Retirement affords retirees increased time for participation in salutary activities like physical activity. Yet, evidence is mixed as to whether or not retirees use this time to increase their participation in physical activity. Greater knowledge of the factors affecting physical activity participation in retirement is needed. Retirement is also a life transition ripe with opportunity to redefine one's identity and place greater attention on health-enhancing behaviours. Thereupon, this dissertation was rooted in the self literature, as self perceptions such as identity and possible selves may be particularly relevant for understanding physical activity in retired individuals. As a result, the first aim of this dissertation sought to confirm, in a preliminary study (Study 1), the relationship between possible selves, physical activity identity and physical activity in retirees. Through questionnaire data collected concurrently, Study 1 showed that identity and possible selves were related to physical activity (Article 1). Moreover, positive associations were found between possible selves focused on physical activity and physical activity identity. Subsequently, the relationships between these variables were further probed to determine whether exercise identity mediated the relationship between physical activity possible selves and physical activity (Article 2). Questionnaire data collected across three time points (one month apart) showed that identity mediated the relationship between possible selves and behaviour - all related to physical activity. Together, these findings represented an important first step toward designing a relevant intervention for retirees which informed the second aim of this dissertation (Study 2). A possible selves intervention designed to increase physical activity identity and physical activity was tested (Article 3). Changes in these variables were compared across three groups of an experimental design: a repeated possible selves intervention, a one-time possible selves intervention, and a control group. All groups reported marginally higher levels of physical activity and physical activity identity, inconsequential to group assignment. Overall, the present dissertation makes contributions to the self literature especially with regards to new retirees. Nevertheless, limitations are acknowledged and discussed. Finally, future research avenues are presented.

Cette thèse s’intéresse au pouvoir motivationnel des sois possibles (SP) et à leur rôle dans la régulation des performances. Nous présentons d'abord le concept de SP, proposé par Markus et Nurius (1986), ainsi que les différentes méthodes existantes pour mesurer ou manipuler ces éléments du concept de soi tournés vers le futur. Après avoir fait état de la littérature sur les variables susceptibles de moduler l’impact motivationnel des SP, notre recherche se décline endeux axes, visant chacun à examiner expérimentalement le rôle d’un élément dont l’influence supposée manque encore de soutiens empiriques. Les quatre premières études s’attachent ainsi à mettre en évidence l’intérêt motivationnel des SP équilibrés, c’est-à-dire de l’association entre un soi positif et un soi négatif dans le même domaine. Malgré des tentatives d’opérationnalisation diverses – recueil par questionnaire, induction par imagerie mentale ou emploi d’un journal de bord – ces études ne permettent pas de confirmer un bénéfice des SP équilibrés, et questionnent la pertinence même de cette notion. Les quatre études du second axe de recherche examinent l’impact du degré d’élaboration d’un SP en tentant de dissocier les effets de plusieurs variables potentiellement confondues dans la littérature : le caractère détaillé du SP, sa charge émotionnelle, les stratégies associées et son niveau de spécificité. Si certains résultats obtenus dans ce cadrerestent à approfondir, le parallèle observé avec les résultats des travaux sur la mémoire autobiographique quant aux effets de la spécificité des SP est particulièrement intéressant. Les limites et les perspectives appliquées de ce travail sont enfin discutées / The aim of this thesis is to study the motivational power of possible selves (PS) and their influence on performance. We will first introduce the concept of PS, suggested by Markus and Nurius (1986), as well as the methods used to measure or manipulate these future-oriented elements of the selfconcept, and existing literature on the variables which may modulate the motivational impact of PS will be presented. Our study is then organized within two programs of research, each one aiming to experimentally investigate an element of PS whose potential influence has not yet received much empirical support. The first four studies seek to highlight the motivational value of balanced PS, the association of a positive and a negative self in the same domain. Despite various attempts to operationalise balanced PS, through the use of an open-ended questionnaire, mental imagery or a daily diary, these studies fail to demonstrate the benefit of this concept and lead to question its very relevance. The last four studies examine the influence of the degree of elaboration of the PS.They aim to separate several confounding variables: the level of detail of a PS, its emotional charge, associated strategies and its level of specificity. Even though some of the results will need to be further explored, an interesting parallel with the research on autobiographical memory is highlighted regarding the effects of specificity. Finally, the limits and applied perspectives of this research are discussed.

