Does Task-Related Identified Regulation Moderate the Sociometer Effect? A Study of Performance Feedback, Perceived Inclusion, and State Self-Esteem

Abstract

The aim of this study was to understand the processes explaining the effects of private performance feedback (success vs. failure) on state self-esteem from the stance of sociometer theory and self-determination theory. We investigated whether or not the effect of private performance feedback on state self-esteem was mediated by perceived inclusion as a function of participants' level of task-related identified regulation (i.e., importance of the activity for oneself). Ninety participants were randomly assigned to one of the following three conditions: failure, success, or control. Our regression analyses based on both original and bootstrap samples indicate that perceived inclusion does not mediate the effect of feedback on state self-esteem for individuals high in task-related identified regulation. Such an effect only operates for individuals low in task-related identified regulation. In sum, our results show that the perceived inclusion process proposed by sociometer theory applies more when individuals find that the activity is less important for them (i.e., identified regulation).

An Investigation of Adolescent Girls’ Global Self-Concept, Physical Self-Concept, Identified Regulation, and Leisure-Time Physical Activity in Physical Education

“…The link between identified regulation in PE and physical self-concept may provide insights for physical educators. Guay, Delisle, Fernet, Julian, and Senecal (2008) posit that identified regulation helps to focus thoughts and feelings about oneself to a personal standard of success, and limits concern about social judgment. Similarly, participating in physical activities perceived to be meaningful and valuable creates greater opportunities to enhance thoughts about one's physical self because the behavior is fulfilling personal goals (Deci & Ryan, 1995).…”

Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model

“…Third, the cause of changes in state self-esteem levels is commonly studied in test-retest designs, where the change in state self-esteem level from one moment (i.e., the ‘test’) to the next (i.e., the ‘retest’) is explained by an experimental manipulation of the immediate context (e.g., Baccus, Baldwin, & Packer, 2004; DeHart & Pelham, 2007; Grumm, Nestler, & Von Collani, 2009; Guay, Delisle, Fernet, Julien, & Cal, 2008). This illustrates that changes in state self-esteem from one moment to the next are commonly attributed purely to changes in the current context, rather than to process causality between neighboring state self-esteem experiences themselves.…”

The Role of Self-Esteem in Suicides Among Young Men

“…In one of several studies, Harter and Whitesell (2003) found that while some adolescents reported stable self-worth across social contexts with parents, teachers, and classmates, others reported extreme variations. Other studies have shown that people whose self-esteem depends on approval from others can be particularly vulnerable toward acceptance and rejection and a need to live up to own/others’ expectations (Crocker & Park, 2004; Guay, Delisle, Fernet, Julien, & Senėcal, 2008; Leary & Guadagno, 2011). Similarly, people whose self-esteem is based on their own competencies may be very vulnerable toward failure or lack of success in the domain in which they have invested their self-worth (Crocker & Park, 2004; Crocker & Wolfe, 2001; Deci & Ryan, 1995).…”