Possible selves citations, measure, and coding

instructions
January 2004
Daphna Oyserman, Professor
Department of Psychology, School of Social Work
Institute for Social Research, University of Michigan,
42 !hom"son, #nn #rbor MI 4$%0&%24$
email' da"hna(umich)edu
tele"hone' *+4&4*&*22
,U-./. 01 -IM2 3-IM2 R0% M24$255, Path6ays for 1outh' School&to&Jobs, # Prevention
Model, 7yserman PI) -IM2 R0% M24*454, Path6ays for 1outh' Ris8 and Resilience, 7yserman
PI and the 9)!) :rant ,oundation 3;School "ersistence vs) ris8y behaviors in adolescence' !he role
of #frican #merican Identity<=) # number of "ublications have used the o"en&ended measure belo6
PU0>I?#!I7-S research from my lab using the o"en&ended measure 3see belo6=
7yserman, .), @ Mar8us, 2) 3%550=) Possible selves and delinAuency) Journal of
Personality and Social Psychology, 593%=, %%2&%24)
7yserman, .) @ SaltB, /) 3%55+=) ?om"etence, delinAuency, and attem"ts to attain "ossible
selves) Journal of Personality and Social Psychology, 65, +0&+*4)
7yserman, .), :ant, >) @ #ger, J) 3%554=) # socially conteCtualiBed model of #frican
#merican identity' School "ersistence and "ossible selves) Journal of Personality and
Social Psychology, 693=, %2%&%2+2)
7yserman, .) @ 2arrison, D) 3%55$=) Im"lications of ethnic identity' #frican #merican
identity and "ossible selves) In J) D) S6im @ ?) Stangor 3/ds)= Prejudice: The target's
perspective., #cademic Press, ?alf)
7yserman, .), !erry, D), @ 0ybee, ., 32002=) # "ossible selves intervention to enhance
school involvement) Journal of dolescence, !", +%+&+2)
7yserman, .), 0ybee, ., @ !erry, D) 3200+=) :endered racial identity and involvement 6ith
school) Self and #dentity, !, %&%$)
7yserman, .), 0ybee, .), !erry, D), @ 2art&Johnson, !) 32004=) Possible selves as
roadma"s) Journal of $esearch in Personality, %&, %+0&%45)
7yserman, .), 0ybee, .) @ !erry, D) 3200=) Possible selves and academic outcomes' 2o6
and 6hen "ossible selves im"el action) Journal of Personality and Social Psychology, 9',
%$$&204)
7yserman, .), 0ric8man, .), @ Rhodes, M) 3200*=) School success, "ossible selves and
"arent school&involvement) (a)ily $elations, 56, 2*5&2$5.
,ryberg, S), Mar8us, 2), 7yserman, .), @ Stone, J) 3200$=) 7f 6arrior chiefs and Indian
"rincesses' !he "sychological conseAuences of #merican Indian mascots) *asic and pplied
Social Psychology, %+, 20$&2%$)
>ee, S) J) @ 7yserman, .) 32005=) /C"ecting to 6or8, fearing homelessness' !he "ossible
selves of lo6&income mothers) Journal of pplied Social Psychology, %9, %++4&%+44)
7yserman, .), Johnson, /) @ James, >) 320%0=) Seeing the destination but not the "ath'
/ffects of socioeconomic disadvantage on school&focused "ossible self content and lin8ed
behavioral strategies) Self and #dentity) doi' %0)%0$0E%425$$$)20%0)4$*4%
/lmore, D) @ 7yserman, .) 320%%=) If F6eG succeed, FIG can too' Identity&based motivation
and gender in the classroom) ,onte)porary -ducational Psychology) .7I'
%0)%0%EH)ced"sych)20%%)04)00+)
PU0>I?#!I7-S using close&ended measure 3described in the "ublication=
Demmelmeier, M) @ 7yserman, .) 3200%=) :endered influence of do6n6ard social
com"arisons on current and "ossible selves) Journal of Social #ssues, 5., %25&%4$)
7yserman, .) @ ,ryberg, S) #) 3200=) !he "ossible selves of diverse adolescents' ?ontent
and function across gender, race and national origin) In J) Der"elman @ ?) .un8el 3/ds)=,
Possi/le selves: Theory, research, and applications 3"") %*&+5=) 2untington, -1' -ova)
Possible Selves Iuestionnaire
9ho 6ill you be neCt yearJ /ach of us has some image or "icture of 6hat 6e 6ill be li8e and 6hat 6e 6ant to avoid
being li8e in the future) !hin8 about neCt year && imagine 6hat youGll be li8e, and 6hat youGll be doing neCt year)
