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Open Access The influence of possible selves on globalcitizenshipidentification

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We examined the influence of a 'possible self' activity on antecedents, identification, and outcomes of global citizenship. Participants wrote about either hoped-for selves as active global citizens, feared selves as inactive global citizens, or a typical day (control) and then answered questions to gauge their global citizenidentification. Results show that the saliency of a feared self as an inactive global citizen led to greater identification with the global citizen identity. A structural equation model shows that feared self (vs hoped-for self) predicted greater global citizenship identification, through the perception of one's normative environment as prescribing a global citizen identity and global awareness. Global citizenship identification predicted greater endorsement of prosocial values and behaviours (e.g.intergroup empathy and helping). The results support the use of a 'feared self' activity to engender global citizenship identification and prosocial values instudents.

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Keywords: ENVIRONMENT; GLOBAL AWARENESS; GLOBAL CITIZEN; NORMATIVE; POSSIBLE SELVES; PROSOCIAL VALUES

Document Type: Research Article

Publication date: 01 December 2014

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  • This internationally refereed journal publishes the outcomes of research and current debates on development education and related concepts such as global learning, global education, and global citizenship. The journal is an academic response to the increased public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people's everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally. Development education and related areas such as global learning have their roots primarily in the practice of non-governmental organisations. The journal brings to the international academic and research community the richness and importance of this neglected academic area. Its purpose is to help advance theoretical and empirical understanding of development education and global learning through a focus on research and reviewing policy and practice in the field.public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people's everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally.
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