000			01797cam a2200229 4500500
005			20250112055649.0
041			_afre
042			_adc
100	1	0	_aNiiya, Yu _eauthor
700	1	0	_a Crocker, Jennifer _eauthor
245	0	0	_aMastery Goals and Contingent Self-Worth: A Field Study
260			_c2008.
500			_a52
520			_aAcademic 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			_aability-validation goals
690			_acontingent self-worth
690			_amastery goals
690			_aself-esteem
690			_alearning orientations
786	0		_nRevue internationale de psychologie sociale | Volume 21 | 1 | 2008-07-01 | p. 135-154 | 0992-986X
856	4	1	_uhttps://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2008-1-page-135?lang=en
999			_c219635 _d219635