The self concepts and possible selves of problem gamblers : a qualitative exploration

The study investigated the self-concepts and possible selves of pathological gamblers. Six female egm users were recruited from a Victorian problem gambling counselling service. Three participants were currently gambling and three were not gambling. They were interviewed in-depth and using thematic analysis four dominant themes were identified. (1) Self-concepts tended to be consistent across all participants, (2) having a past self as being the dominant characteristics of possible selves coincided with greater possible selves clarity, (3) non-gambler’s had more elaborate and specific plans for how to create change than did gambler’s, and (4) non-gambler’s had more plans to become possible selves which address goals of intrinsic meaning, rather then having a general goal to ‘not gamble’. The findings are discussed in terms of implications for the cognitive theory of possible selves and suggestions for further research to investigate the utility of the constructs as a basis for a treatment modality.

Possible selves of inner city fourth graders: What do they believe about their future education and occupation?

Possible selves, a component of self-concept, are the thoughts people have about their future. The overall purpose of this study was to examine the educational and occupational possible selves of inner city children. Specific aims of the study were to: 1) Assess the similarities and differences between the level of schooling inner city children hope to complete and expect to complete, and 2) Assess the similarities and differences between the jobs inner city children hope to have in the future and expect to have. As part of a larger study designed to pilot test a health promotion intervention, fourth grade students (n = 19) completed two measures: the Level of Schooling Questionnaire and the Jobs Questionnaire. No significant differences were found between students' hoped-for and expected educational possible selves or their hoped-for and expected occupational possible selves. Future studies can explore methods and strategies to support, encourage, and cultivate inner city children's possible selves.^

Cultural differences in possible selves during later life

This study explored the ways in which culture may influence the future self-representations of older adults. Cultural differences are explained within the theoretical paradigm of individualism vs. collectivism. The sample consisted of 100 older adults, comprised of 50 Spanish-speaking natives and 50 English-speaking natives. Their ages ranged from 60 to over 90 years. Participants were given interviews consisting of demographic information and The Possible Selves Inventory. Results indicate that the possible selves of native English-speakers were more reflective of characteristics of an individualistic culture, and the possible selves of native Spanish-speakers reflect the characteristics of a collectivistic culture. The findings of this study serve to bridge a gap in the literature on the influence culture has on the possible selves older adults envision. ^

Examining the effects of epiphanies on possible selves

This study examined origins of possible selves and the role of Epiphanies. Specifically, of interest was whether there are demographic or self-regulatory differences in possible selves derived from different origins. The sample consisted of 411 participants, with age ranging from 17–95. The data was taken from two previous research studies on possible selves. The first research question examined the origins of possible selves. Results indicate that possible selves are derived from Epiphany experiences along with internal and external influences, such as another person, or a particular event. The second research question determined whether there were any demographic, ethnic, or cultural differences in the origins of possible selves. Results showed age, cohort, and socioeconomic status had effects. The final research question addressed whether there were differences in the domains of possible selves derived from various origins. Results indicated differences in domains however there were no clear patterns. The first hypothesis was that possible selves derived from an Epiphany would be considered more important than those derived from other origins. This hypothesis was not supported. The second hypothesis was that hoped-for possible selves were more likely to be derived from an Epiphany experience than feared selves. This hypothesis was supported. The second hypothesis also stated that possible selves derived from an Epiphany were more likely to be balanced than selves derived from other origins and this was supported for feared selves only. Finally, the third hypothesis stated that there would be self-regulatory differences between selves derived from Epiphanies compared to other origins but this was not supported. Taken together these findings show that the origins of possible selves are important and especially those derived from epiphany. The role of an Epiphany on the formation and implementation of possible selves paves the way for important prevention programs aimed at promoting healthy development and promoting an individual’s well being.

The impact of social comparison processes on hoped-for possible selves, self-regulatory processes, and mental health outcomes in young adults

In exploring the role of social influences in the development of the self, the current study evaluated whether young adults use social comparisons in developing their hoped-for possible selves and, if so, whether their developmental process correlates with self-regulatory processes and positive mental health outcomes. The current study found the following: (1) the domains of hoped-for possible selves among young adults were related to the gender of the social comparison target, (2) the direction of young adults' social comparison processes (upward or downward) did not significantly influence self-regulatory processes (self-efficacy and outcome expectancy) toward achieving their hoped-for possible selves, (3) strong masculine gender identification related to greater outcome expectancy, while strong feminine gender identification related to both greater self-efficacy and outcome expectancy, and (4) self-efficacy related to less state anxiety, trait anxiety, and depression, while outcome expectancy related only to less trait anxiety. Males and females were found to use traditional gender role identification in forming their hoped-for possible selves.

