Testing competence and acceptance explanations of self-esteem

Koch, Erika J.; Shepperd, James A.

doi:10.1080/15298860601005826

Cited by 16 publications

(19 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although initially somewhat surprising, these findings that outperformance may feel unpleasant provide support for sociometer theory (Leary et al, 1995) and build upon prior results suggesting that acceptance is more closely linked to self-esteem than is competence (Koch & Shepperd, 2008). STTUC may involve simultaneous receipt of positive competence feedback (e.g., a high grade on an exam) and negative acceptance feedback (e.g., an angry look from an outperformed classmate), and the present results hint that a decrement in acceptance feelings may have the stronger effect on state self-esteem.…”

Section: Discussionsupporting

confidence: 68%

“…In fact, the influence of perceived acceptance on self-esteem may outweigh the influence of perceived competence. Recent research suggests that acceptance influences self-esteem more than competence does (Koch & Shepperd, 2008). Specifically, results from two laboratory experiments demonstrated that participants reported lower state self-esteem after receiving rejection feedback than after receiving acceptance feedback, even when they had also received success (i.e., high competence) feedback.…”

Section: Sttuc and Self-esteemmentioning

confidence: 92%

See 1 more Smart Citation

The Bittersweet Taste of Success: Daily and Recalled Experiences of Being an Upward Social Comparison Target

Koch

Metcalfe

2011

Basic and Applied Social Psychology

Self Cite

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 68%

Section: Sttuc and Self-esteemmentioning

confidence: 92%

The Bittersweet Taste of Success: Daily and Recalled Experiences of Being an Upward Social Comparison Target

Koch

Metcalfe

2011

Basic and Applied Social Psychology

Self Cite

View full text Add to dashboard Cite

“…In addition, recent studies directly comparing success at establishing social connection with other successes in esteem-relevant areas have found differences between these experiences. Koch and Shepperd (2008) demonstrated that positive feedback about one's social acceptance had a greater impact on individuals' overall self-worth than did positive feedback about one's competence. Similarly, Gailliot and Baumeister (2007) found that feelings of inclusion predict overall self-worth above and beyond perceived success in other domains (e.g., living up to one's values).…”

Section: Belonging As a Unique Threat To Esteem?mentioning

confidence: 94%

There’s No Substitute for Belonging: Self-Affirmation Following Social and Nonsocial Threats

Knowles

Lucas²,

Molden³

et al. 2009

Pers Soc Psychol Bull

View full text Add to dashboard Cite

Feelings of belonging are closely linked to feelings of self-esteem. This article examines whether these feelings are regulated in a similar manner. Research on self-esteem maintenance shows that self-enhancement strategies are interchangeable; self-esteem threats in one domain instigate indirect self-affirmations in unrelated domains that effectively replace needs to directly address the original threats. From this perspective, when self-esteem threats arise from a lack of belonging, indirect self-affirmations should again be both preferred and effective. However, belonging regulation may be distinct from self-esteem regulation. From this belonging maintenance perspective, indirect affirmations that enhance esteem, but do not directly repair belonging, may be relatively less preferred and effective following belonging threats. Supporting the belonging maintenance perspective, four studies demonstrated that whereas intelligence threats tended to elicit indirect self-affirmations, belonging threats elicited relatively more direct self-affirmations. Furthermore, whereas indirect affirmation strategies effectively repaired intelligence threats they did not effectively repair belonging threats.

show abstract

“…it is important not to rate yourself as a whole'. Koch and Shepperd (2008) found that self-acceptance influenced high self-esteem, which can occur in the absence of high competence. From this brief consideration of the literature it appears that the current place of self-esteem is well articulated by Kristjánsson (2007, p. 240), who argues 'that research into global self-esteem in psychology and education has reached its limits and lost its luster' and that, with research into self-respect, we could 'reasonably expect empirical psychologists to come up with findings of people's self-respect that would be more valid than those for, say, global self-esteem'.…”

Section: The Historical Perspectivementioning

confidence: 97%

‘It's good for their self-esteem’: the substance beneath the label

Leather

2013

Journal of Adventure Education & Outdoor Learning

View full text Add to dashboard Cite

This paper provides an informed and critical understanding of the concept of self-esteem. It explores this psychological construct in relation to its use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally linked to the Hahnian notion that implies outdoor education is good for character-building and more recently personal development. This paper suggests that the improvement of self-esteem has become a reified programme outcome as well as an argument for the value and importance of outdoor education programmes. In this paper I seek to address the often uncritical and at times evangelical claim that outdoor programmes enhance self-esteem. This paper looks at the development of self-esteem generally and then considers its appearance in the outdoor education literature. Aspects of this that relate to outdoor learning and adventure education include: development of the self, behaviour, disaffected young people, recent UK developments and common misconceptions regarding self-esteem. These are explored and their implications for practice and research are considered. The essence of this paper is that outdoor educators need to be more critical, informed and specific about exactly what it is they are trying to achieve, how their programmes are evaluated, particularly with outcomes that are related to potential changes in 'self' and how these changes are measured. RationaleThe purpose of this paper is to provide some substance beneath the self-esteem label; namely an informed and critical discussion and examination of the self-esteem concept as used in adventure education and outdoor learning. To this end I explore the psychological construct of self-esteem, and other similar terms, specifically in relation to their use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally

show abstract

Testing competence and acceptance explanations of self-esteem

Cited by 16 publications

References 38 publications

The Bittersweet Taste of Success: Daily and Recalled Experiences of Being an Upward Social Comparison Target

The Bittersweet Taste of Success: Daily and Recalled Experiences of Being an Upward Social Comparison Target

There’s No Substitute for Belonging: Self-Affirmation Following Social and Nonsocial Threats

‘It's good for their self-esteem’: the substance beneath the label

Contact Info

Product

Resources

About