In the lines belo6, 6rite 6hat you eC"ect you 6ill be li8e and 6hat you eC"ect to be doing neCt year)
In the s"ace neCt to each eC"ected goal, mar8 -7 3K= if you are not currently 6or8ing on that goal or doing
something about that eC"ectation and mar8 1/S 3K= if you are currently doing something to get to that
eC"ectation or goal)
,or each eC"ected goal that you mar8ed 1/S, use the s"ace to the right to 6rite 6hat you are doing this year to
attain that goal) Use the first s"ace for the first eC"ected goal, the second s"ace for the second eC"ected goal
and so on)
Next year, I expect to be
Am I am doing
something to be
that way
If yes,
What I am doing now to be that way next
year
NO !S
3P%= LLLLLLLLLLLLLLLLLL 3s%=LLLLLLLLLLLLLLLLLLLLLL
3P2= LLLLLLLLLLLLLLLLL 3s2=LLLLLLLLLLLLLLLLLLLLLL
3P+= LLLLLLLLLLLLLLLLLL 3s+=LLLLLLLLLLLLLLLLLLLLLL
3P4= LLLLLLLLLLLLLLLLLL 3s4=LLLLLLLLLLLLLLLLLLLLLL
In addition to eC"ectations and eC"ected goals, 6e all have images or "ictures of 6hat 6e donGt
6ant to be li8eM 6hat 6e donGt 6ant to do or 6ant to avoid being) ,irst, thin8 a minute about 6ays
you 6ould not li8e to be neCt year && things you are concerned a/out or 0ant to avoid /eing li1e.
9rite those concerns or selves to&be&avoided in the lines belo6)
In the s"ace neCt to each concern or to&be&avoided self, mar8 -7 3K= if you are not
currently 6or8ing on avoiding that concern or to&be&avoided self and mar8 1/S 3K= if you
are currently doing something so this 6ill not ha""en neCt year)
,or each concern or to&be&avoided self that you mar8ed 1/S, use the s"ace at the end of
each line to 6rite 6hat you are doing this year to reduce the chances that this 6ill describe
you neCt year) Use the first s"ace for the first concern, the second s"ace for the second
concern and so on)
Next year, I want to a"oid
Am I doing
something to
a"oid this
If yes,
What I am doing now to a"oid being that way
next year
NO !S
3P4= LLLLLLLLLLLLLLLLLL 3s4=LLLLLLLLLLLLLLLLLLLLLL
3P= LLLLLLLLLLLLLLLLLL 3s=LLLLLLLLLLLLLLLLLLLLLL
3P*= LLLLLLLLLLLLLLLLLL 3s*=LLLLLLLLLLLLLLLLLLLLLL
3P$= LLLLLLLLLLLLLLLLLL 3s$=LLLLLLLLLLLLLLLLLLLLLL
Coding Instructions for Next Year Possible Selves
A# $A%!&O' (A)!(S
!here are siC main categories of -eCt 1ear /C"ected Possible Selves'
%) Achie"ement& relates to school and school interactions 6ith teachers, achievement&related
activities
2) Interpersonal 'elationships& involves family, friends, relationshi"s, and social interactions
eCce"t 6ith teachers
+) Personality %raits& relates to "ersonality characteristics, self&descri"tions of traits
4) Physical*+ealth,'elated& relates to "hysical health, 6eight, height
4) -aterial*(ifestyles& relates to material "ossessions and living situation, including moving
) Negati"e& includes all negatively 6orded res"onses
!here are siC main categories of -eCt 1ear ,eared Possible Selves)
%) Achie"ement& relates to school and school interactions 6ith teachers, achievement&related
activities
2) Interpersonal 'elationships& involves family, friends, relationshi"s, and social interactions
eCce"t 6ith teachers
+) Personality %raits& relates to "ersonality characteristics, self&descri"tions of traits
4) Physical*+ealth,'elated& relates to "hysical health, 6eight, height
4) -aterial*(ifestyles& relates to material "ossessions and living situation, including moving
) Non,normati"e *'isky )eha"iors& includes negative and illegal behaviors such as
smo8ing, drin8ing, involved in fights, gangs, etc)
)# S.--A' O/ $ODIN&
?ategories of eC"ected and feared "ossible selves are identical eCce"t that the siCth category for
eC"ected selves includes #-1 negative reference 3since the vast maHority of eC"ectations are
framed "ositively= and the siCth category for feared "ossible selves includes behaviors or
