The Relation of Present and Possible Academic Selves during Early Adolescence to Grade Point Average and Achievement Goals

Abstract

In this article we describe 2 studies examining the role of present and possible (future) academic selves. In the first study, the relations between present and future selves and changes in grade point average between the sixth and seventh grades were examined. Survey data were collected from a sample of 315 seventh-grade students. Results indicated that positive present and future academic self-concepts were related to positive changes in grade point average. In addition, when adolescents' present perceived academic selves were higher than their future academic selves, GPA increased, whereas when present perceived social selves were higher than future perceived social selves, GPA decreased. In the second study, survey data were collected from a different sample of 220 sixth, seventh, and eighth graders. The relations between present and future selves, and mastery and performance-approach achievement goals were examined. Results indicated that a present good-student self-concept was related positively to both performance and mastery goals, whereas a future good-student self-concept was related positively only to performance goals.