Dysphoria and Self-Esteem Following an Achievement Event: Predictive Validity of Goal Orientation and Personality Style Theories of Vulnerability

Lindsay, Julie; Scott, Walter Dill

doi:10.1007/s10608-005-9637-6

Cited by 18 publications

(23 citation statements)

References 39 publications

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“…situations, and there is a growing body of goal theory research examining interpersonal stressors. In addition, there is some research applying each theory to stressors in general or across situations (Dykman, 1998;Fortuna & Roisman, 2008;Lindsay & Scott, 2005;Mikulincer & Shaver, 2007a).…”

Section: Overview Of Similarities In the Theoriesmentioning

confidence: 99%

From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

Rusk

Rothbaum

2010

Review of General Psychology

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Few investigators have explored connections between attachment theory and goal orientation theory. Although the theories differ in important ways, we suggest there is a striking similarity in their depiction of an adaptive pathway leading from stress to learning goals and constructive strategies, and a contrasting pathway leading from stress to self-validation goals and defensive strategies. We review evidence from two leading investigators-Mario Mikulincer in adult attachment theory and Carol Dweck in goal orientation theory-to show that, following failure and other setbacks, learning as compared to selfvalidation goals are more likely to lead to cognitive openness, problem-solving, support-seeking, and adaptive emotion regulation. The theories differ in their understanding of the views underlying learning and self-validation goals, and those differences have led to qualitatively different interventions. We suggest how attachment and goal orientation theory interventions can be integrated to maximize optimal functioning in stressful conditions. An area of longstanding and growing interest in psychology is how people deal constructively with stress. In this paper, we bring together two theories particularly concerned with constructive responses to stress that allow for learning: attachment theory To date, these two highly influential psychological theories have been almost completely segregated from one another. We argue that the theories each contribute to an understanding of what allows for and what interferes with learning in stressful conditions. Attachment theorists and goal orientation theorists examine the views of people who are likely to reengage in learning and exploration following stressful experiences. They also examine people's views that interfere with learning. A comparison of the views that these theorists emphasize suggests two complementary pathways for fostering people's ability to respond constructively to failure, loss, and other stressors.Why have these theories rarely been brought together in either theoretical discussion or research studies? In some ways, their segregation is not surprising. The two theories occupy fundamentally different domains: attachment theory focuses primarily on intimate relationships, and goal orientation theory focuses primarily on school and other achievement settings. There is also an age difference: the bulk of attachment research has been on the first years of life and on adulthood, whereas goal orientation research has focused on the years in between, from elementary school to college. Perhaps most importantly the two theories stem from a different mix of theoretical backgrounds: attachment theory was developed primarily from psychoanalytic, developmental, cybernetic, and ethological traditions (Ainsworth & Bowlby, 1991;Bretherton, 1997;Schore, 2000) while goal orientation theory grew primarily out of behavioral, cognitive, and social-personality psychology traditions (Dweck, 1999;Elliot, 2005).However, we see essential commonalities between the two theories...

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Section: Overview Of Similarities In the Theoriesmentioning

confidence: 99%

From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

Rusk

Rothbaum

2010

Review of General Psychology

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“…Furthermore, from this perspective, it can be considered that the cognition and behavior of individuals are organized around the goals they pursue (e.g., Dweck, 1996;Dweck & Leggett, 1988;Dykman, 1998). Studies linking goals with depressive symptoms have demonstrated that goals drive and direct maladaptive (adaptive) cognitive and behavioral patterns in ways that promote (protect against) depressive symptoms (Dykman, 1998;Elliot & Dweck, 1988;Erdley, Cain, Loomis, Dumas-Hines, & Dweck, 1997;Kuroda & Sakurai, 2003;Lindsay & Scott, 2005;Sideridis, 2005). In light of these findings, the present study examined the onset of depressive symptoms during early adolescence by using a goal-orientation approach.…”

Section: Abstract Goals Stress Depression Peer Relationshipsmentioning

confidence: 99%

Social Goal Orientations, Interpersonal Stress, and Depressive Symptoms Among Early Adolescents in Japan: A Test of the Diathesis-Stress Model Using the Trichotomous Framework of Social Goal Orientations

Kuroda

Sakurai

2010

The Journal of Early Adolescence

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This longitudinal study investigated whether depression among early adolescents (aged 12-14 years, N = 116; 65 girls) can be predicted by interactions between social goal orientations and interpersonal stress. Based on Kuroda and Sakurai (2001), this study applied Elliot and Harackiewicz's (1996) trichotomous framework of achievement goals to Dweck and Leggett's (1988) model of social goals and investigated three types of social goals: social learning goals (to grow through interpersonal experiences), social performance-approach goals (to obtain positive evaluations), and social

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“…Furthermore, socially hypersensitive participants' self-worth was negatively correlated with the perceived impact of negative events, both social and nonsocial in nature, indicating their self-esteem was reactive to negative events in general. Conversely, Lindsay and Scott (2005) found that social hypersensitivity did not predict decreases in self-esteem in response to negative academic (nonsocial) feedback, suggesting socially hypersensitive individuals' self-esteem was reactive specifically to negative social feedback. These studies, however, used mixed combinations of social and nonsocial events, both major and minor, further highlighting the need for a study that assesses the impact of typical daily positive and negative, social and nonsocial events within a single sample.…”

Section: Adaptive Social Sensitivity Versus Social Hypersensitivitymentioning

confidence: 82%

Unpacking Social Hypersensitivity: Vulnerability to the Absence of Positive Feedback

Cikara

2010

Pers Soc Psychol Bull

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Navigating social life requires accurately calibrated sensitivity to external feedback, thus extreme sensitivity to external feedback may be maladaptive. Using a daily diary design, the authors investigated whether the relationship between social hypersensitivity and daily events predicted level, lability, and reactivity of both self-esteem and affect. Relative to their less sensitive peers, socially hypersensitive people exhibited lower levels of self-esteem and greater negative affect and experienced greater fluctuations in self-esteem and negative affect. Although most people were negatively reactive to the presence of negative feedback, socially hypersensitive people were negatively reactive to the absence of positive feedback as well. The authors argue that reactivity to the absence of positive feedback is a fundamental, heretofore untested aspect of what makes social hypersensitivity a pernicious orientation.

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Dysphoria and Self-Esteem Following an Achievement Event: Predictive Validity of Goal Orientation and Personality Style Theories of Vulnerability

Cited by 18 publications

References 39 publications

From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

Social Goal Orientations, Interpersonal Stress, and Depressive Symptoms Among Early Adolescents in Japan: A Test of the Diathesis-Stress Model Using the Trichotomous Framework of Social Goal Orientations

Unpacking Social Hypersensitivity: Vulnerability to the Absence of Positive Feedback

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