A Study of the Measure of Instability of Self-esteem

Ichimura, Miho

doi:10.2132/personality.20.204

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…Additionally, when identified regulation was high and the instability of motivation was low, the use of learning strategies was the highest. These results align with those of Kernis et al (1991) and Ichimura (2012), who investigated the interaction of levels and instability of self-esteem, and demonstrated that high and stable self-esteem was the most adaptive. Thus, students engage more proactively in learning and are better able to continually make use of effective learning strategies when identified regulation stabilizes at a high level than when it stabilizes at a low level.…”

Section: Relationship Between Motivation Instability Of Motivation and Learning Strategiessupporting

confidence: 88%

“…Studies on instability of motivation have considered the interaction effect of the "level" and "instability" of self-esteem. For instance, Kernis et al (1991) and Ichimura (2012) examined the interaction effect of the levels and instability of self-esteem on feelings of depression. Thus, it can be hypothesized that the level and instability have an interaction effect with motivation as well.…”

Section: Instability Of Motivationmentioning

confidence: 99%

“…This study posits the following hypotheses: (1) the level of motivation has no effect on learning strategies when instability of motivation is high; (2) the level of motivation has a significant effect on learning strategies when the instability of motivation is low; and (3) in particular, learning strategies are used most when the motivation is stable and high. These hypotheses are based on the studies of Kernis et al (1991), Ichimura (2012), and Okada et al (2015). In Kernis et al (1991) and Ichimura (2012), although self-esteem levels did not have an effect on depressive symptoms when the instability of self-esteem was high, such levels had a significant negative effect on depressive symptoms when the instability was low.…”

Section: Purpose Of the Present Studymentioning

confidence: 99%

“…These hypotheses are based on the studies of Kernis et al (1991), Ichimura (2012), and Okada et al (2015). In Kernis et al (1991) and Ichimura (2012), although self-esteem levels did not have an effect on depressive symptoms when the instability of self-esteem was high, such levels had a significant negative effect on depressive symptoms when the instability was low. These studies indicated that stable and high self-esteem was the most adaptive.…”

Section: Purpose Of the Present Studymentioning

confidence: 99%

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Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

Umemoto¹

2021

JEDP

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This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.

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Section: Relationship Between Motivation Instability Of Motivation and Learning Strategiessupporting

confidence: 88%

Section: Instability Of Motivationmentioning

confidence: 99%

Section: Purpose Of the Present Studymentioning

confidence: 99%

Section: Purpose Of the Present Studymentioning

confidence: 99%

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Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

Umemoto¹

2021

JEDP

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Learning Engagement as a Moderator between Self-Efficacy, Math Anxiety, Problem-Solving Strategy, and Vector Problem-Solving Performance

Shimizu¹

2022

Psych

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Vector problem-solving abilities are fundamental to everyday life and higher education; thus, improving them is important in education and research. However, the role of cognitive and affective factors and learning engagement in vector problem-solving performance is still unclear. This study examines the processes associated with vector problem-solving performance, focusing on the problem-solving strategy as a cognitive factor and math anxiety and task-specific self-efficacy as affective factors. In addition, this study examines the impact of learning engagement as a moderator in this process. A total of 245 Japanese 11th-grade high school students completed questionnaires. A multiple-group structural equation modelling revealed that (1) task-specific self-efficacy, math anxiety, and problem-solving strategies contribute to vector problem-solving performance when learning engagement is above average; (2) task-specific self-efficacy contributes to math anxiety, whereas task-specific self-efficacy and math anxiety contribute to problem-solving strategies when learning engagement is above average and stable; (3) task-specific self-efficacy is a positive predictor of vector problem-solving performance regardless of learning engagement. The results suggest that learning engagement moderates the association between math anxiety, task-specific self-efficacy, problem-solving strategy, and vector problem-solving performance. In addition, task-specific self-efficacy is a strong predictor of vector problem-solving performance.

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Relationship Between an Attention-Deficit/Hyperactivity Disorder (ADHD) Tendency and Anxiety/Depression: A Longitudinal Study of Early Adolescents

齊藤

松本

菅原

2020

Kyoiku shinrigaku kenkyu

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A Study of the Measure of Instability of Self-esteem

Cited by 3 publications

References 10 publications

Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

Learning Engagement as a Moderator between Self-Efficacy, Math Anxiety, Problem-Solving Strategy, and Vector Problem-Solving Performance

Relationship Between an Attention-Deficit/Hyperactivity Disorder (ADHD) Tendency and Anxiety/Depression: A Longitudinal Study of Early Adolescents

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