eC"ectations that are either delinAuent or ris8y behaviors 3such as teen "regnancy or smo8ing=) /ach
category includes subcategories that are listed belo6) !hese may be useful for analyses though in
our 6or8 to date sam"le siBe has been such that 6e have focused on main categories only)
$# $ODIN& A-)I&.O.S S%A%!-!NS
%) ?7-SI./R #:/ 7, R/SP7-./-! && 9hen coding for "ossible selves, one must
first consider the age of the res"ondent) !he same res"onse e)g) Ngetting my license<
may be either a codable or noncodable res"onse de"ending on they res"ondentGs age
3that is -/K! 1/#R is this "ossibleJ=) ,or eCam"le, 6hen an eighth grader eC"ects
to be a doctor that res"onse is not coded) In a very fe6 instances, age may also
determine 6hich category the "ossible self is "laced) ,or eCam"le, 6hen a t6elve&
year old res"ondent re"orts that neCt year heEshe 6ould li8e to avoid smo8ing, this
feared "ossible self is categoriBed as non&normative) ,or an older "erson 3% and
above=, this same feared self 6ould be coded in the health category)
2) ?7-SI./R ?7-!/K! 7, R/SP7-S/ && 9hen a "ossible self is ambiguous
because too little has been 6ritten, read through the strategy "rovided for that
"ossible self to see if it "rovides clues for the content intended)
D# !0A-P(!S O/ N!0% !A' POSSI)(! S!(1!S
Achievement
!xpected sel"es
2ob& 6or8ing for eCtra money, finding summer Hob, 6or8ing, hel" mom save for school,
babysitting, having a Hob, "art&time Hob
Acti"ities in school& cheer team, bas8etball team at school, "laying instrument, school band,
eCtra&curricular activities, "laying s"orts, on a team, a better bas8etball "layer, getting a driverGs
license
School& doing good in school, trying to do good in school, smart, getting good grades, going
to the neCt grade, 8ee" my grades u", not tardy or absent from school, more hel"ful in classroom,
honor roll, good conduct, going to betterEne6 school
%eachers& good relationshi" 6ith teachers, getting along 6ith teachers, res"ectful to teachers
Acti"ities Not in School& bas8etball in neighborhood, guitar, deer hunting, reading a lot of
boo8s, boCing, 3-ote' :enerally, if there is any doubt about activities "ut in school activities eCce"t
for things not offered in school=
/eared Sel"es
2ob&losing my Hob, 6ithout 6or8
Acti"ities in school, not on team, not ma8ing cheerleading
School& 8no6n as bad 8id by teachers, a loser, dro"out, flun8ing out of my classes, having
bad grades, dumb, having bad school6or8, not "aying attention, not falling behind in class, in
trouble in school, being a little "un8, fighting in school, sus"ended, eCcluded, s8i""ing, in same
grade
%eachers, still getting trouble 6ith teachers, bac8 tal8ing to teachers,
Acti"ities Not in School&I donGt 6ant to be home all the time
Interpersonal Relationships
!xpected sel"es
&eneral& shy, silly, nice, res"ectful, better listener, funnier
/amily& obedient, getting along 6ith "arentsErelatives, hel"ing around house, better "erson
to6ards mother, see relatives, doing things 6ith family, closer to family, being a goodE better
sonEdaughter
Peers& having a steady boyfriend, getting along better 6ith "eo"le, having lots of
friendsEsame friends, ma8ing ne6 friends, having lots of friends, hang 6ith friends more, trying to
be acce"ted at ne6 school, being a better friend
/eared sel"es
&eneral& as shy as I am, avoid being a recluse, mean "erson, rude, stuc8 u", mistrusted,
stingy,
/amily, having anything ha""en to our family, not listening to "arents, being smart 6ith
"arents, mean to siblingErelative, getting into arguments 6ith "arentErelative, 6ithout someone to
turn to
Peers& enemies 6ith other "eo"le, being a follo6er, being disli8ed by friends, not ma8ing
