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THE PSYCHOLOGY OF THINKING
ABOUT THE FUTURE
THE PSYCHOLOGY OF
THINKING ABOUT THE FUTURE
EDITED BY
Gabriele Oettingen
A. Timur Sevincer
Peter M. Gollwitzer
Gabriele Oettingen, PhD, is Professor of Psychology at New York University and the
University of Hamburg, Germany. Dr. Oettingen’s research differentiates among
various types of thinking about the future and examines their developmental and
situational origins, as well as their effects on the control of cognition, emotion,
and behavior. She has pointed out the perils of positive thinking and discovered
mental contrasting, an imagery-based self-regulation technique that, by drawing on
nonconscious processes, is effective for mastering one’s everyday life and long-term
development. Dr. Oettingen has published in journals of social, personality, devel-
opmental, educational, health, clinical, organizational, and consumer psychology,
as well as in neuropsychological and medical journals. Her work led to the creation
of effective and easy-to-apply behavior change interventions, and she is the author
or coauthor of several books in the area of behavior change.
v
vi About the Editors
Wicklund), the Rubicon model of action phases (with Heinz Heckhausen), the auto-
motive model of automatic goal striving (with John A. Bargh), the mindset model
of action phases, and the theory of implementation intentions. In these theories,
the underlying mechanisms of effective action control are delineated, and respec-
tive moderators are distilled. Dr. Gollwitzer’s recent research focuses on develop-
ing easy-to-conduct but powerful behavior change interventions. He has published
many influential journal articles, book chapters, and books.
Contributors
vii
viii Contributors
Introduction 1
Gabriele Oettingen, A. Timur Sevincer, and Peter M. Gollwitzer
3. Varieties of Future‑Thinking 52
Karl K. Szpunar, Sushmita Shrikanth, and Daniel L. Schacter
PART I. IMAGERY
xi
xii Contents
9. Self‑Efficacy 174
James E. Maddux and Evan M. Kleiman
Index 539
Introduction
Gabriele Oettingen
A. Timur Sevincer
Peter M. Gollwitzer
T hinking about the future means thinking about experiences that one may or
may not have, about a world that may or may not develop, and about actions one
may or may not perform. Though we all mentally experience future events and
scenarios in our minds, the imagined future almost always looks different from
what will actually happen in real life. The future is uncertain, and thinking about
the future evokes feelings of uncertainty. Much of what we wish for the future will
never materialize. Is thinking about the future, then, a waste? All idle daydreams
and fantasies, hopes that will never be fulfilled, and threats feared in vain? But
if so, why would we still spend so much time in daily thinking about the future,
planning scenarios that will never occur, daydreaming about satisfactions that will
never happen, and making predictions that eventually turn out wrong? How much
of our time do we “waste” thinking about the future during our lives? People report
thinking about the future approximately once every 15 minutes, on average, when
asked to record all their future-oriented thoughts during a day (D’Argembeau, Ren-
aud, & van der Linden, 2011). Compared with the past, people think about the
future about two to three times more often (Baumeister, Vohs, & Hofmann, 2015;
Gardner & Ascoli, 2015).
In this volume, we hope to show that thinking about the future is not necessar-
ily a waste of time. Quite the opposite, in fact: The ability to think about the future
is a gift to humankind. Given that the future is still yet to come, it is open to change
and malleable and therefore particularly relevant for behavior. This book is about
the psychology of thinking about the future. To that effect, it examines the ques-
tion of how thinking about the future influences our behavior, and thus ourselves,
our surroundings, and the world at large. In relation to behavior, thinking about
the future has three separate functions, each with its own mechanisms: (1) It allows
us to mentally explore the future, visualizing its endless possibilities; (2) it helps us
1
2 Introduction
predict the future based on extrapolations from the past; and (3) it helps us to focus
on specific objectives in the future, paving the way to reaching our goals.
Past research has largely focused on the second and third functions of think-
ing about the future: that is, making predictions, as manifested in our beliefs and
judgments about the future, and maintaining focus, as manifested in our goals
and plans. In comparison, the exploratory function of thinking about the future,
how we imagine and conceptualize the many possible futures yet to emerge in our
minds, has attracted less research attention.
