Nurius, PaulaFarrell, Ginger H2024-09-092024-09-092024-09-092024Farrell_washington_0250E_26862.pdfhttps://hdl.handle.net/1773/52063Thesis (Ph.D.)--University of Washington, 2024In 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.application/pdfen-USnoneforeign languagemotivationperceived competencepossible selfself-efficacyself-schemaForeign language educationCognitive psychologyCurriculum developmentIndividual programThesis