The Possible Selves Strategy

Author(s): Michael F. Hock, Jean B. Schumaker, and Donald D. Deshler

Publication Info: Edge Enterprises, 2003

Overview and Supplemental Resources

The Possible Selves: Nurturing Student Motivation Strategy provides explicit lessons designed to increase student motivation. By using this strategy, students begin planning ahead, by imagining what they hope for, expect, and fear for their future selves. With that information, students can set goals and create plans to reach desired outcomes. Explore the strategy further, by watching the Possible Selves video below and viewing the resources on the University of Kansas Center for Research on Learning website. If you are interested in additional professional learning opportunities for the Possible Selves Strategy, contact a W&M SIM Professional Developer below for more details.

KUCRL Possible Selves Overview Video

University of Kansas Center for Research on Learning

https://m.facebook.com/kucrl/videos/1270713096595391/

CRL Researchers presented about The Role of Possible Selves and Self-Determination in Student Transition Success at the virtual CLD Conference. This video will give you more in depth information about Possible Selves and how it can help you and your students.

Learn more at https://kucrl.ku.edu/possible-selves

LS_PStrees (3).ppt

KUCRL Possible Selves Example Trees

This PowerPoint presentation, from The University of Kansas Center for Research on Learning, shows example trees from the Possible Selves strategy.

Research Summary on Possible Selves

In research studies, students in the Possible Selves condition scored significantly higher than students in the control group on measures of goal identification. In one study involving college student-athletes, at the end of six years, the students in the Possible Selves group earned higher grade-point averages (2.65) than students in the control group (2.25) and in a career-counseling group (2.41). In addition, 75 percent of the students in the Possible Selves group graduated from the university compared to 45 percent of students in the control group and 60 percent of students in the career-counseling group.

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