Using these three functions of thinking about the future as a guide, we decided
to group the chapters into a setting-the-stage section and three subsequent parts
corresponding with each functional aspect. The first part refers to imagery and the
exploratory aspects of thinking about the future; the second part refers to beliefs
and judgments and the predictive aspects of thinking about the future; and the
third part refers to goals and plans and the focusing aspects of thinking about the
future. Dividing the book in this way has thus resulted in an unequal number of
chapters in each section. Part II, on beliefs and judgments, and Part III, on goals
and plans, have 9 and 11 chapters, respectively, both more than double Part I, on
imagery, which has 4. We interpret this inequality as a signal of the large opportu-
nity and space for future research in studying the psychology of thinking about the
future, particularly its imagery and how it is conceptualized.
Next to providing an overview of research regarding the three functional aspects
of thinking about the future, another aim of this volume is to bring together sci-
entists from different disciplines who study future-t hinking. To that end, we asked
scholars from different subdisciplines within psychology, including clinical, cogni-
tive, comparative, developmental, educational, health, organizational, and social
psychology, as well as neuroscientists, for contributions. We also invited scholars
from the fields of history and economics for their perspectives.
Scrutinizing the terminology used across the research literature on the psy-
chology of thinking about the future, we find a wide variety of seemingly unrelated
terms. Researchers investigate predictions, expectations, the sense of self-efficacy,
beliefs of control, optimism–pessimism, current concerns, goals, intentions, plans,
possible selves, future selves, mental time travel, episodic future thinking, mental
simulations, mind wandering, future fantasies, and many more. We hope to show
with this volume that although unconnected at first sight, these different and vary-
ing terms frequently overlap in their operationalizations and are used in ways that
often serve similar descriptive functions.
We seek to bridge research investigating similar phenomena, albeit using dif-
ferent terms and theoretical approaches. Communicating across the different lines
of research might open up new questions that would eventually lead to a reduction
of terms and to a deepening of our understanding of why, how, and with what
consequences people spend so much time “living” in the future. We hope this inter-
disciplinary approach will facilitate connecting phenomena that scientists have pre-
viously investigated in isolation and that it will link together innovative basic and
applied research that, ultimately, will help people to more effectively pursue and
fulfill their desired futures.
Readers will learn how the way people think about the future affects such
important variables as well-being, physical health, academic performance, job
Introduction 3
and exchanging tokens for future rewards. Redshaw and Bulley suggest that ani-
mals have mental representations that go beyond the here and now, even though
they may not conceive of them as representations of the future. Accordingly, simul-
taneously preparing for multiple, mutually exclusive versions of the future and set-
ting reminder cues for successfully acting in prospective memory tasks is difficult
for members of nonhuman species. Thus the metacognitive ability to conceive of
future representations as future representations seems to be unique to humans,
allowing humans to reflect on their future-t hinking limitations and to compensate
for them.
In the final chapter of the stage-setting section (Chapter 3), Karl K. Szpunar,
Sushmita Shrikanth, and Daniel L. Schacter offer a neurocognitive perspective on
thinking about the future akin to thinking about the past (i.e., episodic vs. semantic
memory). They distinguish four modes of future thought—simulation, prediction,
intention, and plans—and suggest that each of these modes can vary in the degree
to which the contents focus on autobiographical experiences or abstract states of
the world. The authors describe the methods that are typically employed in study-
ing the different forms of future thought and discuss neuropsychological underpin-
nings of some of these differentiated forms.
Part I: Imagery
After setting the stage, Part I of the book examines the first form of thinking about
the future outlined in this preface: imagery. We define future-oriented imagery
as thoughts and images involving possible futures that occur in the stream of con-
sciousness and that are distinct from beliefs and judgments, especially in their rela-
tions to decision making and behavior (Oettingen & Mayer, 2002; Oettingen, 2012).
Related concepts are fantasies about the future, mental simulations, and mental
time travel into the future. We also consider thoughts about possible pasts—both
realized and unrealized—t hat influence future-t hinking and subsequent action.
The opening chapter of Part I (Chapter 4) discusses the development of
future thinking during childhood. Focusing on episodic future thinking, Cristina
M. Atance suggests that the capacity to mentally project into the future develops
between 3 and 5 years of age. Atance discusses different ways to assess future-
thinking in children, such as asking children to select an object for future use and
analyzing children’s future-event narratives. She then points out similarities and
differences between thinking about past episodes (mentally reexperiencing events)
and thinking about future episodes. Atance also reports research exploring how
future-thinking is affected by younger and older children’s executive functions as
assessed by the discounting of delayed rewards and prospective memory perfor-
mance (i.e., forgetting to act on one’s behavioral intentions). In closing, she suggests
various ways to improve children’s future-oriented reasoning, such as letting them
experience the consequences of acting versus not acting while keeping the future in
mind or encouraging them to take the perspective of another person.
