1. Developing Possible Selves and Enhancing Student Motivation Michael F
Developing Possible Selves and Enhancing Student Motivation Michael F. Hock, Ph.D.
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas

2. Advance Organizer Introduction & Purpose The Challenge
A “Possible Selves” Solution
Planning for Implementation
University of Kansas Center for Research on Learning 2006

3. The Challenge Is student motivation a factor in student achievement?
What are the student motivational issues that teachers face?
What are the parameters we must operate under next fall?
University of Kansas Center for Research on Learning 2006

4. and I eat for a lifetime.”
“Give me a fish,
and I eat for a day.
Teach me to fish,
and I eat for a lifetime.”
—Chinese Proverb
University of Kansas Center for Research on Learning 2006

5. “I don’t know how to fish, and I don’t care to learn.
I don’t even like fish.
So don’t bother me!”
—“Non-Motivated” Student
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6. Unmotivated??
University of Kansas Center for Research on Learning 2006

7. “Students are not unmotivated.
However, they may not
be motivated to do
what we want them to do.”
—Richard Lavoie
University of Kansas Center for Research on Learning 2006

8. “Students are not unmotivated. However, they may not be motivated
to do what we want them to do.”
—Richard Lavoie
Students are motivated when they:
have a goal they believe is achievable
have the desire (reasonable effort) to attain the goal
have a plan in place to attain the goal
University of Kansas Center for Research on Learning 2006

9. HOPE results from having
“Successful people have high HOPE.
Hope can be nurtured.”
—Rick Snyder
The Psychology of Hope
HOPE results from having
willpower (desire)
and waypower (a plan)
for goals.
University of Kansas Center for Research on Learning 2006

10. I Have a Dream Bryant Gumbel: What do you want to be when you grow up?
Jamaal: A judge.
Bryant: What will that take?
Jamaal: I need to first become a lawyer.
Bryant: And how do you do this?
Jamaal: I have to study hard now; then finish high school with good grades, then I will go to Grinnell, and then to a good law school.
*Grinnell College as reported on the Today Show, November 14, 1990, cited in Borkowski, et al
University of Kansas Center for Research on Learning 2006

11. Research Results
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12. A Possible Selves Solution
Possible Selves are ideas about what one might become in the future (Markus & Nurris, 1986)
One’s vision of the future is motivating
Future vision includes:
Hoped for selves
Expected selves
Feared selves
University of Kansas Center for Research on Learning 2006

13. Possible Selves Components
“First is the Dream”
Discovering
What are my interests?
Working
How am I doing?
Planning
How do I get there?
Reflecting
What can I be?
Sketching
What am I like?
Thinking
Who am I?
University of Kansas Center for Research on Learning 2006

14. Lesson 1: Introduction Why Study Possible Selves?
Fear of the future vignette
I have a dream vignette
Possible Selves film models & discussion
Build a PS Goal Folder
Success formula
The Dream Catcher metaphor
The Unit Organizer
Dreams quote
See PS Manual
University of Kansas Center for Research on Learning 2006

15. Lesson 2: Discovering What are my strengths and interests?
The Tamara model
October Sky, Rudy, interests
Surface student interests and skills
Highlight strength area(s) collage
Discuss positive experiences
Manual p. 17
University of Kansas Center for Research on Learning 2006

16. Lesson 3: Thinking about hopes, expectations, and fears
Possible Selves vocabulary
Open-ended interview/
Describe yourself as a …...
What are your hopes as a ….?
What are your expectations …..?
What are your fears …..?
I DO WE DO YOU DO
Teacher/counselor analysis
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17. Lesson 3: Thinking Goal: Identify current & future Possible Selves
Procedures: Complete the interview
One to one
Group/class
I do
We do
You do
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18. Lesson 3: Thinking Section 1
Define Hope, Expectation, Fear p. 39
Conduct the Interview
What words or phrases best describe you as an (educator)?
What do you hope to achieve as an educator?
What do you expect to achieve as an educator?
What do you fear as an educator?
Activity Packet
University of Kansas Center for Research on Learning 2006

