Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study

References

• Anderman, E. M., Anderman, L. H., & Griesinger, T. (1999). The relation of present and possible academic selves during early adolescence to grade point average and achievement goals. Elementary School Journal, 100(1), 3–17. https://doi.org/https://doi.org/10.1086/461940
   Web of Science ®Google Scholar
• Ashraf, M., & Batool, F. (2020). Persistent academic possible selves and self-esteem in university students. Pakistan Journal of Social and Clinical Psychology, 18(1), 61–65.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
   Google Scholar
• Bi, C., & Oyserman, D. (2015). Left behind or moving forward? Effects of possible selves and strategies to attain them among rural Chinese children. Journal of Adolescence, 44, 245–258. https://doi.org/https://doi.org/10.1016/j.adolescence.2015.08.004
   PubMed Web of Science ®Google Scholar
• Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation perspective. John Wiley & Sons, Inc.
   Google Scholar
• Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/https://doi.org/10.1023/A:1021302408382
   Web of Science ®Google Scholar
• Boyle, G. J. (1994). Self-description questionnaire II: A review. Test Critiques, 10, 632–643.
   Google Scholar
• Curran, P. J., Obeidat, K., & Losardo, D. (2010). Twelve frequently asked questions about growth curve modeling. Journal of Cognition and Development, 11(2), 121–136. https://doi.org/https://doi.org/10.1080/15248371003699969
   PubMed Web of Science ®Google Scholar
• Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/https://doi.org/10.1007/s10648-015-9320-8
   Web of Science ®Google Scholar
• Destin, M., & Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846–849. https://doi.org/https://doi.org/10.1016/j.jesp.2010.04.004
   PubMed Web of Science ®Google Scholar
• Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3(3), 231–264. https://doi.org/https://doi.org/10.1007/s11409-008-9029-x
   Web of Science ®Google Scholar
• Dunkel, C., & Kerpelman, J. (2006). Possible selves: Theory, research, and applications. Nova Science Publishers.
   Google Scholar
• Dunkel, C. S., & Anthis, K. S. (2001). The role of possible selves in identity formation: A short-term longitudinal study. Journal of Adolescence, 24(6), 765–776. https://doi.org/https://doi.org/10.1006/jado.2001.0433
   PubMed Web of Science ®Google Scholar
• Enders, C. K. (2008). A note on the use of missing auxiliary variables in full information maximum likelihood-based structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 15(3), 434–448. https://doi.org/https://doi.org/10.1080/10705510802154307
   Web of Science ®Google Scholar
• Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications pp. (127–153). Lawrence Erlbaum Associates.
   Google Scholar
• Garcia, T., & Pintrich, P. R. (1995, April 18-22). The role of possible selves in adolescents’ perceived competence and self-regulation [Paper presentation]. The annual meeting of the American Educational Research Association, San Francisco, CA, United States.
   Google Scholar
• Green, S. B. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26(3), 499–510. https://doi.org/https://doi.org/10.1207/s15327906mbr2603_7
   PubMed Web of Science ®Google Scholar
• Guérin, F., Marsh, H. W., & Famose, J. (2003). Construct validation of the self-description questionnaire II with a French sample. European Journal of Psychological Assessment, 19(2), 142–150. https://doi.org/https://doi.org/10.1027//1015-5759.19.2.142
   Web of Science ®Google Scholar
• Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate Behavioral Research, 50(1), 1–22. https://doi.org/https://doi.org/10.1080/00273171.2014.962683
   PubMed Web of Science ®Google Scholar
• Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
   Google Scholar
• Henderson, H., Bathmaker, A., & Stevenson, J. (2019). Introduction: Why possible selves and higher education? In H. Henderson, J. Stevenson, & A. Bathmaker (Eds.), Possible selves and higher education: New interdisciplinary insights (pp. 1–7). Routledge.
