from adolescence when constructing future pursuits (reclaim past, reject past before constructing new) and two that did not (construct new, expand current). Participants with prior college experience as adolescents were more likely to report well-developed past selves, but they more frequently rejected rather than reclaimed due to lack of perceived feasibility. Future research involving adult identity development is discussed.

show abstract

The role of possible selves in identity formation: a short-term longitudinal study

Cited by 83 publications

References 23 publications

The Role of Identity Styles and Academic Possible Selves on Academic Outcomes for High School Students

The Role of Identity Styles and Academic Possible Selves on Academic Outcomes for High School Students

Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school

The Pursuit of College in Adulthood: Reclaiming Past Selves or Constructing New?

Contact Info

Product

Resources

About