Anxiety explains why people with domain-contingent self-worth underperform on ability-diagnostic tests

Lawrence, Jason S.; Williams, Allegra

doi:10.1016/j.jrp.2013.01.004

Cited by 16 publications

(16 citation statements)

References 50 publications

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“…As individuals high in CSE hinge their self-esteem on obtaining certain standards, it is reasonable to assume that they are highly committed and engaged to obtain these standards (Crocker, Luhtanen, et al, 2013; Lawrence & Williams, 2013 ). Nevertheless, we also hypothesized that these high levels of behavioral engagement would be accompanied by feelings of tension and reduced enjoyment.…”

Section: Discussionmentioning

confidence: 99%

“…Because failure with regard to self-related goals is closely tied to one’s worth as a person among individuals with a high level of CSE, such failure may not be easily dismissed ( Crocker & Wolfe, 2001 ). Hence, individuals high in CSE may be highly motivated (i.e., quantity of motivation) to pursue success (and to avoid failure) in domains in which their self-esteem is invested ( Lawrence & Williams, 2013 ). However, the type of reasons (i.e., quality of motivation) underlying their efforts may not be completely positive as individuals high in CSE may strive to perform well for pressured reasons.…”

Section: Contingent Self-esteemmentioning

confidence: 99%

“…Furthermore, with regard to emotional disaffection, Lawrence and Williams ( 2013 ) demonstrated that, in an evaluative setting, undergraduate students with higher levels of academic CSE reported higher levels of test anxiety. Further, students high on academic CSE were found to suffer more from bad grades in terms of self-esteem and positive affect than they benefitted from good grades, indicating that these students are more sensitive to failure in the academic domain and thus may be more anxious in an achievement setting ( Crocker, Karpinski, Quinn, & Chase, 2003 ).…”

Section: The Engagement Ambiguity Associated With Contingent Self-estmentioning

confidence: 99%

“…First, the hypothesized motivational ambiguity of CSE would manifest through its positive relation with introjected, identified regulation and external regulation, and a negative relation with intrinsic motivation (Hypothesis 1). That is, while CSE would relate primarily to an internally pressuring form of regulation (i.e., introjected), it would also relate to identified regulation, as CSE goes together with a high commitment to the activity ( Crocker, Luhtanen, et al, 2003 ; Lawrence & Williams, 2013 ). Further, as CSE is characterized by the feeling that one’s worth is at stake in achievement-settings, we expected that this tension may preclude individuals from fully enjoying learning (i.e., a negative relation between CSE and intrinsic motivation).…”

Section: Studymentioning

confidence: 99%

“…Contingent self-esteem (CSE) denotes the extent to which people base their self-worth on meeting certain internal or external standards ( Deci & Ryan, 1995 ) and has been studied as both a global (e.g., Kernis, 2003 ) and domain-specific (e.g., Crocker, Luhtanen, Cooper, & Bouvrette, 2003 ) characteristic. Although several studies found CSE to relate positively to maladjustment (e.g., Burwell & Shirk, 2006 ; Lakey, Hirsch, Nelson, & Nsamenang, 2014 ; Lawrence & Williams, 2013 ; Neighbors, Larimer, Geisner, & Knee, 2004 ), important gaps remain. For instance, research concerning the motivational correlates of CSE is scarce.…”

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confidence: 99%

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The Pursuit of Self-Esteem and Its Motivational Implications

Kaap‐Deeder¹,

Wouters²,

Verschueren³

et al. 2016

Psychologica Belgica

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Contingent Self-esteemmentioning

confidence: 99%

Section: The Engagement Ambiguity Associated With Contingent Self-estmentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

The Pursuit of Self-Esteem and Its Motivational Implications

Kaap‐Deeder¹,

Wouters²,

Verschueren³

et al. 2016

Psychologica Belgica

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The Mediating Role of Global and Contingent Self-Esteem in the Association Between Emerging Adults’ Perceptions of Family Cohesion and Test Anxiety

Németh

Bernáth

2022

J Adult Dev

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The aim of this study is to investigate the importance of family cohesion and self-esteem regarding test anxiety among emerging adults. The study’s hypothesis is that cohesion experienced in a university student’s family of origin predicts test anxiety. The mediating role of self-esteem was tested considering both global self-esteem and contingent self-esteem based on one’s perceived competence. The study also examines whether these associations differ across groups based on gender or residential status. The research questions were investigated using students’ self-reported measures of test anxiety, global self-esteem, contingent self-esteem, and family cohesion. The results, based on data gathered from 487 university students, revealed that global self-esteem was a negative predictor of test anxiety and contingent self-esteem was a positive predictor of test anxiety. These findings indicate that the level and source of self-esteem must be considered regarding test anxiety. Further, adaptive family cohesion impacted test anxiety by increasing global self-esteem and decreasing contingent self-esteem. Although these indirect associations were rather weak, they highlight the impact of the family of origin during emerging adulthood. The pattern of interrelations was similar among men and women, as well as among those living together or apart from their family of origin.

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Explaining the Relationship between Parenting and Internalizing Symptoms: The Role of Self-Esteem Level and Contingency

et al. 2018

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Internalizing symptoms, such as depressive and anxiety symptoms are prevalent in adolescence.We examined the mediational role of two self-esteem dimensions, that is, level and contingency, in comprehensive models linking parenting to adolescent internalizing symptoms. Using a cross-sectional design, a large sample of secondary school students (N = 1958; 56.28% female; mean age = 15.31 years) completed questionnaires on maternal responsiveness, psychological control, conditional regard, as well as on their own self-esteem, depressive and anxiety symptoms. Analyses yielded both direct and indirect effects of adolescent-reported parenting on internalizing symptoms. More perceived responsiveness was uniquely associated with higher self-esteem level which, in turn, predicted less depressive and anxiety symptoms. Perceived conditional negative and positive regard and psychological control were uniquely related to self-esteem level (negative relations) and contingency (positive relations) which, in turn, predicted more internalizing symptoms. In general, our study supported the mediational role of self-esteem level and contingency in the link between parenting and internalizing symptoms.Whereas low self-esteem increased adolescents' vulnerability for both depressive and anxiety symptoms, high self-esteem contingency appeared as a unique vulnerability factor for anxiety symptoms.

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Anxiety explains why people with domain-contingent self-worth underperform on ability-diagnostic tests

Cited by 16 publications

References 50 publications

The Pursuit of Self-Esteem and Its Motivational Implications

The Pursuit of Self-Esteem and Its Motivational Implications

The Mediating Role of Global and Contingent Self-Esteem in the Association Between Emerging Adults’ Perceptions of Family Cohesion and Test Anxiety

Explaining the Relationship between Parenting and Internalizing Symptoms: The Role of Self-Esteem Level and Contingency

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