   Google Scholar
• Horowitz, E., Oyserman, D., Dehghani, M., & Sorensen, N. (2020). Do you need a roadmap or can someone give you directions: When school-focused possible identities change so do academic trajectories. Journal of Adolescence, 79, 26–38. https://doi.org/https://doi.org/10.1016/j.adolescence.2019.12.013
   PubMed Web of Science ®Google Scholar
• Jones, M. H., Mueller, C. E., & McCutchen, K. L. (2019). School foci and their potential ramifications in urban high schools. Youth & Society, 51(3), 484–503. https://doi.org/https://doi.org/10.1177/0044118X16685656
   Web of Science ®Google Scholar
• Khamis, H. J., & Kepler, M. (2010). Sample size in multiple regression: 20 + 5k. Journal of Applied Statistical Science, 17(4), 505–517. https://corescholar.libraries.wright.edu/math/263
   Google Scholar
• Knox, M., Funk, J., Elliott, R., & Bush, E. G. (2000). Gender differences in adolescents’ possible selves. Youth & Society, 31(3), 287–309. https://doi.org/https://doi.org/10.1177/0044118X00031003002
   Web of Science ®Google Scholar
• Leach, L. F., Henson, R. K., Odom, L. R., & Cagle, L. S. (2006). A reliability generalization study of the self-description questionnaire. Educational and Psychological Measurement, 66(2), 285–304. https://doi.org/https://doi.org/10.1177/0013164405284030
   Web of Science ®Google Scholar
• Lee, J. (2013). The validation study of the persistent academic possible selves scale for adolescents [Doctoral dissertation, Arizona State University]. Arizona State University Digital Archive. https://repository.asu.edu/attachments/114450/content/Lee_asu_0010E_13193.pdf
   Google Scholar
• Lee, J., & Blankenship, B. (2019). An investigation of at-risk freshmen’s future-oriented motivation and future-oriented self-regulated learning. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/https://doi.org/10.1177/1521025119868850
   Google Scholar
• Lee, J., Husman, J., Green, S. B., & Brem, S. K. (2016). Development and validation of the persistent academic possible selves scale for adolescents (PAPSS). Learning and Individual Differences, 52, 19–28. https://doi.org/https://doi.org/10.1016/j.lindif.2016.09.005
   Web of Science ®Google Scholar
• Lee, J., Husman, J., Scott, K. A., & Eggum-Wilkens, N. D. (2015). COMPUGIRLS: Stepping stone to future computer-based technology pathways. Journal of Educational Computing Research, 52(2), 199–223. https://doi.org/https://doi.org/10.1177/0735633115571304
   Web of Science ®Google Scholar
• Leondari, A., & Gonida, E. N. (2008). Adolescents’ possible selves, achievement goal orientations, and academic achievement. Hellenic Journal of Psychology, 5(2), 179–198.
   Google Scholar
• Leondari, A., Syngollitou, E., & Kiosseoglou, G. (1998). Academic achievement, motivation and future selves. Educational Studies, 24(2), 153–163. https://doi.org/https://doi.org/10.1080/0305569980240202
   Web of Science ®Google Scholar
• Leung, K. C., Marsh, H. W., Craven, R. G., & Abduljabbar, A. S. (2016). Measurement invariance of the self-description questionnaire II in a Chinese sample. European Journal of Psychological Assessment, 32(2), 128–139. https://doi.org/https://doi.org/10.1027/1015-5759/a000242
   Web of Science ®Google Scholar
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. https://doi.org/https://doi.org/10.1037/0003-066X.41.9.954
   Web of Science ®Google Scholar
• Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623–636. https://doi.org/https://doi.org/10.1037/0022-0663.82.4.623
   Web of Science ®Google Scholar
• Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. British Psychological Society.
   Google Scholar
• Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T. (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263–280. https://doi.org/http://doi.org/10.1037/dev0000393
   PubMed Web of Science ®Google Scholar
• Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331–353. https://doi.org/http://dx.doi.org/10.1037/edu0000281
   Web of Science ®Google Scholar
• Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33. https://doi.org/https://doi.org/10.1023/B:EDPR.0000012343.96370.39
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus user’s guide (8th ed.). Muthén, & Muthén.
   Google Scholar
• Nurra, C., & Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. Self and Identity, 17(3), 343–364. https://doi.org/https://doi.org/10.1080/15298868.2017.1375003
   Web of Science ®Google Scholar
• Oyserman, D. (2004). Possible selves citations, measure, and coding instructions. University of Michigan.
   Google Scholar
• Oyserman, D., & Fryberg, S. A. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research, and applications (pp. 17–39). Nova.
   Google Scholar
• Oyserman, D. (2007). Social identity and self‐regulation. In A. Kruglanski & T. Higgins (Eds.), Handbook of social psychology (2nd ed., pp. 432‐453). Guilford Press.
   Google Scholar
• Oyserman, D., & James, L. (2009). Possible selves: From content to process. In K. D. Markman, W. M. P. Klein, & J. A. Suhr (Eds.), Handbook of imagination and mental simulation (pp. 373–394). Psychology Press.
