ACADEMIC-ACHIEVEMENT, MOTIVATION AND FUTURE SELVES

The study examined the relation between possible selves, academic perf ormance, motivation, self-esteem and persistence on task. The assumpti on was that envisioning a desired end-state produces information proce ssing favouring the desired state and, as a consequence, the action se ems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who ar e able to produce well-elaborated, vivid pictures of future selves. Th e sample consisted of 289 students, 14 and 15 years old, of both sexes . The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic a chievement. There was also indication that this group of students show ed more persistence on task. The results are discussed in terms of the ir importance for the motivational role of possible selves in achievem ent situations.