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oai:digital.lib.washington.edu:1773/520612026-02-15T22:26:15Zcom_1773_4888col_1773_4931

Nurius, Paula Farrell, Ginger H 2024-09-09T23:10:43Z 2024-09-09 2024 Farrell_washington_0250E_26767.pdf https://hdl.handle.net/1773/52061 Thesis (Ph.D.)--University of Washington, 2024 In 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/pdf en_US none foreign language learning motivational intensity perceived competence possible self self-efficacy task-guided imagery Foreign language education Cognitive psychology Curriculum development Individual program A Possible Self Program for the Foreign Language Class Thesis Delay release for 1 year -- then make Open Access 2025-09-09T23:10:43Z open.access