Människors yrkesval och syn på framtida arbetsliv influeras av olika faktorer som i sin tur har formats av evolutionen eller den sociala omgivningen. Människans kognitiva förmågor är ett av elementen som påverkar yrkesvalsprocessen, men är också kanske en bidragande orsak till könssegregeringen på arbetsmarknaden. Hur människor ser sig själva i den framtida yrkesrollen kan också vara en anledning till varför det finns en könsskillnad på arbetsmarknaden. Markus and Nurius (1987) har myntat begreppet ”Possible self”, vilket de definierade som självbilden i framtida situationer. Syftet med det här examensarbetet var att undersöka om det skiljer mellan män och kvinnors possible selves när det gäller deras syn på framtida arbetsliv. Mätinstrumentet som användes i studien var The possible self statement test. Resultatet visade att männens och kvinnornas possible selves om arbetslivet var ganska lika, endast två av 24 jämförelser åskådliggjorde signifikanta värden. Det som visade på signifikans (p<,05) var kategori Position med skalan för hur mycket försöksdeltagaren anser sig kunna påverka att det angivna possible self ska inträffar samt kategori Utveckling och stimulans med skalan för negativa känslor gentemot det angivna possible self.

Two studies based on one online randomized controlled trial examined the effects of sport gain-framed messages (Rothman & Salovey, 1997) and a sport possible self (Murru & Martin Ginis, 2010) protocol on indices of possible self activation and elaboration, sport intention, and sport activity. 244 non-sporting adults (M = 50.59, 40-59 yrs) completed baseline/screening measures (T1), a gain-framed experimental/control intervention one week later (T2), and follow-up measures (T3) four weeks after T2. Study 1 showed gain-framed participants most frequently attended to a health and fitness message, more frequently described a possible self, and elaborated more on their possible selves (especially about delaying aging and developing friendships through sport). Study 2 indicated that gain-framed individuals requested more sport newsletters and registered for more sport programs. From T1 to T2, gain-framed conditions facilitated increased intentions for those with low approach motivation, whereas control conditions improved intentions for individuals with high approach motivation.

abstract: The United States accounts for only 4% of the world’s female population, but it is home to more than 30% of the world’s incarcerated women, the majority of whom will eventually attempt a successful reentry into society. Almost half of the incarcerated women in the United States have not obtained a high school diploma or equivalency, and only 31% have attempted some college, compared to 58% among the general public (Ewert & Wildhagen, 2011). There is ample evidence of the impact of a post-secondary degree on reducing recidivism and increasing reentry success. However, the Arizona Department of Corrections reports that of the more than 40,000 people incarcerated in November of 2019, only 5,333, or 12.5%, were involved in any type of educational programming while incarcerated (2019). Few studies have looked closely at the barriers to higher education for formerly incarcerated individuals, and even fewer have focused on women. The purpose of this qualitative action research study was to examine the educational experiences of formerly incarcerated women through the lenses of critical social theory (Freeman & Vasconcelos, 2010; Freire, 1970) and possible selves theory (Markus & Nurius, 1986) in an effort to more fully understand low educational attainment in this population and use this knowledge to develop an effective, participant-informed intervention and provide recommendations for university outreach programs. Study participants were formerly incarcerated women and individuals who work with this population. Data were collected from in-depth semi-structured interviews and materials created during the College After Prison Workshop which was developed for this project. Interviews revealed that the women in this study crave a sense of belonging, feel regret over their lost possible selves, experience a fear of standing still or going backward, and have a strong desire to help others. Findings suggest that colleges and universities can support formerly incarcerated women in the post-secondary system by curating a community of scholars and demonstrating a clear path forward for formerly incarcerated women by reducing systemic barriers. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

