Introduction
The phrase “who I want to be” encapsulates a multifaceted concept that intersects personal identity, goal setting, and psychological development. It refers to an individual’s envisioned self, often shaped by aspirations, values, and societal influences. While the expression is common in everyday conversation, it has been examined in academic literature within the fields of developmental psychology, personality theory, and career counseling. The following article presents a comprehensive overview of the concept, tracing its historical evolution, outlining theoretical frameworks, and discussing its practical implications for self‑development and well‑being.
Historical Development
Early philosophical treatises on selfhood, such as Aristotle’s Metaphysics and John Locke’s Essay Concerning Human Understanding, laid the groundwork for later explorations of personal identity. Locke’s notion of continuity of consciousness influenced the modern understanding that self‑concept evolves over time. In the twentieth century, the rise of humanistic psychology amplified attention to the potential for self‑actualization. Abraham Maslow’s hierarchy of needs highlighted the importance of self‑esteem and belongingness as prerequisites for realizing one’s full potential, framing the question of “who I want to be” within a motivational context.
During the 1970s, Erik Erikson’s psychosocial stages introduced the idea that identity formation is a lifelong process, with the “identity versus role confusion” stage underscoring the significance of personal aspirations during adolescence. The 1980s saw the proliferation of career development theories that linked occupational aspirations to self‑concept, notably Donald Super’s life-span, life-space approach, which posits that career decisions are integral to an individual’s evolving self‑image. More recently, digital technologies have reshaped the way individuals construct and project their desired selves, as explored in the works of Sherry Turkle and Nicholas Carr.
Psychological Foundations
Self‑Concept and Self‑Identity
Self‑concept refers to the cognitive structure of beliefs, perceptions, and attributes that an individual associates with themselves. It comprises various dimensions, including the actual self, ideal self, ought self, and the possible selves framework introduced by Mark Snyder. The ideal self represents the person one wishes to become, which directly relates to the expression “who I want to be.” The possible selves construct encompasses both anticipated futures and feared outcomes, offering a comprehensive perspective on motivational drives.
Motivational Theories
Self‑determination theory (Deci & Ryan) emphasizes autonomy, competence, and relatedness as core psychological needs that underpin motivation. When individuals articulate their desired future selves, they are often seeking to satisfy these needs. Achievement goal theory differentiates between mastery and performance goals; the former aligns more closely with the developmental aspirations embedded in the concept of future self.
Developmental Considerations
Piagetian and Vygotskian frameworks provide insights into how cognitive development and social interactions shape the construction of a future self. Cognitive schemas evolve with age, influencing the complexity of self‑representations. Social learning theory highlights the role of observation and modeling in shaping aspirations, underscoring the importance of mentors and peer groups.
Key Concepts and Models
Possible Selves
Mark Snyder’s (1979) theory of possible selves posits that individuals maintain a mental catalogue of future identities, including positive and negative expectations. These possibilities serve as motivational anchors, influencing behavior and decision‑making. The theory distinguishes between concrete possible selves (e.g., “I want to be a teacher”) and abstract possible selves (e.g., “I want to be compassionate”).
Ideal Self and Self‑Discrepancy
Rosenthal’s self‑discrepancy theory (1986) examines the emotional consequences of gaps between the actual self, the ideal self, and the ought self. The larger the discrepancy, the greater the likelihood of negative affective states such as anxiety or depression. This framework illuminates the psychological costs of unattained aspirations.
Identity Development Models
Marcia’s identity status model (1966) categorizes identity development into four statuses: diffusion, foreclosure, moratorium, and achievement. The status of identity achievement is associated with a coherent, self‑consistent ideal self, which is congruent with the notion of “who I want to be.”
Career Identity Theory
Donald Super’s concept of career identity integrates personal self‑conception with occupational goals. He outlines five life stages - growth, exploration, establishment, maintenance, and decline - each reflecting shifts in the individual’s career self. The exploration stage, for instance, involves experimenting with different roles to align one’s occupational identity with their ideal self.
Future Self Continuity
The notion of temporal self‑congruence describes the perceived connectedness between present and future selves. Research by Hershfield (2004) demonstrates that a strong sense of continuity motivates investment in long‑term goals, thereby facilitating the transition toward desired identities.
Measurement and Assessment
Empirical investigations of desired future selves rely on both qualitative and quantitative instruments. Below is a summary of widely used tools.
- Future Self Scale (FSS; Hershfield, 2004) evaluates the vividness, positivity, and proximity of the future self.
- Self‑Discrepancy Inventory (SDI; Rosenthal, 1986) measures gaps across ideal, ought, and actual self‑dimensions.
- Ideal/Actual Self Scale (IAS; Snyder, 1998) assesses perceived differences between current and desired selves.
- Identity Status Questionnaire (ISQ; Marcia, 1966) classifies identity development stages.
- Career Decision-Making Inventory (CDMI; Lent & Brown, 1996) links career self‑conceptions with decision outcomes.
These instruments typically employ Likert‑type responses and have demonstrated reliability coefficients ranging from .70 to .90 across diverse populations.
Factors Influencing Desired Identity Formation
Individual Variables
Intrinsic motivation, self‑efficacy, and personality traits such as openness to experience shape the nature and intensity of future self aspirations. High self‑efficacy, for example, correlates with more ambitious, attainable goals.
Social Context
Family expectations, cultural norms, and peer influence exert substantial pressure on the construction of desired identities. In collectivist cultures, the concept of “who I want to be” often aligns with communal values rather than individual autonomy.
Socioeconomic Status
Access to resources, educational opportunities, and mentorship influence the scope of attainable aspirations. Research indicates that lower socioeconomic status is associated with a narrower range of perceived future possibilities.
Technology and Media
Social media platforms provide curated portrayals of success, which can shape self‑concepts and future aspirations. The concept of the “idealized self” is amplified by online communities that reward certain lifestyles.
Life Events
Significant events such as graduation, marriage, or illness can trigger reassessment of desired identities. The concept of “who I want to be” often undergoes recalibration during major transitions.
Applications
Personal Development and Goal Setting
Structured reflection on future self can guide effective goal‑setting strategies. SMART (Specific, Measurable, Achievable, Relevant, Time‑bound) frameworks often integrate an ideal self component to enhance motivation.
Career Counseling
Career practitioners employ identity status models to assist clients in aligning occupational goals with their desired self‑image. The concept serves as a diagnostic tool for identifying gaps and crafting actionable plans.
Educational Interventions
In adolescence, programs that facilitate future self‑visualization improve academic engagement and reduce dropout rates. Projects such as the Future Self Writing Exercise incorporate reflection on aspirations to bolster self‑efficacy.
Therapeutic Contexts
Cognitive-behavioral therapies often incorporate future self constructs to reframe maladaptive self‑discrepancies. Positive psychology interventions emphasize the cultivation of an optimistic future self to enhance well‑being.
Organizational Development
Leadership development programs leverage future self narratives to foster transformational leadership. Employees who articulate clear future identities demonstrate higher commitment and resilience.
Future Research Directions
Despite extensive scholarship, several gaps remain in understanding the dynamics of desired identity formation.
- Longitudinal studies are needed to capture the evolution of future self across lifespan, particularly through midlife transitions.
- Cross‑cultural comparisons should examine how collectivist versus individualist orientations influence the content and stability of desired identities.
- Neuroscientific investigations could elucidate the neural correlates of self‑discrepancy processing and future self visualization.
- Interventional research is required to test the efficacy of digital tools that facilitate future self engagement in diverse populations.
- Exploration of the interaction between socioeconomic factors and identity aspirations will inform equity‑focused interventions.
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