19. Describe Example: Educator
Fair
Organized
Outcome driven
Distracted by non-committed students
Irritated by politics of teaching
Creative
Knowledgeable about pedagogy
Bored with routine
Your Thoughts?
University of Kansas Center for Research on Learning 2006

20. Lesson 3: Thinking Section 2
Conduct the Interview
What words or phrases best describe you as a learner?
What do you hope to achieve as a learner?
What do you expect to achieve as a learner?
What do you fear as a learner?
University of Kansas Center for Research on Learning 2006

21. Hope Example: Educator
Connect in positive way with students
Close the academic & social gap
Make a difference—validate interventions!
Maintain enthusiasm
Teach all students
Return focus to K-12 education
Your Thoughts?
University of Kansas Center for Research on Learning 2006

22. Lesson 3: Thinking Section 3
Conduct the Interview
What words or phrases best describe you as an educator?
What do you hope to achieve as an educator?
What do you expect to achieve as an educator?
What do you fear as an educator?
University of Kansas Center for Research on Learning 2006

23. Expectation Example: Educator
Continue in the field of education
Develop additional instructional interventions
Validate Possible Selves
Expand my work with Pathways
Reassess my role at KUAC
Your Thoughts?
University of Kansas Center for Research on Learning 2006

24. Lesson 3: Thinking Section 3
Conduct the Interview
What words or phrases best describe you as an educator?
What do you hope to achieve as an educator?
What do you expect to achieve as an educator?
What do you fear as an educator?
University of Kansas Center for Research on Learning 2006

25. Fears: Educator Your Thoughts? Feel stuck—no options
Burn out, become cynical
Lose energy
Just hang around waiting to retire
Stuff doesn’t work!
Your Thoughts?
University of Kansas Center for Research on Learning 2006

26. Completing the Questionnaire (optional activity)
Answer remaining questions in “person and learner” areas
Create final overhead quality documents
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27. Lesson 4: Sketching Me and My Possible Selves
Create a Possible Selves Tree
Questionnaire Highlights Form
Based on the Interview
Draw the tree trunk and 3 limbs w/labels
Draw HOPE and EXPECTATION branches/leaves
Draw the root system for the tree (DESCRIBE)
Draw the FEAR/THREATS to the tree
Stand back and evaluate
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28. Possible Selves Tree Other Overhead Examples FEAR Injury FEAR
A Job I Hate
FEAR
Flunking Out Even
When You Try
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29. Lesson 5: Reflecting
Goal: to identify goals that strengthen and support growth of the “Tree”
Where are most branches, hopeful words?
Where are fewest branches, hopeful words?
Which limb needs strengthening?
List 3 goals that will help do this.
Prioritize these goals
Complete pp
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30. Lesson 6: Growing Goal: develop action plans
Select a goal and hope and write on form
Identify action steps that lead to goal attainment
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31. My Action Plan The Hope The Goal The Tasks Step 5 Step 4 Step 3 Step 2
My hope is to become a certified diesel technician
The Goal
I will graduate from Gates Technology School by May 2004.
Step 5
Step 4
Improve my basic algebra skills with a Strategic Tutor.
Improve my textbook reading skills with a Strategic Tutor.
The Tasks
Step 3
Set up tutoring with the After School Prog for math and English.
Pass all my classes with a GPA of 2.75
Attend class regularly.
Step 2
Determine what course I
Step 1
Put together a graduation plan.
Determine what I need to do to get into tech school- H.S. diploma??
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32. Lesson 7: Performing Write a Mission Statement
Review/revise/update the plan
Mentor meetings
(e.g., MyGoals.com model)
Counselors
Peers
Other
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33. What Is Possible?
BEFORE
I want to be a professional basketball player.
I want to touch people’s lives.
AFTER
I want to be known as a hard worker and strive to be one of the best players in college basketball.
I want to be well respected and loved by my family and friends in everything I do.
I want to live a good life and support my family as well as other family members.
I want to live my life as a caring person who will always help others.
I wish to be a good father, husband, and provider.
I want to be a very caring person.
I wish to end up in heaven.
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34. Planning for Implementation
Target person(s)/courses
Decide on format
Determine logistics (time, place, staff)
Think about materials
Select evaluation & research data
Conduct problem solving/follow-up
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35. Possible Selves One’s vision of the future is motivating
Future vision includes:
Hoped for Possible Selves (dreams)
Expected Possible Selves (short term)
Feared Possible Selves (avoidance)
University of Kansas Center for Research on Learning 2006

