Contingencies of self-worth: The impact on self-determination

Villacorta, Mark A.; Crocker, Jennifer

doi:10.1037/e633962013-494

Cited by 1 publication

(2 citation statements)

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“…Thus, introjected regulation represents a controlling type of regulation and is accompanied by feelings of pressure, tension, anxiety, and loss of intrinsic motivation (Ryan, 1982). Consistent with this view, we found that college students who base their self‐esteem on academics are low in global self‐determination (Villacorta & Pang, 2005).…”

supporting

confidence: 75%

“…Although this would provide compelling evidence that it is the specific match of the task with the domain of contingency that undermines self‐regulation, from a practical standpoint, such research is difficult to do because it is difficult to equate tasks across domains and because people can be contingent in more than one domain. In our current research (Villacorta, 2006), we have described the same difficult task as either an academic task or as a laboratory exercise and found that the academic contingency predicts feelings of pressure only when the difficult task is described as academic. This suggests that academic contingency does not undermine self‐regulation on all tasks but only does so on tasks that are perceived to be relevant to the contingency.…”

Section: Limitationsmentioning

confidence: 77%

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The Pursuit of Self‐Esteem: Contingencies of Self‐Worth and Self‐Regulation

Crocker

Brook

Niiya

et al. 2006

Journal of Personality

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138

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Successful self-regulation is defined as the willingness to exert effort toward one's most important goals, while taking setbacks and failures as opportunities to learn, identify weaknesses and address them, and develop new strategies toward achieving those goals. Contingencies of self-worth can facilitate self-regulation because people are highly motivated to succeed and avoid failure in domains of contingency. However, because boosts in self-esteem are pleasurable and drops in self-esteem are painful, protection, maintenance, and enhancement of self-esteem can become the overriding goal. Several pitfalls for self-regulation can result, especially when tasks are difficult and failure is likely. In this article, we describe a program of research examining these self-regulation pitfalls associated with contingent self-worth and suggest that learning orientations, particularly the willingness to embrace failure for the learning it affords, foster successful self-regulation even in people with highly contingent self-esteem.

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supporting

confidence: 75%

Section: Limitationsmentioning

confidence: 77%