The possible selves method in evaluating youth development interventions: The use of Integrated Qualitative /Quantitative Data Analytic Strategies (IQ -DAS)

This study investigated the feasibility of using qualitative methods to provide empirical documentation of the long-term qualitative change in the life course trajectories of “at risk” youth in a school based positive youth development program (the Changing Lives Program—CLP). This work draws from life course theory for a developmental framework and from recent advances in the use of qualitative methods in general and a grounded theory approach in particular. Grounded theory provided a methodological framework for conceptualizing the use of qualitative methods for assessing qualitative life change. The study investigated the feasibility of using the Possible Selves Questionnaire-Qualitative Extension (PSQ-QE) for evaluating the impact of the program on qualitative change in participants' life trajectory relative to a non-intervention control group. Integrated Qualitative/Quantitative Data Analytic Strategies (IQ-DAS) that we have been developing a part of our program of research provided the data analytic framework for the study. ^ Change was evaluated in 85 at risk high school students in CLP high school counseling groups over three assessment periods (pre, post, and follow-up), and a non-intervention control group of 23 students over two assessment periods (pre and post). Intervention gains and maintenance and the extent to which these patterns of change were moderated by gender and ethnicity were evaluated using a mixed design Repeated Measures Multivariate Analysis of Variance (RMANOVA) in which Time (pre, post) was the within (repeated) factor and Condition, Gender, and Ethnicity the between group factors. The trends for the direction of qualitative change were positive from pre to post and maintained at the year-end follow-up. More important, the 3-way interaction for Time x Gender x Ethnicity was significant, Roy's Θ =. 205, F(2, 37) = 3.80, p <.032, indicating that the overall pattern of positive change was significantly moderated by gender and ethnicity. Thus, the findings also provided preliminary evidence for a positive impact of the youth development program on long-term change in life course trajectory, and were suggestive with respect to the issue of amenability to treatment, i.e., the identification of subgroups of individuals in a target population who are likely to be the most amenable or responsive to a treatment. ^

Examining the Effects of Epiphanies on Possible Selves

This study examined origins of possible selves and the role of Epiphanies. Specifically, of interest was whether there are demographic or self-regulatory differences in possible selves derived from different origins. The sample consisted of 411 participants, with age ranging from 17 – 95. The data was taken from two previous research studies on possible selves. The first research question examined the origins of possible selves. Results indicate that possible selves are derived from Epiphany experiences along with internal and external influences, such as another person, or a particular event. The second research question determined whether there were any demographic, ethnic, or cultural differences in the origins of possible selves. Results showed age, cohort, and socioeconomic status had effects. The final research question addressed whether there were differences in the domains of possible selves derived from various origins. Results indicated differences in domains however there were no clear patterns. The first hypothesis was that possible selves derived from an Epiphany would be considered more important than those derived from other origins. This hypothesis was not supported. The second hypothesis was that hoped-for possible selves were more likely to be derived from an Epiphany experience than feared selves. This hypothesis was supported. The second hypothesis also stated that possible selves derived from an Epiphany were more likely to be balanced than selves derived from other origins and this was supported for feared selves only. Finally, the third hypothesis stated that there would be self-regulatory differences between selves derived from Epiphanies compared to other origins but this was not supported. Taken together these findings show that the origins of possible selves are important and especially those derived from epiphany. The role of an Epiphany on the formation and implementation of possible selves paves the way for important prevention programs aimed at promoting healthy development and promoting an individual’s well being.

Coping with life events through possible selves

This study examines the integration of life events into the possible selves repertoire and explores the potential relationship between event-related possible selves and coping. The sample consisted of 198 participants, with age ranging from 18 - 84. Participants were administered interviews consisting of demographic information, the Possible Selves Interview, the Social Readjustment Rating Scale, the Ways of Coping Checklist-Revised, the Satisfaction with Life Scale, and the General Well-Being Schedule. Results indicate that the Integration of stressful events into the possible selves repertoire positively impacted coping. This study paves the way for important prevention programs aimed at promoting an individual's well being.

The Impact of Social Comparison Processes on Hoped-For Possible Selves, Self-Regulatory Processes, and Mental Health Outcomes in Young Adults

In exploring the role of social influences in the development of the self, the current study evaluated whether young adults use social comparisons in developing their hoped-for possible selves and, if so, whether their developmental process correlates with self-regulatory processes and positive mental health outcomes. The current study found the following: (1) the domains of hoped-for possible selves among young adults were related to the gender of the social comparison target, (2) the direction of young adults’ social comparison processes (upward or downward) did not significantly influence self-regulatory processes (self-efficacy and outcome expectancy) toward achieving their hoped-for possible selves, (3) strong masculine gender identification related to greater outcome expectancy, while strong feminine gender identification related to both greater self-efficacy and outcome expectancy, and (4) self-efficacy related to less state anxiety, trait anxiety, and depression, while outcome expectancy related only to less trait anxiety. Males and females were found to use traditional gender role identification in forming their hoped-for possible selves.

