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L2 Motivational Self System, : - Coggle Diagram
L2 Motivational Self System
The role of imagination
Ideal and ought selves are similar in the sense they’re both related to the attainment of a desired end-state, yet they’re different. They actively use imagination to enhance the attainment of desired end-states, with:
Ideal self-guides have a promotion focus
Ought self-guides have a prevention focus.
What enhances or prevents advancements of selves?
Necessary activation/priming
sticky motivational phrases and how it worked with EE in global politics
Harmony between ideal and ought selves
the language expectations differs from one social context to another (home expectations vs. being in an international environment)
Accompanying procedural strategies.
the dream of becoming a princess as a child
Perceived Plausability
example: fear of not succeeding and not getting all the material covered in arabic AB initio
The offsetting impact of a feared self
Fear of becoming homeless and disappointing our families if we don't get a SFS degree.
Availability of vivid and elaborate future self-image
It has been found that the more elaborate the possible self in terms of imaginative, visual and other content elements, the more motivational power it is expected to have.
Example: imagination of success on exams
Higgin’s Self Theory
Possible Self as Future self-guides
1) Ideal self - the individual’s own vision of themselves
2) Ought self - someone else’s vision of the individual
Markus and Nurius theory of Possible selves
1) Ideal selves
2) Selves that we could become
3) Selves we are afraid of becoming
→ the best case, the worst case and default scenarios
Self determination theory - Deci and Ryan’s:
1)Describes the internalization of external motives
2) External regulations: coming from external sources (rewards or threats)
3)Introjected regulations: externally imposed rules
4) Identifies regulations: people engaging with an activity for its high value
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