ABSTRACT

This study investigates adolescents’ persistent academic possible selves (PAPS), academic self-concept, self-regulation, and achievement in a longitudinal and interactive context (N = 113). The PAPS incorporates future-oriented motivation (i.e., motivation to develop academic possible selves) and future-oriented self-regulated learning (i.e., commitment to utilizing self-regulated learning to achieve those selves). By administering three surveys, I found that adolescents’ PAPS grow over the semester, but the growth did not directly relate to achievement. Additionally, their academic self-concept and self-regulation at the beginning of the semester functioned differently to predict the growth of PAPS. Lastly, PAPS promoted future achievement only when it is mediated by current self-regulation. The mediation effect was robust regardless of the level of academic self-concept and past achievement.

摘要

本研究在纵向和互动的背景下调查青少年持续的学业可能自我（PAPS）、学业自我概念、自我调节和成就（N= 113)。PAPS 结合了面向未来的动机（即发展学术上可能的自我的动机）和面向未来的自我调节学习（即致力于利用自我调节的学习来实现这些自我）。通过进行三项调查，我发现青少年的 PAPS 在整个学期中有所增长，但增长与成就没有直接关系。此外，他们在学期开始时的学术自我概念和自我调节功能不同，可以预测 PAPS 的增长。最后，PAPS 只有在当前自我调节的调节下才能促进未来的成就。无论学术自我概念水平和过去成就如何，中介效应都是稳健的。