The pursuit of self-esteem and its motivational implications
| Autor: | Veerle Briers, Sofie Wouters, Maarten Vansteenkiste, Jolene van der Kaap-Deeder, Karine Verschueren, Bram Deeren |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
INTRINSIC MOTIVATION
Self-Determination Theory media_common.quotation_subject lcsh:BF1-990 050109 social psychology Contingent self-esteem Introjection Developmental psychology Task (project management) ACADEMIC MOTIVATION motivation introjection medicine Medicine and Health Sciences ACHIEVEMENT-MOTIVATION WORTH 0501 psychology and cognitive sciences General Psychology Self-determination theory media_common Test anxiety 05 social sciences Need for achievement Self-esteem COLLEGE-STUDENTS 050301 education Ambiguity medicine.disease lcsh:Psychology contingent self-esteem engagement CONTINGENT DETERMINATION PERSPECTIVE DEPRESSIVE SYMPTOMS GOAL CONTENTS Psychology 0503 education Social psychology BEHAVIOR Research Article |
| Zdroj: | PSYCHOLOGICA BELGICA Psychologica Belgica; Vol 56, No 3 (2016): A special issue in honor of Prof Dr Willy Lens; 143-168 Psychologica Belgica, Vol 56, Iss 3, Pp 143-168 (2016) Psychologica Belgica |
| ISSN: | 2054-670X 0033-2879 |
| Popis: | Although recent studies have found contingent self-esteem (CSE) to be negatively related to individuals' well-being, research concerning its implications for motivation and engagement is scarce. In two studies, we investigated the relation between CSE, motivation, and engagement in achievement-related situations. A first cross-sectional study among second year high school students (N = 641; 54.1% female) confirmed the hypothesized motivational ambiguity associated with academic CSE. Beyond the contribution of academic self-esteem, academic CSE was positively related to behavioral and emotional engagement, but also to emotional disaffection and test anxiety. These associations could partially be explained by motivational quality, as CSE was also positively related to both autonomous and controlled types of motivation. In a second experimental study among university students (N = 72; 70.8% female), who participated in a tangram puzzle task under varying feedback circumstances, global CSE related to more tension, while predicting less behavioral task perseverance. These effects were not moderated by the type of feedback provided (i.e., positive vs. negative). Theoretical and practical implications of these results are discussed. ispartof: Psychologica Belgica vol:56 issue:3 pages:143-168 ispartof: location:England status: published |
| Databáze: | OpenAIRE |
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