This study focused on investigating students’ complex L2 motivational systems in an equally complex educational environment. It analyzed students’ motivation while learning Spanish in a Language for Specific Purposes (LSP) course taught in a student-centered technology-enhanced classroom at a university in the Midwest. The innovative curriculum for the course emphasized student interaction, and revolved around the development of a collaborative entrepreneurial wiki project. This study addressed the expanding call for considering motivation as multidimensional, changing and contextualized (Crookes & Schmidt, 2006; Dörnyei, MacIntyre, & Henry, 2015) by steering away from simplistic cause–effect quantitative paradigms. It addressed the topic through the lens of Complex Dynamic Systems Theory (CDST) and utilized two contemporary L2 motivation frameworks for making sense of the data: the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), and Directed Motivational Currents (DMCs) (Muir & Dörnyei, 2013; Dörnyei, Ibrahim, & Muir 2015). It adopted in-depth qualitative case study methodology to answer the following research questions: 1. How can students' L2 motivations be described while learning Business Spanish through an innovative curriculum? 2. What are the factors affecting students’ L2 motivations throughout the course? Four students enrolled in this class during the Fall 2015 were randomly selected as the participants for this study. Data were collected throughout the academic semester and included: 1) four in-depth interviews with each student; 2) the work students developed collaboratively on the wiki; 3) course evaluations submitted to the instructor of the course; 4) students’ academic records and 5) classroom observations of the times students worked on the wiki. Findings revealed that the self system interacted with the motivational system of students in this class, and was determinant in guiding their motivational trajectories throughout the semester. The self system was also instrumental in shaping experiences students had related to the elements of the immediate L2 learning context. Moreover, factors stemming from the immediate L2 context that fulfilled students’ self-concordant goals were also instrumental in keeping students engaged with the process of learning; and completing the wiki project became a shared goal for students in each group. These factors led students to experience a group motivational wave — with characteristics of group DMCs — as they became more and more involved with the wiki project for the course. In terms of the work completed, students’ motivations translated into detailed wiki projects that incorporated more content than specified by the project’s guidelines and requirements. Finally, the study also generated insights into areas in which the L2MSS and DMCs could be expanded or refined in order to better account for students’ complex motivational trajectories.

Beginner teachers’ identities are formed by past school experiences, the ideas, and approaches promoted by their teacher education programmes and an ideal of teachers they hope to become (Beauchamp and Thomas, 2011; Anspal, Eisenschmidt and Löfström, 2012). The focus of this study was to understand the possible influence of two different teacher education programmes on beginner teacher identity and the forming thereof during the early years of teaching. This study was underpinned by an Interpretivist epistemological paradigm, in line with the reiterative process of understanding which marks the fluid progressions of beginner teachers’ identities. The conceptual lens employed in this study consisted of the Possible Selves Theory (Markus and Nurius, 1986), combined with the metaphorical use of “threads”. This study employed a qualitative methodological paradigm, with a comparative case study as research design (Zartman and Goodrick, 2005). Participants were selected by purposive sampling and involved six beginner teachers within their first three years of teaching; three from each teacher education programme (full-time and part-time). Selection criteria stipulated participants had to be within their first three years of teaching, have graduated from either a full-time or part-time teacher education programme, and that part-time participants had to be employed full-time at a school while studying to be selected. Data collection methods comprised of semi-structured interviews, researcher’s journal and field notes. The process of data analysis was guided by thematic content analysis. Findings from this study attest that beginner teacher identities are unstable; classroom reality differs vastly from teacher education programme curricula; and teaching practice plays a significant role in the preparation of student teachers. The main finding of this study was that full-time participants only comprehended the reality of teaching once full-time employment commenced, compared to part-time participants who realised the realities of teaching considerably earlier. Recommendations were made regarding practice, policy, and future research. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

