Effects of Activation of Possible Selves on Learning Intention: High School Students-Reference-Cited by-同舟云学术

Effects of Activation of Possible Selves on Learning Intention: High School Students

Published:2021-09-30 Issue:3 Volume:69 Page:268-280
ISSN:0021-5015
Container-title:The Japanese Journal of Educational Psychology
language:en
Short-container-title:Kyoiku shinrigaku kenkyu

Author:

Asayama Akira¹,Koshi Ryoko²

Affiliation:

1. Graduate School of Comprehensive Human Sciences, University of Tsukuba

2. Joetsu University of Education

Publisher

The Japanese Association of Educational Psychology

Subject

Developmental and Educational Psychology,Education

Link

https://www.jstage.jst.go.jp/article/jjep/69/3/69_268/_pdf

Reference26 articles.

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2. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates.

3. Destin, M., & Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846-849. https://doi.org/10.1016/j.jesp.2010.04.004

4. Ersner-Hershfield, H., Garton, M. T., Ballard, K., Samanez-Larkin, G. R., & Knutson, B. (2009). Don't stop thinking about tomorrow: Individual differences in future self-continuity account for saving. Judgement and Decision Making, 4(4), 280-286.

5. Hershfield, H. E. (2011). Future self-continuity: How conceptions of the future self transform intertemporal choice. Annals New York Academy of Sciences, 1235(1), 30-43. https://doi.org/10.1111/j.1749-6632.2011.06201.x

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