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Two studies investigated whether thinking about the best possible future self might be an individual-difference characteristic. In Study 1325 adults rated themselves on items derived from the Best Possible Self activity and completed measures related to the validity of the proposed characteristic. Exploratory factor analyses suggested a one-factor structure for the proposed characteristic. A measure of the proposed trait of thinking about the future self (TOPS) was created. In Study 1, the scale had an internal consistency of .95. Associations between thinking about the best possible future self with positive affect, optimism and life satisfaction contributed information regarding construct validity. Associations with the Big Five personality dimensions contributed information regarding discriminant validity. In Study 2, 224 adults completed the TOPS scale and a measure of state positive affect. After completing the pre-test measures, participants were randomly assigned to a Best Possible Self activity or a control condition, after which they completed a state-level TOPS measure and again completed the state measure of positive affect. A confirmatory factor analysis showed a marginally acceptable fit to the results of the exploratory factor analysis of Study 1, and in Study 2 both the trait and state TOPS measures showed good internal consistency at .95 and .98 respectively. Compared to participants in the control condition, those in the Best Possible Self exercise condition scored higher on state-level thinking about the possible self and state positive affect. State-level thinking about the possible self mediated the effect of condition on positive affect. The results suggest that the proposed new characteristic of thinking about the best possible future self may be a psychological strength.

We propose a model of vision communication that emphasizes the mediating role of follower collective possible selves —that is, self-conception in terms of what the collective (team, organization) which one is a member of may become in the future that can be held by individuals but can also be shared by multiple individuals. Our model is the first to provide an integrative account of how vision communication may stimulate the pursuit of the vision by individuals and collectives, and it complements and extends prior research in three important ways. First, in contrast to an earlier emphasis on the role of individual perceptions of the current self, our model puts perceptions of the future self at the forefront. It captures how vision communication can invite social sharedness of these perceptions, thus doing justice to visions’ nature as images of a future for the collective . Second, in contrast to earlier work on vision communication focusing on general indicators of leadership effectiveness, our model puts what is arguably the most important outcome for vision communication center stage: vision pursuit, the followers’ actions aimed at making the vision reality. We argue that the creation of collective possible selves by followers is crucial for vision communication because collective possible selves explain how vision communication relates to vision pursuit. Third, our model also addresses aspects of vision communication that may facilitate the processes through which visions become internalized as possible selves, and it captures the processes through which such possible selves become shared among members of a collective and lead to collective vision pursuit.

Research indicates that brief 2-min positive psychology interventions (PPIs) increase well-being during COVID-19 lockdowns. The present study extended this to assess the effectiveness over two-weeks. Participants (n = 150) were randomly allocated to one of three PPIs; nostalgia, gratitude, best possible self (BPS), or control. The interventions were slightly adapted for the lockdown and were completed three times, every seven days over two-weeks. Well-being measures were completed immediately after the first intervention (T1), after the next two interventions (T2−T3) and at one-week follow-up (T4) (but no baseline measure of well-being was taken). At T1, participants in the nostalgia, gratitude, and BPS intervention had higher self-esteem than those in the control intervention. At T1 and T2, participants in the gratitude and BPS intervention reported higher social connectedness than participants in the nostalgia and control intervention. Then at follow-up (T4), participants in the nostalgia, gratitude, and BPS intervention had lower fear of COVID-19 than those in the control intervention. Overall, the results show the benefits of nostalgia, gratitude and optimism, compared to the control, during lockdown.

Abstract Objective Previous studies have demonstrated the effects of positive psychological factors on pain adjustment. Specifically, optimism has been linked to better physical functioning and less psychological distress. Until recently, these beneficial effects have mostly been examined in correlational studies or laboratory settings. The aim of this study was to test the efficacy of the Best Possible Self intervention using information and communication technologies with fibromyalgia patients. Methods Seventy-one patients were randomly allocated to the Best Possible Self intervention or a Daily Activities control condition. The Best Possible Self intervention used an interactive multimedia system with the support of an Internet platform to practice the guided imagery exercise online. Results Intent-to-treat analyses showed that, compared with the control condition, Best Possible Self patients showed significant improvements in depression, positive affect, and self-efficacy at postintervention. Moreover, at three-month follow-up, patients who received the intervention improved their optimism and negative affect significantly more than participants in the control condition. Conclusions This study shows how a technology-supported intervention aimed at augmenting positive affect and promoting positive functioning works in the case of fibromyalgia, expanding the intervention’s efficacy data in clinical populations and adding knowledge about the role that positive psychological factors play in pain experience. Moreover, it demonstrates the specific effects of the Best Possible Self intervention in order to incorporate this exercise in pain treatment protocols.

