School success, possible selves, and parent school involvement

Daphna Oyserman, Daniel Brickman, Marjorie Rhodes

Research output: Contribution to journalArticlepeer-review


Increased parent school involvement is associated with better academic outcomes; yet, proximal contributors to this effect remain understudied. We focus on one potential proximal contributor, youth's positive and negative future self-images or "possible selves," reasoning that if parent school involvement fosters possible selves, then interventions aimed at enhancing youths' possible selves should moderate the negative effect of low parent school involvement. We examine a 2-year follow-up of a randomized clinical trial of a possible self-based intervention (N = 239), demonstrating with regression equations that the intervention moderated the association of low parent school involvement with worse grades and less school-engaged behavior. Low parent school involvement negatively influenced achievement among control, not intervention youth, suggesting that school-based, possible self-focused interventions can moderate the undermining effect of low parent school involvement.

Original languageEnglish (US)
Pages (from-to)479-489
Number of pages11
JournalFamily Relations
Issue number5
StatePublished - Dec 2007


  • Achievement gap intervention
  • African American
  • High-risk youth
  • Latino
  • Parent involvement
  • Possible selves
  • School success

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)


Dive into the research topics of 'School success, possible selves, and parent school involvement'. Together they form a unique fingerprint.

Cite this