36. Yeah! But…… (turn to your neighbor)
How do you see Possible Selves working with your students?
What barriers do you see?
What solutions can you offer?
Does Possible Selves hold promise as an effective motivational intervention???
What else do you need to launch PS?
University of Kansas Center for Research on Learning 2006

37. So What! Supporting Data
University student-athletes
Counselors
Peers
Elementary school grades 2, 3, 4
Junior high SED class
Middle school whole school
Middle school selected classes
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38. What Is Possible? BEFORE “Go go man go I can do it on my own.” AFTER
I want to be an artist.
I want to be a nice person.
I want to be a good student.
University of Kansas Center for Research on Learning 2006

39. What Is Possible? BEFORE I want to be a basketball player.
I want to do dunks.
I want to be like Iverson.
AFTER
I want to be a pro basketball player after I go to college.
I want to use my intelligence to be a good student.
I want to be a good person.
University of Kansas Center for Research on Learning 2006

40. What Is Possible? BEFORE
I want to be like “Aaliyah” because she was nice and pretty and a singer.
To travel and make my dreams come true like Aaliyah.
AFTER
I want to be a veterinarian and help take care of animals.
I will go to college for four years and I will use my knowledge in the workplace.
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41. Elementary School Pilot Study
Classroom culture change
Goal language
Goals tied to school activities
Implementation success
Student’s have hopes and dreams
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42. Jardine & Eisenhower Middle School Study
52 students (10 self-contained sp ed; 21 at risk; 21 comparison)
Whole class implementation in two classrooms (IC support)
Over 1 semester (with other curriculum)
University of Kansas Center for Research on Learning 2006

43. Possible Selves Outcomes
Mission Statement Measure Sig.
Total score .0001*
Number of roles identified .0003*
Level of education .12
Number of goals stated .0005*
Specificity of goal statements .0003*
University of Kansas Center for Research on Learning 2006

44. Possible Selves Outcomes
Being Known Measure Sig
“They still don’t think teachers know them very well.”
WHY???
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45. Teens and Self-Image: Survey Results
Question 8. How much influence does each of the following have on your life?
A Lot or Some None
Parents 96% 4%
Teacher 80% 20%
Other kids 78% 22%
Religion 70% 30%
Girl/Boyfriend 63% 37%
Celebrities 63% 37%
TV Shows 44% 56%
Advertising 36% 64%
University of Kansas Center for Research on Learning 2006

46. Teens and Self-Image: Survey Results
Question 5. Who understands you the most?
Friend 42%
Parent 28%
Girl/Boyfriend 10%
No one 8%
Sibling 5%
Religious Leader 1%
Teacher 1%
Other 5%
University of Kansas Center for Research on Learning 2006

47. Yeah! But…… (turn to your neighbor)
Do you see Possible Selves working with your students?
What implementation barriers do you see?
What solutions can you offer?
What is needed to support professional development and implementation?
Next steps????
University of Kansas Center for Research on Learning 2006

48. Possible Selves One’s vision of the future is motivating
Future vision includes:
Hoped for Possible Selves (dreams)
Expected Possible Selves (short term)
Feared Possible Selves (avoidance)
University of Kansas Center for Research on Learning 2006