A Possible Self Program for the Foreign Language Class

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dc.contributor.advisorNurius, Paula
dc.contributor.authorFarrell, Ginger H
dc.date.accessioned2024-09-09T23:10:43Z
dc.date.issued2024-09-09
dc.date.submitted2024
dc.descriptionThesis (Ph.D.)--University of Washington, 2024
dc.description.abstractIn this dissertation, I present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas) of their L2 possible selves (L2 referring to foreign, second language) using guided mental simulation, also called task-guided imagery. The desired aim of this intervention is to help activate students’ social cognitive repository in order to elaborate the foreign language part of their self-schemas and thereby increase their L2 competency beliefs and their desire and effort to continue learning a foreign language.
dc.embargo.lift2025-09-09T23:10:43Z
dc.embargo.termsDelay release for 1 year -- then make Open Access
dc.format.mimetypeapplication/pdf
dc.identifier.otherFarrell_washington_0250E_26767.pdf
dc.identifier.urihttps://hdl.handle.net/1773/52061
dc.language.isoen_US
dc.rightsnone
dc.subjectforeign language learning
dc.subjectmotivational intensity
dc.subjectperceived competence
dc.subjectpossible self
dc.subjectself-efficacy
dc.subjecttask-guided imagery
dc.subjectForeign language education
dc.subjectCognitive psychology
dc.subjectCurriculum development
dc.subject.otherIndividual program
dc.titleA Possible Self Program for the Foreign Language Class
dc.typeThesis

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