Shaping global teacher identity in a short-term mobility programme

This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.

Participation in a positive youth development program and multi -problem alternative high school students' transformative goals: An investigation of the theoretical and methodological utility and validity of the Transformative Goal Attainment (TGAS)

There is a growing body of literature that provides evidence for the efficacy of positive youth development programs in general and preliminary empirical support for the efficacy of the Changing Lives Program (CLP) in particular. This dissertation sought to extend previous efforts to develop and preliminarily examine the Transformative Goal Attainment Scale (TGAS) as a measure of participant empowerment in the promotion of positive development. Consistent with recent advances in the use of qualitative research methods, this dissertation sought to further investigate the utility of Relational Data Analysis (RDA) for providing categorizations of qualitative open-ended response data. In particular, a qualitative index of Transformative Goals, TG, was developed to complement the previously developed quantitative index of Transformative Goal Attainment (TGA), and RDA procedures for calculating reliability and content validity were refined. Second, as a Stage I pilot/feasibility study this study preliminarily examined the potentially mediating role of empowerment, as indexed by the TGAS, in the promotion of positive development. ^ Fifty-seven participants took part in this study, forty CLP intervention participants and seventeen control condition participants. All 57 participants were administered the study's measures just prior to and just following the fall 2003 semester. This study thus used a short-term longitudinal quasi-experimental research design with a comparison control group. ^ RDA procedures were refined and applied to the categorization of open-ended response data regarding participants' transformative goals (TG) and future possible selves (PSQ-QE). These analyses revealed relatively strong, indirect evidence for the construct validity of the categories as well as their theoretically meaningful structural organization, thereby providing sufficient support for the utility of RDA procedures in the categorization of qualitative open-ended response data. ^ In addition, transformative goals (TG) and future possible selves (PSQ-QE), and the quantitative index of perceived goal attainment (TGA) were evaluated as potential mediators of positive development by testing their relationships to other indices of positive intervention outcome within a four-step method involving both analysis of variance (ANOVA and RMANOVAs) and regression analysis. Though more limited in scope than the efforts at the development and refinement of the measures of these mediators, the results were also promising. ^

Afrofuturism as Applied to Self-Perception: an Experimental Vignette Study

Thesis (Master's)--University of Washington, 2016-06

Curious hybrids: Creating 'not-quite' beings to explore possible childhoods

Communications between adults and young children can expose different ideas and opinions. Adults and children have different capacities to speak, these discursive spaces can become filled with assumptions, stereotyping and conventional thinking about power and agency. If communication shifts away from the purely discursive, what might be exposed about the explorations, investigations and fantasies adults and children indulge in? Some time ago my young daughter obsessively drew hybrid beings. Created from mixtures of animal, object, human and creature forms, these beings, which are ‘not-quite’, are becoming, able to transform via myriad mutations. We agreed to collaborate and draw additional hybrid beings to experiment with becoming-other through complex entanglements of forms, to complicate, morph and (trans)form from our human selves to hybrid others. The ‘not- quite-ness’ of our monstrous hybrids subvert the conventions of ‘being’ and prompt contemplations about childhood subjectivities, identities, conventionalities and actively interrogate the assumptive knowledges and subjectifications that are held about young children in early childhood professional and academic systems.

Im/possible Lives: Gender, Class, Self-Fashioning, and Affinal Solidarity in Modern South Asia

Drawing on ethnographic research and employing a micro-historical approach that recognizes not only the transnational but also the culturally specific manifestations of modernity, this article centers on the efforts of a young woman to negotiate shifting and conflicting discourses about what a good life might consist of for a highly educated and high caste Hindu woman living at the margins of a nonetheless globalized world. Newly imaginable worlds in contemporary Mithila,South Asia, structure feeling and action in particularly gendered and classed ways, even as the capacity of individuals to actualize those worlds and the “modern” selves envisioned within them are constrained by both overt and subtle means. In the context of shifting cultural anchors, new practices of silence, literacy, and even behaviors interpreted as “mental illness” may become tactics in an individual’s negotiation of conflicting self-representations. The confluence of forces at play in contemporary Mithila, moreover, is creating new structures of feeling that may begin to reverse long-standing locally held assumptions about strong solidarities between natal families and daughters, on the one hand, and weak solidarities between affinal families and new daughters-in-law, on the other.