Who tries to self-improve after an academic failure?: trait self-esteem differences and the mediating role of self-esteem distancing processes

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dc.contributor.advisorBuckingham, Justin
dc.contributor.authorDe Andrade, Fernanda Chardulo Dias
dc.contributor.departmentTowson University. Department of Psychologyen_US
dc.date.accessioned2019-02-15T22:10:04Z
dc.date.available2019-02-15T22:10:04Z
dc.date.issued2018-12-19
dc.date.submitted2018-05
dc.description(M.A.) -- Towson University, 2018en_US
dc.description.abstractThe present study examined whether individual differences in implicit and explicit trait self-esteem influenced students’ self-improvement effort after receiving feedback that their verbal ability was at or well-below average. This study also examined whether certain self-distancing strategies facilitated or hindered practice effort. Regardless of implicit self esteem, participants with lower explicit self-esteem invested superior effort after receiving below-average, compared to average, feedback. Participants with high self-esteem did not differ by condition. Additional analyses revealed that participants who scored well-below average reported lower state self-esteem, which in turn related to higher academic contingencies and superior practice effort. Albeit limited, these findings support the contention that more is not better when it comes to self-esteem, as neither higher trait nor state self-esteem promoted superior self-improvement effort after failure. Future research is needed to uncover the influence of implicit self-esteem and better understand the role of distancing strategies on self-improvement effort.en_US
dc.description.urihttp://library.towson.edu/digital/collection/etd/id/66680en_US
dc.formatapplication/pdf
dc.format.extentviii, 80 pagesen_US
dc.genrethesesen_US
dc.identifierdoi:10.13016/m2dw8v-nh1b
dc.identifier.otherTSP2018De_Andrade
dc.identifier.urihttp://hdl.handle.net/11603/12807
dc.language.isoen_USen_US
dc.relation.isAvailableAtTowson University
dc.titleWho tries to self-improve after an academic failure?: trait self-esteem differences and the mediating role of self-esteem distancing processesen_US
dc.typeTexten_US

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