Positive fantasies predict low academic achievement in disadvantaged students
Article first published online: 10 AUG 2011
Copyright © 2011 John Wiley & Sons, Ltd.
European Journal of Social Psychology
Volume 42, Issue 1, pages 53–64, February 2012
How to Cite
Kappes, H. B., Oettingen, G. and Mayer, D. (2012), Positive fantasies predict low academic achievement in disadvantaged students. Eur. J. Soc. Psychol., 42: 53–64. doi: 10.1002/ejsp.838
- Issue published online: 20 JAN 2012
- Article first published online: 10 AUG 2011
- Manuscript Accepted: 15 JUN 2011
- Manuscript Revised: 29 APR 2011
- Manuscript Received: 16 JUL 2010
- Grace Institute in New York, NY. Grant Number: DFG04-140
- German Science Foundation
Unlike other forms of positive thinking (e.g., expectations), research finds that positive fantasies (experiencing one's thoughts and mental images about the future positively) predict low effort and little success in several domains. However, for vocational education students of low socioeconomic status and minority ethnicity, for whom the present environment is especially difficult, perhaps it would be appropriate to indulge in positive fantasies that depict the future as bright and easily attained. Three studies show that this is not the case. Positive future fantasies measured early in the program predicted more days absent (Studies 2–3) and lower grades at the end of the program (Studies 1–3), even when adjusting for initial academic competence, expectations of successful achievement, and self-discipline. Expectations of successful achievement predicted fewer days absent and higher grades only when measured midway through the school year, once participants had experience with their own academic standing (Study 3). Results indicate that positive fantasies, which allow people to indulge in images of a bright future, predict poor achievement even in vocational students immersed in a particularly difficult environment. Copyright © 2011 John Wiley & Sons, Ltd.