Article Influence of Future Possible Selves on Outcome Expectancies, Intended Behavior, and Academic Performance Michael D. Barnett Department of Psychology and Counseling, University of Texas at Tyler, USA Joseph Hernandez Department of Counseling and Educational Psychology, New Mexico State University, USA Patrick R. Melugin Vanderbilt Brain Institute, Vanderbilt University, USA Abstract The purpose of this study was to investigate whether contact with future possible selves impacts individuals’ outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. [AQ1]Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position—that is, the current self contacting a future possible self or a future possible self contacting Corresponding Author: Michael D. Barnett, Department of Psychology and Counseling, University of Texas at Tyler, 3900 University Boulevard HPR #209, Tyler, TX 75799, USA. Email: mbarnett@uttyler.edu Psychological Reports 0(0) 1–11 ! The Author(s) 2018 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0033294118806483 journals.sagepub.com/home/prx