friends, lying to "eo"le, boring, very tal8ative, brea8ing u" 6ith girlEboyfriend, bully, troublema8er,
bad to my friends, 6ithout friends because of rumors, used Hust for my car&for rides
Personality Traits
!xpected sel"es
Independence or -at3rity, more mature, more res"onsible, more gro6n&u", hel"ing her
6ithout com"laining, # little more organiBed, #ble to concentrate
Attit3de, more serious "erson, being more o"en&minded, "ositive thoughts, "ositive
attitude, to be a good "erson
/eared sel"es
Independence or -at3rity& laBy, irres"onsible, not trusted
Attit3de& a bad attitude, silly, greedy, 6ea8 mentally, emotional mess, caring about nothing
Physical
!xpected sel"es
&eneral )ody Descripti"e&2air loo8ing different, as short as I am this year, taller, gro6ing
a fe6 inches, 2andsome, good&loo8ing,
Physical +ealth& older, %4 years old
/eared Sel"es
&eneral )ody Descripti"e& :etting my haircut, 6earing dar8 li"stic8 li8e a devil
6orshi""er, Short, I 6ant to gro6,
Physical +ealth& Sic8 a lot, so sic8 I canGt attend school, 7n medication again, Slo6er "hysically,
6ea8er than I am, over6eight
Material/ Lifestyle
!xpected sel"es
(ifestyle&Still living at home 6ith my mom, moving to ?anada, living some6here, going
"laces I have never been,
-aterial&o6n a car, living in better ne6 house
/eared Sel"es
(ifestyle& Moving from this house
-aterial& In the situation of money, not money confused
Negative
Possible selves res"onses that are 6orded negative or suggest an eC"ected negative outcome should
be "laced in the negative category) !he res"onse could be categoriBed from any of the "ossible
selves categories) ,or eCam"le, students may res"ond NneCt year, I eC"ect to still be involved in
fights 3negative&delinAuent=, or I eC"ect to have fe6 friends 3negative&inter"ersonal relationshi"s=)
2o6ever, these statements are sometimes 6orded in a negative form) ,or eCam"le, a student may
res"ond NneCt year, I eC"ect to be not fighting 3negative&delinAuent=, or not to be getting "ic8ed on
3negative&inter"ersonal relationshi"s=)
Non-Normative
!xpected sel"es
.o not use for eC"ected selves&Use -egative ?ategory
/eared Sel"es
Non,normati"e& getting "regnant, cigarettes, being 8illed, hanging out 6ith 6rong "eo"le,
troublema8er, having seC
Delin43ent, shooting "eo"le, 6ith gang members, getting involved in drugs, In a gang,
gang banger, alcohol use, a druggie, drug dealer, Hail
Instructions for Coding Strategies
9hen a strategy or strategies isEare given for each "ossible self, the strategy should be coded in
the same category as the "ossible self) !he categories are the same as the eC"ected and feared
"ossible selves categories' %= #chievement, 2= Inter"ersonal relationshi"s, += Personality !raits,
4= PhysicalE2ealth&Related, 4= MaterialElifestyles, = -on&-ormative, *= -egative)
Examples of Strategies
Achievement
9or8ing hard on assignments
.oing all my school6or8
Paying more attention
Interpersonal Relationships
.oing 6hat others tell me to do
9or8ing 6ith "arents
#s8ing for hel"
Personality Traits
?ontrolling my attitudeEactions
!rying ne6 things
.isci"lining myself
Physical
>ifting 6eights
/Cercising
/ating healthy foods
-aterial* (ifestyle
9or8ing to save my money
!al8ing 6ith "arents about moving
Non-normative
#void being around negativeEcriminal "eo"leEactivities
9al8 a6ay from negative "ressure situations
Instr3ctions for $oding )alance
0alance means having both a "ositive and a negative as"ect of a future goal, that means having both
an eC"ectation 3neCt year eC"ected= and a matching concern 3neCt year feared= that fit together or
create a more coherent 6hole)
If the student 6rites an eC"ected self and a feared self that corres"onds then they have balance)
/Cam"les of 0alance'