Dispositional optimism is a potentially modifiable factor and has been associated with multiple physical health outcomes, but its relationship with depression, especially later in life, remains unclear. In the Nurses´ Health Study (n = 33,483), we examined associations between dispositional optimism and depression risk in women aged 57–85 (mean = 69.9, SD = 6.8), with 4,051 cases of incident depression and 10 years of follow-up (2004–2014). We defined depression as either having a physician/clinician-diagnosed depression, or regularly using antidepressants, or the presence of severe depressive symptoms using validated self-reported scales. Age- and multivariable-adjusted Cox proportional hazards models were used to estimate hazard ratios (HRs) with 95% confidence intervals (95% CIs) across optimism quartiles and for a 1-standard deviation (SD) increment of the optimism score. In sensitivity analyses we explored more restrictive definitions of depression, potential mediators, and moderators. In multivariable-adjusted models, women with greater optimism (top vs. bottom quartile) had a 27% (95%CI = 19–34%) lower risk of depression. Every 1-SD increase in the optimism score was associated with a 15% (95%CI = 12–18%) lower depression risk. When applying a more restrictive definition for clinical depression, the association was considerably attenuated (every 1-SD increase in the optimism score was associated with a 6% (95%CI = 2–10%-) lower depression risk. Stratified analyses by baseline depressive symptoms, age, race, and birth region revealed comparable estimates, while mediators (emotional support, social network size, healthy lifestyle), when combined, explained approximately 10% of the optimism-depression association. As social and behavioral factors only explained a small proportion of the association, future research should investigate other potential pathways, such as coping strategies, that may relate optimism to depression risk.

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

This research examined affect and health behaviours over four weeks during consecutive COVID-19 lockdowns in the United Kingdom (UK), and the impact of expressing gratitude (EG) and visualising one’s best possible self (BPS) on these outcomes compared to a control condition . Participants ( N  = 145) took part in a 4-week intervention during lockdown and completed an EG, BPS, or control exercise and measures of affect and health behaviours once per week for four weeks. Results showed that participants reported increased positive affect and decreased negative affect, reduced food consumption, and lower levels of moderate and vigorous exercise, but no change in alcohol consumption and walking. There were, however, no significant effects of the interventions vs. control condition on any of the outcomes; these findings were also supported by Bayes factors . This research suggests that people changed their health behaviours and affect during the COVID-19 lockdown, but that BPS and EG interventions may not be viable interventions to promote these outcomes during intense crises such as COVID-19.

Adolescence is an important stage in forming one's identity and developing career inspirations. The current empirical study aims to investigate gender and socioeconomic status (SES) differences in adolescents’ occupational possible selves. A total of 3336 sixth‐ to eighth‐grade students participated in the survey research and reported (1) hoped‐for occupation, (2) desire for the hoped‐for occupation, (3) likelihood of attaining the hoped‐for occupation, and (4) whether and what actions were taken toward the hoped‐for occupation. A series of regression models and advanced natural language processing techniques were applied to the survey data. Results revealed evident gender differences and some nuanced SES differences in the named occupational possible selves with a significant interaction between gender and SES on adolescents’ career‐related actions. However, this study did not find gender or SES differences in adolescents’ desire to pursue their occupational possible selves.

Preservice teachers’ beliefs regarding technology integration significantly influence their future teaching practices. This qualitative study examines the beliefs and intentions of 51 preservice teachers within the context of technology integration in their envisioned teaching scenarios. Thematic analysis identified three primary themes. Firstly, participants expressed their intentions to integrate technology into teaching, with 74% exhibiting a high intention, 22% moderate, and 4% low. Secondly, value beliefs encompassed positive perceptions supported by interest and usefulness, including eight roles of technology (e.g., facilitators, quality enhancers) and four concerns (e.g., equity, safety). Negative beliefs such as distraction were also identified. Thirdly, pedagogical beliefs varied, with 49% holding student-centered views, 37% being teacher-centered, and 14% balanced perspectives. Crosstab analysis explored relationships between technology integration intention levels, value beliefs, and pedagogical beliefs. These findings offer insights into preservice teachers’ beliefs on technology integration, informing teacher education programs and strategies to enhance technology integration in classrooms.

How do positive interventions work? We hypothesized that an increase in the importance individuals place on intrinsic rather than extrinsic goal pursuits (relative intrinsic goal pursuits; RIGP) explains the effectiveness of the best possible self (BPS) intervention. We randomized 128 mainly female psychology undergraduates to perform either the BPS intervention or a daily activities control. We assessed thriving (comprehensive inventory of thriving) and RIGP (Aspiration Index) before, immediately after, and 2 weeks after the intervention. Results from a cross-lagged panel design path analysis indicate that the BPS intervention effectively increased thriving (r = .11, p = .010). However, RIGP do not mediate the intervention effect (95% CI [− 0.01, 0.01]). Our results challenge predictions derived from self-determination theory. We suggest that future studies test goal ambivalence as a mediator.