"The pursuit of self-esteem: Contingencies of self-worth and self-regulation"

Crocker, Jennifer; Niiya, Yu

doi:10.1037/e633962013-031

Cited by 46 publications

(58 citation statements)

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“…Self-esteem (global) also correlated positively with setting goals (r = 0.400, p = 0.000), with higher levels of self-esteem better skills in setting goals emerge in association. These data are in line with studies by Crocker et al (2006), Castillo & Dias (2007) and Usta & Häubl (2011).…”

Section: Resultssupporting

confidence: 81%

“…With regards to self-esteem, studies by Usta & Häubl (2011), Crocker et al (2006 and Castillo & Dias (2007) establish a relationship between it and self-regulation. These data are in line with the results we obtained, highlighting that self-esteem was found to be a negative predictor of self-regulation as a whole, with a negative correlation (r = -0.163, p = 0.000).…”

Section: Resultsmentioning

confidence: 99%

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Knowledge About HIV / AIDS: The Influence of Lifestyles And Self-Regulation in Adolescents

Chaves¹,

Bento²,

Ferreira³

2013

EJSBS

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Background: Adolescents' vulnerability to HIV/AIDS infection arises from their immaturity, sexual risk behaviours as well as factors of a social, economic, cultural and gender nature (Ministério da Saúde, 2012). Adolescence is a st age of the lifecycle in which managing const ant and daily temptations and gaining and maintaining healthy lifestyles are difficult tasks and a test of the powers of self-regulation. Purpose: T o analyze the relationship between socio-demographic variables, school context, lifest yles, self-regulation skills and knowledge about HIV/AIDS in adolescents in secondary education in Portugal. Methods: Quantitative, cross-sectional, analytical, descriptive and correlational study with a sample of 971 adolescents in secondary education. T he evaluation protocol includes a socio-demographic questionnaire, the school context, lifest yles, the Reduced Quest ionnaire of Self-regulation (Carey, Neal & Collins, 2004 adapted by Castillo & Dias, 2009), Knowledge About AIDS Scale for Adolescents (Zimet et al., 1989). Results: sample of 50.80% boys, ages equal to or less than 16 years (43.40%), residing in rural areas (66.40%), cohabiting with parents (77.30%). T he correlations indicate that among adolescents' knowledge about AIDS and the subscale setting goals there is a positive and significant correlation (r = 0.224, p = 0.000), as well as the overall value of the Self-regulation Scale. Significant and negative correlations are presented for the impulse control subscale (r = -0.257, p = 0.000) and not significant to the overall self-regulation value (r = -0.041, p = 0.099), ranging in reverse, meaning that more knowledge about AIDS, better self-regulation with regard to impulses subscale. Conclusion: Self-regulated behaviour requires control of immediate needs, mobilization of thoughts, feelings and behaviours for purposes of long-term health, especially with regard to the prevention of HIV/AIDS.

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Section: Resultssupporting

confidence: 81%

Section: Resultsmentioning

confidence: 99%

Knowledge About HIV / AIDS: The Influence of Lifestyles And Self-Regulation in Adolescents

Chaves¹,

Bento²,

Ferreira³

2013

EJSBS

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“…To the extent that individuals are unwilling to accept responsibility for their poor performance, they are unlikely to engage in self-improvement or apply any "lessons learned" to a subsequent task. Indeed, a wider literature suggests that excuse-making and self-protection can undermine attempts to gain control over challenging situations and pursue important goals (Baumeister & Tice, 1985;Crocker, Brook, Niiya, & Villacorta, 2006;Rothbaum, Weisz, & Snyder, 1982). Researchers interested in the effects of self-handicapping on performance should therefore examine reduced motivation and task disengagement as possible causes of long-term performance impairment.…”

Section: Consequences Of Self-handicapping and Counterfactualmentioning

confidence: 99%

Self-handicapping, excuse making, and counterfactual thinking: Consequences for self-esteem and future motivation.

McCrea

2008

Journal of Personality and Social Psychology

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Researchers interested in counterfactual thinking have often found that upward counterfactual thoughts lead to increased motivation to improve in the future, although at the cost of increased negative affect. The present studies suggest that because upward counterfactual thoughts indicate reasons for a poor performance, they can also serve as excuses. In this case, upward counterfactual thoughts should result in more positive self-esteem and reduced future motivation. Five studies demonstrated these effects in the context of self-handicapping. First, upward counterfactual thinking was increased in the presence of a self-handicap. Second, upward counterfactual thoughts indicating the presence of a self-handicap protected self-esteem following failure. Finally, upward counterfactual thoughts that protect self-esteem reduced preparation for a subsequent performance as well as performance itself. These findings suggest that the consequences of upward counterfactuals for affect and motivation are moderated by the goals of the individual as well as the content of the thoughts.

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“…Current research indicates that self-regulation, the ability to control one's own emotions and behaviors, is positively correlated with academic achievement, social abilities, and self-esteem (Crocker, Brook, Niiya, & Villacorta, 2006;Kitsantas, Winsler, & Huie, 2008). Self-regulation is also strongly correlated with academic self-concept; if students are cognizant that they can accomplish a task, they will be more willing to regulate their behavior to accomplish that task (Ommundsen, Haugen, & Lund, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In reality, self-regulation is considered a multi-layered intrinsic pendulum; as tasks cause pressure or stress, individuals lose motivation and begin to withdraw from them. The reaction to withdraw reflects individuals' inability to cope with their present state or place while attempting to accomplish a goal; challenges include overcoming setbacks, dealing with failure, and revising tactics to accomplish the goal (Carver & Scheier, 1998;Crocker et al, 2006). Furthermore, individuals who experience apprehension or a weak self-concept often selfhandicap themselves and fail more often at accomplishing task goals (Ommundsen et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Utilizing Goal Setting Strategies at the Middle Level: Helping Students Self-Regulate Behavior

Patel¹,

Smith²,

Fitzsimmons³

et al. 2012

Networks: An Online Journal for Teacher Research

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"The pursuit of self-esteem: Contingencies of self-worth and self-regulation"

Cited by 46 publications

References 0 publications

Knowledge About HIV / AIDS: The Influence of Lifestyles And Self-Regulation in Adolescents

Knowledge About HIV / AIDS: The Influence of Lifestyles And Self-Regulation in Adolescents

Self-handicapping, excuse making, and counterfactual thinking: Consequences for self-esteem and future motivation.

Utilizing Goal Setting Strategies at the Middle Level: Helping Students Self-Regulate Behavior

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