   Google Scholar
• Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188–204. https://doi.org/https://doi.org/10.1037/0022-3514.91.1.188
   PubMed Web of Science ®Google Scholar
• Oyserman, D., Bybee, D., Terry, K., & Hart-Johnson, T. (2004). Possible selves as roadmaps. Journal of Research and Personality, 38(2), 130–149. https://doi.org/https://doi.org/10.1016/S0092-6566(03)00057-6
   Web of Science ®Google Scholar
• Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. Counseling Psychologist, 38(7), 1001–1043. https://doi.org/https://doi.org/10.1177/0011000010374775
   PubMed Web of Science ®Google Scholar
• Oyserman, D., & Lewis, N. A., Jr. (2017). Seeing the destination and the path: Using identity-based motivation to understand and reduce racial disparities in academic achievement. Social Issues and Policy Review, 11(1), 159–194. https://doi.org/https://doi.org/10.1111/sipr.12030
   Web of Science ®Google Scholar
• Oyserman, D., Lewis, N. A., Jr., Yan, V. X., Fisher, O., O’Donnell, S. C., & Horowitz, E. (2017). An identity-based motivation framework for self-regulation. Psychological Inquiry, 28(2–3), 133–147. https://doi.org/https://doi.org/10.1080/1047840X.2017.1337406
   Web of Science ®Google Scholar
• Oyserman, D., & Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59(1), 112–125. https://doi.org/https://doi.org/10.1037/0022–3514.59.1.112
   PubMed Web of Science ®Google Scholar
• Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25(3), 313–326. https://doi.org/https://doi.org/10.1006/yjado.474
   PubMed Web of Science ®Google Scholar
• Ozaki, C. (2016). Possible selves, possible futures: The dynamic influence of changes in the possible selves on community college returnees’ persistence decisions. Journal of College Student Retention: Research, Theory & Practice, 17(4), 413–436. https://doi.org/https://doi.org/10.1177/1521025115579248
   Google Scholar
• Packard, B. W., & Conway, P. F. (2006). Methodological choice and its consequences for possible selves research. An International Journal of Theory and Research, 6(3), 251–271. https://doi.org/https://doi.org/10.1207/s1532706xid0603_3
   Google Scholar
• Perry, J. C., & Raeburn, R. (2017). Possible selves among urban youth: A study of developmental differences and the aspirations-expectations gap. Journal of Career Development, 44(6), 544–556. https://doi.org/https://doi.org/10.1177/0894845316670032
   Web of Science ®Google Scholar
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/https://doi.org/10.1016/S0883-0355(99)00015-4
   Google Scholar
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.
   Google Scholar
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/https://doi.org/10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Pintrich, P. R., Roeser, R. W., & De Groot, E. A. M. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14(2), 139–161. https://doi.org/https://doi.org/10.1177/027243169401400204
   Google Scholar
• Pizzolato, J. E. (2006). Achieving college student possible selves: Navigating the space between commitment and achievement of long-term identity goals. Cultural Diversity & Ethnic Minority Psychology, 12(1), 57–69. https://doi.org/https://doi.org/10.1037/1099-9809.12.1.57
   PubMedGoogle Scholar
• Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185–227. https://doi.org/https://doi.org/10.1080/00273170701341316
   PubMed Web of Science ®Google Scholar
• Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36(6), 1165–1175. https://doi.org/http://doi.org/10.1016/j.adolescence.2013.09.001
   PubMed Web of Science ®Google Scholar
• Prince, D., & Nurius, P. S. (2014). The role of positive academic self-concept in promoting school success. Children and Youth Services Review, 43, 145–152. https://doi.org/https://doi.org/10.1016/j.childyouth.2014.05.003
   Web of Science ®Google Scholar
• Sanchez, E., & Buddin, R. (2015). How accurate are self‐reported high school courses, course grades, and grade point average? ACT Working Paper Series. http://www.act.org/content/dam/act/unsecured/documents/WP-2015-03.pdf
   Google Scholar
• Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: Modeling the relationship between adolescents’ hopeful future expectations and intentional self regulation in predicting positive youth development. Journal of Adolescence, 34(6), 1127–1135. https://doi.org/https://doi.org/10.1016/j.adolescence.2011.07.009
   PubMed Web of Science ®Google Scholar
• Schunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34(4), 219–227. https://doi.org/https://doi.org/10.1207/s15326985ep3404_3
   Web of Science ®Google Scholar
• Sticca, F., Goetz, T., Bieg, M., Hall, N. C., Eberle, F., & Haag, L. (2017). Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study. PLoS ONE, 12(11), e0187367. https://doi.org/https://doi.org/10.1371/journal.pone.0187367
   PubMed Web of Science ®Google Scholar
• Thomas, V., Backer, F. D., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/https://doi.org/10.1007/s10984-019-09278-x
   Google Scholar
• United States Census Bureau (2019). Table 1. Educational attainment of the population 18 years and over, by age, sex, race, and Hispanic origin: 2017. U.S. Census Bureau, Current Population Survey, 2017 Annual Social and Economic Supplement. https://www.census.gov/data/tables/2017/demo/education-attainment/cps-detailed-tables.html
   Google Scholar
• Yowell, C. M. (2000). Possible selves and future orientation: Exploring hopes and fears of Latino boys and girls. Journal of Early Adolescence, 20(3), 245–280. https://doi.org/https://doi.org/10.1177/0272431600020003001
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
   Google Scholar
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/https://doi.org/10.1207/s15430421tip4102_2
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/https://doi.org/10.1080/00461520.2013.794676
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. https://doi.org/https://doi.org/10.3102/00028312023004614
   Web of Science ®Google Scholar