Students’ self-worth protection and approaches to learning in higher education: predictors and consequences

Cano, Francisco; Martin, Andrew J.; Ginns, Paul; Berbén, Ana belén García

doi:10.1007/s10734-017-0215-0

Cited by 38 publications

(49 citation statements)

References 39 publications

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“…Self-worth theory basically adopted the concept of emotional conflict and assumed that individuals would devote a life-long strive to establish and maintain a sense of personal value (Covington, 1992, 2009). Thus, individuals would adopt strategies, such as self-serving failure attributions (Bodroža and Mirkov, 2011) or self-handicapping strategies (Cano et al, 2018) to avoid failure or to change its negative emotional consequences and implication (Covington, 1992; De Castella et al, 2013). Further research is needed to better understand which children are more inclined to use self-serving failure attributions or self-handicapping as a means of protecting their sense of self-worth, and under which circumstances this is more likely to occur.…”

Section: Introductionmentioning

confidence: 99%

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

et al. 2018

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Previous research has suggested that children praised for ability are more likely to attribute their failure to low ability compared to those who are praised for effort. At the same time, self-worth theory suggests that when an individual’s self-worth is threatened, they are likely to use a self-serving attributional strategy and self-handicapping. From the perspective of self-worth theory, the present study investigated how ability and effort praise influenced children’s failure attribution, self-handicapping, and their subsequent performance compared to simple informational feedback. Fifth graders (N = 103, average age = 11.2 years, SD = 0.71) were randomly assigned to three praise conditions (ability, effort, or no praise). The results revealed that children praised for ability were more likely to attribute their subsequent failure to non-ability factors and indicate more claimed and behavioral self-handicapping than children who were praised for effort or not praised at all. As behavioral self-handicapping created actual obstacles to progress, children praised for ability made significantly less improvement in their performance than those in the other two groups. In addition, the findings showed that children praised for effort also adopted the claimed self-handicapping and defensive attributional strategies compared to those in the no-praise conditions. These results indicate that parents and teachers should not haphazardly administer praise. Implications for parents, teachers, and future research directions, including the replication of this study in diverse cultural settings, conditions of effort praise, and effects of other types of praise, are discussed.

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Section: Introductionmentioning

confidence: 99%

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

et al. 2018

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“…Therefore, it is necessary to promote learning contexts that reduce the need to adopt these strategies. Assuming that anxiety and low perception of control increase vulnerability to self-handicapping (Cano, Martin, Ginns, & Berbén, 2017;Stewart & De George-Walker, 2014), teachers can reduce the incidence of these factors by providing clear, contingent and consistent feedback on students' academic performance (Martin, Nejad, Colmar, Liem, & Collie, 2015). It would also be wise for teachers to promote learning environments that encourage students to trust in their own abilities and focus on personal improvement objectives, which would improve their self-determined motivation (Méndez-Giménez, Cecchini, Méndez-Alonso, Prieto, & Fernández-Río, 2018) and their academic involvement (Miñano, Gilar, & Castejón, 2012).…”

Section: Discussionmentioning

confidence: 99%

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

2018

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El presente trabajo pretende profundizar en el conocimiento del self-handicapping académico. Dos son los objetivos de este estudio: (a) identificar posibles perfiles de estudiantes a partir de la combinación del self-handicapping (conductual y alegado) y la autoestima; y (b) analizar las diferencias entre estos perfiles en cuanto a sus metas de logro (aprendizaje, aproximación al rendimiento, evitación del rendimiento y evitación del trabajo). Participaron en la investigación 1028 estudiantes universitarios. Para la obtención de los perfiles se realizó un análisis de perfiles latentes. Las diferencias entre perfiles en las metas de logro se analizaron mediante un MANCOVA, tomando como covariables el género y el curso. Se obtuvieron cinco perfiles de estudiantes: BA/ASH (baja autoestima y alto self-handicapping); BA/ASHA (baja autoestima y alto self-handicapping alegado); BA/ASHC (baja autoestima y alto self-handicapping conductual); MA/MSH (moderada autoestima y moderado self-handicapping); y MA/BSH (moderada autoestima y bajo self-handicapping). Estos perfiles se diferenciaron entre sí significativamente en cuanto a sus metas de logro. Los resultados de este trabajo contribuyen a la comprensión de las características motivacionales de los estudiantes self-handicappers. Dado lo disfuncional que resultan estas estrategias, se plantean algunas pautas psicoeducativas dirigidas a la prevención del self-handicapping en el contexto académico.

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“…However, relevant studies suffered from conceptual and methodological limitations-the assumption of a negative relation between prior statistics learning and statistics anxiety must be considered a simplified view. That is because the impact of previously taken statistics courses should depend on students' outcome experiences (Cano, Martin, Ginns, & Berbén, 2018). Students with favorable course experiences will develop more positive competence beliefs and attitudes as well as a lowered level of statistics anxiety (Galli et al, 2008;González et al, 2016).…”

Section: The Role Of Prior Statistics Experiencesmentioning

confidence: 99%

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

Faber

Drexler

2019

High. Learn. Res. Commun.

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Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to explain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially explained by their self-concept and negative utility value – but not by their prior statistics experiences. However, conceptually assumed interaction effects between motivation and experience variables did not occur. Instead, students’ statistics anxiety appeared to be dependent on self-concept and value scores across all experience levels. Moreover, different operationalizations of the experience variable produced somewhat varying effect patterns. Findings are discussed in terms of conceptual, methodological, and instructional implications.

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Students’ self-worth protection and approaches to learning in higher education: predictors and consequences

Cited by 38 publications

References 39 publications

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

Effects of Ability and Effort Praise on Children’s Failure Attribution, Self-Handicapping, and Performance

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

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