In Chapter 5, Hal E. Hershfield and Daniel M. Bartels explore how thoughts
about one’s future self can affect present decision making, as many decisions involve
making tradeoffs between the present and the future (i.e., intertemporal tradeoffs).
In doing so, Hershfield and Bartels describe three theoretical perspectives on the
Introduction 5
future self: the future self as another person, continuity between selves, and failure
to imagine the future consequences of one’s actions. They then discuss the implica-
tions of these perspectives for decisions on behalf of the future self in various life
domains such as finances, health, and ethical decision making. In closing, Hersh-
field and Bartels discuss possible interventions that might help people change their
thinking about their future selves, connecting them more to their present incarna-
tions, and thus foster more careful decision making involving the future.
In Chapter 6, Kai Epstude outlines the consequences of counterfactual
thinking for both thinking about the future and future actions. Counterfactual
thoughts are reflections about how events in the past could have turned out differ-
ently. Epstude presents a dual-pathway model that differentiates two mechanisms
by which counterfactuals affect behavior: the content-specific pathway and the
content-neutral pathway. Whereas the content-specific pathway refers to focusing
on the specific problem at hand, the content-neutral pathway refers to broader
consequences for information processing and general motivation. He argues that
counterfactual thoughts represent a bridge between past possibilities and future
opportunities. By simulating alternative ways in which past situations could have
developed differently, counterfactuals help people to prepare for similar situations
in the future. Epstude also discusses how counterfactuals relate to different forms
of future-oriented cognition (e.g., prefactual thoughts, fantasizing).
In Chapter 7, Gabriele Oettingen and A. Timur Sevincer argue that positive
fantasies about desired future events facilitate the mental exploration of future
possibilities but are a clear hindrance when it comes to reaching that desired future
and fulfilling our wishes. Experimental evidence shows that such positive thoughts
and images make people feel accomplished but sap their energy. Because positive
future fantasies reflect people’s needs, it is important to enrich people with the
energy required to fulfill those fantasies. Oettingen and Sevincer describe Fantasy
Realization Theory (FRT) and the principles and mechanisms behind mental con-
trasting, a research-backed self-regulation strategy based on FRT. Mental contrast-
ing which asks people to juxtapose their future fantasies with potential obstacles of
reality has proven to foster behavior change and constructive action. The chapter
ends with a description of the research and interventions involving mental contrast-
ing, as well as efforts to disseminate mental contrasting as an easy-to-use and effec-
tive everyday self-regulation tool.
when the future moves closer. This shifting away from optimism arises when people
acquire new information or are motivated to avoid disappointment in case of fail-
ure and when the predicted outcomes are rare, serious, and personally relevant.
The next three chapters deal with decision making. Chapter 13 examines inter-
temporal decision making (i.e., decisions that involve tradeoffs between present
and future outcomes) from a neuroeconomic perspective. Anna B. Konova and
Paul W. Glimcher first provide a historical account of economic theories in deci-
sion making and discuss experimental methods commonly used in neuroeconom-
ics. They then elaborate on delay discounting, the observation that people value
positive outcomes less the longer they have to wait for them. The authors present
research on neurobiological correlates of delay discounting and discuss whether
the phenomenon stems from a lack of self-control and whether a unified-system or
a dual-system approach is best at explaining the phenomenon of delay discounting.
Finally, the authors address the relevance of delay discounting in understanding
psychopathologies of choice (e.g., drug addiction).
In Chapter 14, Marcel Zeelenberg explores how people’s anticipated emotional
responses to selected and rejected choice options influence their decision mak-
ing. He focuses on anticipated regret, the emotion that decision makers feel when
they think about how their choices could go awry. Zeelenberg reviews economic
and psychological theories on anticipated regret, and he reports research showing
that anticipated regret fosters strong intentions and intention–behavior relation-
ships. He also discusses whether anticipated regret is an emotion or simply a belief
about a future emotion, and he argues that the experience of anticipated regret is
qualitatively distinct from retrospective regret. Zeelenberg closes by offering vari-
ous empirically tested mental strategies that people can use to regulate anticipated
regret when making decisions.
