Reciprocal feedback between self‐concept and goal pursuit in daily life

Wong, Alexander E.; Vallacher, Robin R.

doi:10.1111/jopy.12334

Cited by 21 publications

(11 citation statements)

References 55 publications

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“…In Emily’s case, the transferability of skills from the MA TESOL programme provided her with the tools to achieve her future self. This finding is consistent with Wong and Vallacher (2018) who maintained that the way a person defines himself provides a frame of reference for sustained action in pursuing their personal goals. However, in this study, self-knowledge and goal pursuit appear to also be mutually reinforcing.…”

Section: Discussionsupporting

confidence: 89%

What sustains the novice Malaysian teacher of English: a case study

Badiozaman

2019

JARHE

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Purpose The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession. Design/methodology/approach In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview. Findings Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands. Practical implications English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners. Originality/value Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

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Section: Discussionsupporting

confidence: 89%

What sustains the novice Malaysian teacher of English: a case study

Badiozaman

2019

JARHE

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“…Especially in Study 2, grit was found to be functional in mediating the relationship between interpersonal stress and psychological security, which provides implications for future interventions of grit or psychological security. On the one hand, grit is not fixed to some extent, but relatively variable and plastic ( Wang et al, 2018 ; Alan et al, 2019 ), which could be affected by external or internal factors ( Wong and Vallacher, 2018 ); therefore, intervention methods can be used in the future. For example, improving academic performance ( Tang et al, 2019 ), expanding social support ( Wallace et al, 2001 ), and fostering growth mindset ( Wang et al, 2018 ) can improve the grit level of individuals ( Alan et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Multiple Roles of Grit in the Relationship Between Interpersonal Stress and Psychological Security of College Freshmen

et al. 2022

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Grit, as an important positive psychological quality, has rarely been studied for its role involved in the mechanism between stress and psychological security. This article explores the moderating and mediating role of grit in the relationship between interpersonal stress and psychological security of freshmen through two studies. In study 1, freshmen from several Chinese universities (N = 1,224) were recruited to complete a battery of questionnaire, including assessments about interpersonal stress, grit, and psychological security. The moderating effect analysis showed that grit moderated the relationship between interpersonal stress and psychological security. Specifically, grit buffered the negative effects of interpersonal stress on freshmen’s psychological security, but this effect was obvious only when the level of interpersonal stress was relatively low, and decreased when the level of interpersonal stress was high. In study 2, college freshmen from another university apart from above ones (N = 604) were recruited, and we verified the results of study 1 and further explored the mediating role of grit in the relationship between interpersonal stress and security. The moderating effect analysis of study 2 also verified that of study 1. The mediating effect analysis showed that interpersonal stress not only negatively predicted psychological security, but also affected psychological security through the mediation of grit. In general, grit played a mediating and moderating role in the relationship between interpersonal stress and psychological security. This study provides first-hand evidence to explain the multiple roles of grit in the relationship between interpersonal stress and psychological security.

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“…It is possible, for example, that SCC state is influenced by the regularity of an individual's emotions and behaviors, while at the same time serving as a resource for further emotion and behavior regulation, as in a positive feedback loop. Recently, Wong and Vallacher (2017) investigated this general question using daily diary data and cross-lagged multilevel structural equation modeling. They found, on average, a reciprocal relationship between SCC and grit, such that SCC predicted grit two days later, and grit predicted SCC across the same interval.…”

Section: Introductionmentioning

confidence: 99%

Individual differences and stability of dynamics among self-concept clarity, impatience, and negative affect

2019

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Self-concept clarity (SCC) is associated with behavioral and emotion regulation, although the nature of this link is unclear. SCC may serve as a self-regulatory resource, or it may be a product of well-regulated behaviors and emotions. In two studies using experience sampling among undergraduates (n = 46 and n = 36), we investigate whether models representing relationships among SCC, impatience, and negative affect (NA) states conform to these theories, are similar across individuals, and are stable across a onemonth period. Results reveal substantial variation between persons in these dynamic relationships, suggesting that multiple SCC-relevant regulatory processes exist. These patterns were not stable from one month to the next, but changes in them related to changes in stress, suggesting higher-order regulation of these dynamics.

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Reciprocal feedback between self‐concept and goal pursuit in daily life

Cited by 21 publications

References 55 publications

What sustains the novice Malaysian teacher of English: a case study

What sustains the novice Malaysian teacher of English: a case study

Multiple Roles of Grit in the Relationship Between Interpersonal Stress and Psychological Security of College Freshmen

Individual differences and stability of dynamics among self-concept clarity, impatience, and negative affect

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