#chievementESchool O-eCt year I eC"ect to be a great student and neCt year I 6ant to avoid being
a dro"outEfailing in school)
Inter"ersonal& -eCt year I eC"ect to have ne6 friendsE I 6ant to avoid having no friends)
Personality traits& -eCt year I eC"ect to be more res"onsibleE I 6ant to avoid being laBy and
irres"onsible
Physical& -eCt year I eC"ect to be eating better foodsE I 6ant to avoid eating a lot of Hun8 food)
MaterialE>ifestyle
-on&normative
Coding Instructions for Adult Possible Selves
!here are five categories for #dult /C"ected Possible Selves'
Achie"ement& relates to school and school interactions 3teachers=, achievement&related activities
Interpersonal relationships& involves family, friends, relationshi"s, social interactions
Personality %raits& relates to "ersonal characteristics, self&descri"tions
Physical*+ealth,'elated& relates to "hysical health, 6eight, height
-aterial*(ifestyles& relates to material "ossessions, living situations such as moving
Negati"e& includes all negatively 6orded res"onses
,or #dult ,eared Possible Selves, there are the first five categories P #chievement, Inter"ersonal
relationshi"s, Personality !raits, PhysicalE2ealth&Related, Material E>ifestylesQ "lus a = .elinAuent
category, 6hich includes negative and illegal behaviors)
9hen coding for adult "ossible selves, age of res"ondent is not a big factor as 6hen coding neCt
year "ossible selves) 2o6ever, one must remember that res"ondent is s"ea8ing of future behaviors
and this may determine category) ,or eCam"le, 6hen a t6elve&year old res"ondent re"orts that neCt
year heEshe 6ould li8e to avoid smo8ing, this feared "ossible self is categoriBed as delinAuent)
9hen referring to smo8ing as an adult feared behavior, it 6ould be coded in the health category)
9hen a "ossible self is ambiguous, one should first chec8 the strategy "rovided for that "ossible
self)

Examples of Adult Possible Selves
I. Achievement/School
!xpected sel"es
2ob& in a good Hob, have a good Hob, a 6ell&"aying Hob, 6or8ing at a store or Restaurant, in a
"articular career, have Hob after high school
Acti"ities in school& debate team, football, cheerleading, band
School& going to college, in college studying 3subHect=, college graduate, smart, have a good
education, deanGs list
%eachers&good relationshi" 6ith "rofessors, getting along 6ith "rofessors, res"ectful to
"rofessors
Acti"ities Not in School& bas8etball in neighborhood, guitar, deer hunting, reading a lot of
boo8s, bo6ling
/eared sel"es
2ob,6ithout 6or8, unem"loyed, 6or8ing at a gas station or fast food, in a "articular career
3not favorable to res"ondent=J /Cam"leR a co", theyGre mean in real life and they lie
Acti"ities in school,
School& a college dro"out, stu"id
%eachers
Acti"ities Not in School,
II.Interpersonal Relationships
!xpected sel"es
&eneral& 8ind, nice, cool to be around, hel"ful, com"assionate, loveable
/amily& married, being good husbandE6ife, ha""ily married, have children, good "arents,
nice to my 8ids, good grandfatherEgrandmother, have a family, see my family, hel"ful to my family,
Peers& lots of friends, in contact 6ith the friends I have no6,
/eared sel"es
&eneral, deceitful, mean, short&tem"ered, annoying, hard to get along 6ith,
heartless, snob, Her8
/amily, abusive to my children or family, starting fights 6ith family, bad
husbandEfatherEmotherE6ife, disres"ectful to family members, divorce, se"arated
from children, over"rotective "arent, bad 8ids, alone 6ithout family, neglectful
Peers, 6ithout friends, alone, follo6er,
III. Personality Traits
!xpected sel"es
Independence or -at3rity, self&su""orting, mature, res"onsible, successful&"rovide for
others and myself, "rom"t, a goal accom"lisher, reliable
Attit3de,
/eared sel"es