In Chapter 15, Michael Gilead, Yaacov Trope, and Nira Liberman argue that
the human capacity to imagine future scenarios goes hand in hand with the capac-
ity for abstract thought. They discuss the cognitive and neural underpinnings of
mental time travel and abstract thought based on construal level theory and point
to similar processes involved in mental time travel and abstract thought. In addi-
tion, they discuss research demonstrating that the more temporally distant events
are, the more abstract they are construed mentally. In closing, the authors outline
the consequences of increased temporal distance for judgment and decision mak-
ing in the domains of financial investments, altruistic behavior, and negotiations.
In the closing chapter of Part II (Chapter 16), Frieder R. Lang and Franziska
Damm examine how people’s future-t hinking and their perspectives on time change
during adulthood. Lang and Damm review research showing that, as adults age
and their experience of the future becomes more limited, their perception of the
passage of time accelerates, and they anticipate more negative outcomes in their
expectations of the future (losses rather than gains). Lang and Damm propose that
the age-related changes in future-time perspective may promote selection, optimi-
zation, and compensation processes that facilitate adaptive ways of dealing with the
undesirable and burdening aspects of the perceived future time. Adults may thus
flexibly and differentially respond to perceived challenges and risks of future time,
as well as to the threats associated with the finitude of life.
8 Introduction
contexts. He describes research showing that primed goals can produce reliable
effects on organizationally relevant outcome variables similar to those of con-
sciously set goals. He also reports findings that primed learning goals produced the
same differential behavioral consequences as consciously set learning goals when
each are evaluated against respective performance goals. Moreover, conscious and
primed goals geared for fairness have been found to have additive effects on coun-
teracting self-serving tendencies that typically arise during negotiations. Latham
closes by underlining the practical and theoretical significance of goal-priming
research in organizational and industrial contexts.
In Chapter 21, Arie W. Kruglanski, Marina Chernikova, and Katarzyna Jasko
discuss regulatory mode theory. Locomotion regulatory mode is the aspect of self-
regulation concerned with motion and progress from state to state, whereas assess-
ment regulatory mode is the aspect of self-regulation linked to a critical evalua-
tion of goals and means. Given that locomotion is generally a forward-oriented
movement, it is proposed that locomotors’ preoccupation with movement leads to
a greater future focus. A review of the literature indeed suggests that high locomo-
tors plan more for the future, focus less on the past, and more readily initiate and
maintain commitments toward desired futures. The authors further highlight that
a locomotion focus can be situationally induced and discuss benefits (e.g., faster
goal completion), as well as drawbacks, of a high locomotion focus (e.g., reduced
readiness to learn from the past).
James F. M. Cornwell and E. Tory Higgins, in Chapter 22, start out by presenting
regulatory focus theory, which distinguishes between two motivational orientations
referred to as promotion and prevention focus. Applying the insights from this the-
ory to thinking about the future, the authors reason that people with a strong pro-
motion focus should be concerned with improving their future prospects relative to
their status quo, whereas those with a strong prevention focus should be concerned
with preventing the future from deteriorating relative to status quo. Cornwell and
Higgins also discuss how a strong promotion focus versus a strong prevention focus,
in conjunction with one’s current relation to a given status quo, can lead people to
prefer different options (e.g., risky vs. less risky options) in their prospective decision
making. They explicate how promotion and prevention focus and the perception of
one’s current standing in relation to the status quo may affect risky financial invest-
ments and even the selection of presidential candidates as real-world case examples.
Chapter 23 focuses on how people appraise future performance situations.
Jeremy P. Jamieson and Andrew J. Elliot describe recent research on the biopsy-
chosocial (BPS) model of challenge and threat. According to the model, people
appraise performance situations as either challenging or threatening, depending
on whether their coping resources exceed situational demands or the situational
demands exceed their coping resources. Jamieson and Elliot integrate the BPS
model with three other approaches: the extended process model of emotion regula-
tion, implicit theories of personality, and the analysis of achievement goals. By inte-
grating these approaches, the authors aim to generate more accurate and process-
focused predictions of a person’s future cognition, affect, and action.
How people anticipate unethical temptations and how they plan to resist them
is evaluated in Chapter 24. Oliver J. Sheldon and Ayelet Fishbach propose that
10 Introduction
Acknowledgments
We thank Seymour Weingarten, Editor-in-Chief, and Carolyn Graham, Editorial and Con-
tracts Administrator, at The Guilford Press for their excellent guidance from the outset of
the book project to its completion. Doris Mayer deserves special thanks for her support in
preparing the volume. We hope that The Psychology of Thinking about the Future will inspire
many future research collaborations between scientists from different fields and that a
better understanding of thinking about the future will help people lead constructive and
meaningful lives.
References
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