Följande studie har haft som syfte att undersöka och analysera vilket audiovisuellt material lärare i moderna språk använder i sin undervisning och i vilken utsträckning de tar till varaden variationsrika mängd material som finns tillänglig idag via det digitaliserade klassrummet. Forskningsfrågorna var: Vilka typer av audiovisuellt material erbjuds elever som läser spanska och tyska som moderna språk på högstadiet? och Vilka meningserbjudanden innehåller det audiovisuella materialet som lärarna använder? Materialet för undersökningen har samlats in med hjälp av ett frågeformulär, där lärare i spanska och tyska på en specifik högstadieskola i Skåne har lämnat uppgifter om allt audiovisuellt material som de visar i sin undervisning. Materialet har sedan granskats och analyserats utifrån utvalda teman och med hjälp av innehållsanalys, multimodal teori och begreppetpossible selves från Dörnyeis modell L2 Motivational Self System. Resultatet visar att de typer av audiovisuellt material som erbjuds eleverna består av undervisningsanpassat material producerat av UR, youtube-klipp riktade mot språkinlärare, fiktion i olika format (långfilm,kortfilm och tv-serie), dokumentärfilm och youtube-klipp som inte är riktade motspråkinlärare, det senare i liten omfattning. Vidare gav analysen upphov till tre kategorier av meningserbjudanden: Träning av språkliga strukturer och förmågor, Kunskap om målspråksländer, dess kultur och levnadssätt, samt Erbjuden dialog med språkinläraren. Den första kategorin återfinns främst i det undervisningsanspassade materialet, vilket är den materialtyp som lärararna använder sig mest av. Den andra kategorin av meningerbjudande återfinns främst i det fiktionsbaserade materialet vilket lärarna väljer att vänta med till desenare årskurserna. Den tredje kategorin återfinns både i det undervisningsanpassade materialet och det fiktionsbaserade materialet, det förra på ett ytligt plan och det senare på ett potentiellt djupare plan.

South Africa has been going through severe social changes over the past two decades. In light of these changes the present study aimed to understand adolescents’ expectations of their personal future. Based on the Theory of Possible Selves (Markus & Nurius, 1986) the present research addressed the overall question whether adolescents’ personal future plans incorporate the views they share about the present and the future of their social context. Social context was not only limited to factors such as gender, ethnicity and school environment, but also included both the daily lived experiences of inequality, as is the case in South Africa, and the projected social context of the future. A total of 631 pupils from four Gauteng high schools took part in this cross sectional study. The results support the hypotheses especially within the possible selves’ domain of academic achievement. The interrelatedness between possible selves and shared beliefs about the future of South Africa could, however, not be demonstrated. / Grow Your Own Timber Programme of the University of South Africa / Psychology / M.A. (Psychology (Research Consultation))

Paper title: Transition towards entrepreneurship Purpose: This paper explores and creates understanding regarding the identity transition of West Africa immigrants towards entrepreneurship. Methodology: This study applied a qualitative research method that was exploratory and descriptive in nature. Primary and secondary data were collected and used as sources of information. Primary data were obtained through multiple in-depth interviews strategy; the interviews were designed in a semi-structured format. In total, seven African immigrant entrepreneurs were respondents in this study. Secondary data utilized in this study comprised of information obtained via scientific materials and organizational websites. A convenience sampling method was determined as the appropriate method for selection of entrepreneurs’ sample that was utilized in this study. Key findings: This study found immigrant entrepreneurs to have a tendency to expose themselves to new practices and knowledge within their new environments. West Africa immigrants’ entrepreneurs are tenacious about valuable information in their new environment, they have a tendency to integrate new information to align with their previous work experiences. In the quest for channels to test business ideas acquired or perceived, immigrant entrepreneurs often try out their new ideas on a smaller scale. This study uncovered that a successful trial process tends to persuade immigrants towards entrepreneurship once an opportunity is well established. Immigrant entrepreneurs construct latent attitudes regarding potential new business prospects in order to solidify an entrepreneurial identity. Implication for practice: This study challenges the assertion made in past literatures which expressly concluded that people considered entrepreneurship as a highly professionalized occupation and stated that only few percentage of persons devotedly take the necessary steps to start a business. This study rejects the above argument by offering guidelines to anyone who may have entrepreneurial ideas or objectives but hesitates to make the identity change that is substantial to help create a transition.  Furthermore, revelations in this research showed that setting up a new business venture from scratch is conceivable, this study highlighted some extensive development processes that are essential in generating entrepreneurial identity.  Future research direction: Adequate attention and recognition have not been awarded to West African entrepreneurs in western society, and as well as in previous academic research. In western societies, people still view West African entrepreneurs as second-hand business minded traders. Hence, this study encourages upcoming academia to explore and create emphasis regarding the impact businesses owned by West Africa immigrants’ entrepreneurs produce in our today’s society. In conjunction to the above suggestion, it should be important to highlight useful channels through which our society (especially non-migrants) can support in encouraging and empowering various immigrant entrepreneurs towards growing their businesses in their various communities.