Independence or -at3rity& doesnGt stand u" for rights, loser&doesnGt accom"lish anything,
laBy, irres"onsible
Attit3de& very 6orried all the time
IV.Material/ Lifestyle
!xpected sel"es
(ifestyle&living on my o6n, travel all over the "lace, having the freedom to do many things,
>iving 6ith brother, >iving in "articular city
-aterial& have a car, nice car, rich, house, o6ning a collection of 3certain items=,
/eared Sel"es
(ifestyle& getting scre6ed by insurance costs, rec8less driver, living at home, being on
6elfare, 6asting money
-aterial& bum, homeless, no money, no home, not being able to get the things I 6ant, "oor,
bad credit,
V.Delinquency
!xpected sel"es
&eneral& Res"onses that may seem to fall in this category should be "laced in the negative
category)
/eared Sel"es
&eneral& shooting "eo"le, getting involved in illegal drugs, alcoholic, drug dealer, drug
addict, donGt 6ant to go to Hail, being 8illed, a murderer, hanging out 6ith 6rong "eo"le , having
6ea"ons around my house, thief, criminal, violent
VI. Physical
!xpected sel"es
&eneral )ody Descripti"e&2air loo8ing different, as short as I am this year, taller, gro6ing
a fe6 inches, 2andsome, good&loo8ing, body "iercings
Physical +ealth& older, healthy, "hysically fit, strong, sober, getting "regnant at about 24
/eared Sel"es
&eneral )ody Descripti"e& :etting my haircut, 6earing dar8 li"stic8 li8e a devil
6orshi""er, 6eird clothing, Short, I 6ant to gro6,

Physical +ealth& ?igarettes, car accidents, diseases, Sic8 a lot, so sic8 I canGt attend school,
7n medication again, Slo6er "hysically, 6ea8er than I am, over6eight
Negative
Possible selves res"onses that are 6orded negative or suggest an eC"ected negative outcome should
be "laced in the negative category) !he res"onse could be categoriBed from any of the "ossible
selves categories) ,or eCam"le, students may res"ond Nas an adult, I eC"ect to still be involved in
fights 3negative&delinAuent=, or I eC"ect to have fe6 friends 3negative&inter"ersonal relationshi"s=)
2o6ever, these statements are sometimes 6orded in a negative form) ,or eCam"le, a student may
res"ond Nas an adult, I eC"ect to be not fighting 3negative&delinAuent=, or not to be getting "ic8ed on
3negative&inter"ersonal relationshi"s=)
Instructions for Coding Strategies
9hen a strategy or strategies isEare given for each "ossible self, the strategy should be coded in the
same category as the "ossible self) !he categories are the same as the eC"ected and feared "ossible
selves categories' %= #chievement, 2= Inter"ersonal relationshi"s, += Personality !raits, 4=
PhysicalE2ealth&Related, 4= MaterialElifestyles, = .elinAuent, and *= -egative)
Examples of Strategies
Achievement/School Strategies
9or8ing hard on assignments
.oing all my school6or8
Paying more attention
Interpersonal Relationships
.oing 6hat others tell me to do
9or8ing 6ith "arents
#s8ing for hel"
Personality Traits
?ontrolling my attitudeEactions
!rying ne6 things
.isci"lining myself
-aterial* (ifestyle
9or8ing to save my money
!al8ing 6ith "arents about moving
Physical
>ifting 6eights
/Cercising
/ating healthy foods
Delinquency
#void being around negativeEcriminal "eo"leEactivities
9al8 a6ay from negative "ressure situations
Instr3ctions for $oding )alance
0alance means having both a "ositive and a negative as"ect of a future goal, that means having both
an eC"ectation 3eC"ected self= and a matching concern 3feared self= that fit together or create a more
coherent 6hole 3from the same category=)
If the student 6rites an eC"ected self and a feared self that corres"onds then they have balance)
/Cam"leOas an adult, I eC"ect to be a great college student and as an adult, I 6ant to avoid being a
dro"outEfailing in college) 0alance can be in any category)