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Cited by 219Identity, Memory, and TherapyPsychological and Temporal Perspectives ResearchSocial and Intergroup Psychology

Possible Identities

Oyserman, Daphna, James, Leah·2011·Handbook of Identity Theory and Research
DOI 10.1007/978-1-4419-7988-9_6
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  • Temporal distance and how near or far away possible selves are in the future will influence individuals' motivational strivings.

    “On the other hand, the temporal distance and how near or far away possible selves are in the future will influence individuals' motivational strivings, e.g. students might consider their possible selves to be real only after graduation, meaning that not much can be done yet to achieve their future goal (Henry 2015; Oyserman and Leah 2011).”

    From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Oyserman and Leah 2011

  • Individuals are motivated to act towards those goals that feel congruent with their current identities.

    “Oyserman and Leah (2011) talk about connection between teacher identity and possible selves since individuals are motivated to act towards those goals that feel congruent with their current identities.”

    From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Oyserman and Leah (2011)

  • These specific possible selves are congruent with the PSTs' current identities.

    “These specific possible selves are congruent with the PSTs' current identities (cf. Higgins 1987; Oyserman and Leah 2011), and are also decisive, meaning that they have a strong selfdevelopment orientation (Lutovac and Kaasila 2014).”

    From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Oyserman and Leah 2011

  • These general possible selves do not necessarily require PSTs' change instantly.

    “We believe that the wellbalanced possible selves represented in our findings are enduring and are, thus, likely to be strived for, despite the temporal distance and that these general possible selves do not necessarily require PSTs' change instantly (cf. Henry 2015; Oyserman and Leah 2011).”

    From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Oyserman and Leah 2011

  • This seems to have further signalled to the PST that there was no need for change.

    “This seems to have further signalled to the PST that there was no need for change (Oyserman and Leah 2011).”

    From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Oyserman and Leah 2011

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Authors
Oyserman, D., & James, L.
Affiliations
University of Michigan (US)
Corresponding author
Oyserman, Daphna
ORCID
Venue
Handbook of Identity Theory and Research
Publisher
Springer New York
Published
2011
Pages
117-145
DOI
10.1007/978-1-4419-7988-9_6
OpenAlex
W4211200743
Cited by
219
References
168
Citations by year
2026: 19 · 2025: 19 · 2024: 18 · 2023: 12 · 2022: 19 · 2021: 11 · 2020: 17 · 2019: 29 · 2018: 15 · 2017: 12 · 2016: 8 · 2015: 11 · 2014: 12 · 2013: 7 · 2012: 7
FWCI
30.52
Type
book chapter
Language
en
Open access
closed
Locations
Springer eBooks (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Identity, Memory, and Therapy
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Temporal Perspectives Research
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Keywords
negative identity, identity-based motivation, well-being, life transitions, life stages, self-congruity

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