Mastery Goals and Contingent Self-Worth: A Field Study (notice n° 219635)
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| fixed length control field | 01797cam a2200229 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112055649.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Niiya, Yu |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Mastery Goals and Contingent Self-Worth: A Field Study |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 52 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Academic failure lowers self-esteem among students whose self-esteem is contingent on academics; laboratory experiments show that learning orientations reduce this vulnerability. To test whether mastery goals reduce ego-involvement or simply alter the circumstances under which failure lowers self-esteem, we examined students’ vulnerability to poor grades in the classroom. One week prior to receiving grades on a term paper, 142 college students completed measures of baseline trait self-esteem, mastery goals, and academic contingency of self-worth; after receiving their grade, they completed a measure of state self-esteem. Controlling for trait self-esteem, we found a Mastery Goal X Contingency X Grade interaction on posttest state self-esteem. Among highly contingent students, mastery goals predicted greater self-esteem vulnerability to grades and ability-validation goals fully mediated the Mastery Goal X Grade interaction. This study suggests that mastery goals do not always create resilient self-esteem among highly contingent students. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ability-validation goals |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | contingent self-worth |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mastery goals |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | self-esteem |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning orientations |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Crocker, Jennifer |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de psychologie sociale | Volume 21 | 1 | 2008-07-01 | p. 135-154 | 0992-986X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2008-1-page-135?lang=en">https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2008-1-page-135?lang=en</a> |
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