Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept.

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The doormat effect: When forgiving erodes self-respect and self-concept clarity.

[Correction Notice: An erratum for this article was reported in Vol 99(1) of Journal of Personality and Social Psychology (see record 2010-12776-008). The graphs in Figure 2, on p. 741, and the graphs in Figure 3, on p. 742, were switched. The corrected figures in their entirety appear in the erratum.] We build on principles from interdependence theory and evolutionary psychology to propose that forgiving bolsters one's self-respect and self-concept clarity if the perpetrator has acted in a manner that signals that the victim will be safe and valued in a continued relationship with the perpetrator but that forgiving diminishes one's self-respect and self-concept clarity if the perpetrator has not. Study 1 employed a longitudinal design to demonstrate that the association of marital forgiveness with trajectories of self-respect over the first 5 years of marriage depends on the spouse's dispositional tendency to indicate that the partner will be safe and valued (i.e., agreeableness). Studies 2 and 3 employed experimental procedures to demonstrate that the effects of forgiveness on self-respect and self-concept clarity depend on the perpetrator's event-specific indication that the victim will be safe and valued (i.e., amends). Study 4 employed a longitudinal design to demonstrate that the association of forgiveness with subsequent self-respect and self-concept clarity similarly depends on the extent to which the perpetrator has made amends. These studies reveal that, under some circumstances, forgiveness negatively impacts the self. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and memory.

This article describes two potential bases for memory bias associated with global self-esteem. According to the mood-congruence model, activation of either dimension of self-esteem (self-competence or self-liking) produces an affective state that facilitates retrieval of traces that are consistent with that state while hindering retrieval of traces that are inconsistent. According to the relevance model, activation of either dimension results in superior encoding of matching negative content by individuals who are low on the dimension. Three studies were conducted to determine which model best accounts for the pattern of bias across distinct content categories. Results were generally consistent with the relevance model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and the diffusion of leadership style.

Neither simple imitation, nor motivational coincidence, is adequate either to explain the frequent, superficial absence of similarities in leadership style across hierarchical levels (leadership climate) or to prescribe the best means for changing the style involved when climate does occur. Self-esteem of the lower-level supervisor is investigated as a mediating variable in this problem, in the context of an organization in which no formal human relations training had taken place. Variables were measured by questionnaires submitted to 17 foremen and their 330 male subordinates in a packaging materials plant. Hypotheses, all confirmed by the data, relate supportiveness of the foreman's supervisor to the foreman's behavior toward his subordinates through the attendant consequences of the foreman's self-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and counterfactual thinking.

Two studies examined the relation between self-esteem and counterfactual thinking (consideration of "might-have-been" alternatives to reality). Ss imagined themselves in scenarios with another actor that resulted in either success or failure. Ss then "undid" the outcome by altering events that preceded the outcome. Following success, high self-esteem (HSE) Ss were more likely than low self-esteem (LSE) Ss to mutate their own actions. Following failure, LSE Ss were more likely than HSE Ss to mutate their own actions. Also, the structure of counterfactuals was influenced by outcome valence but not by self-esteem: Subtractive structures (in which antecedents are removed) were elicited by success, whereas additive structures (in which antecedents are added) were elicited by failure. The importance of the self and individual differences in self-esteem to counterfactual thinking is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Photographic self-concept of counselees.

11 college counseling center clients and 11 psychology students (controls) were asked to take or to have taken 12 photographs in reply to the question "Who are you?" Clients in comparison with controls presented significantly more photographs of the past and of their families but significantly fewer photographs of themselves, their activities, and their books. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reappraisal of the self-concept and implications for counseling.

Presents a conceptual reformulation of the self-concept and its application for counseling purposes. An overview is provided of current theory and findings about the structure and function of the self-concept in cognitive information processing and social interaction in terms from the areas of basic and social cognition. This overview includes a view of the contents of the self-concept that is expanded to contain conceptions of possibility. Also examined are cognitive process factors through which the self-concept aids in constructing and understanding of self and the social world and in mediating subsequent responses. Implications of this model and research for counseling purposes are considered, with emphasis on assessment and group counseling. (3? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and self-evaluative covert statements.

Self-esteem scores, as measured by 2 standardized inventories, were compared with self-monitored positive and negative self-evaluations in 33 college students. Self-esteem was negatively correlated with both the absolute and relative rates of negative self-evaluations. Also, Ss higher in self-esteem reported significantly greater rates of positive than negative self-evaluations, whereas these data for Ss lower in self-esteem were nondifferential. Self-monitored nonevaluative behaviors served as controls and indicated that the observed relationship between self-esteem and self-evaluative statements was not artifactual. The clinical implications of these findings are discussed. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and persistence in the face of failure.

In 2 studies, the authors examined self-esteem, persistence, and rumination in the face of failure. Study 1 manipulated degree of failure and availability of goal alternatives. When an alternative was available, high self-esteem (HSE) participants persisted more than low self-esteem (LSE) participants after a single failure, but less after repeated failure. When no alternative was available, no self-esteem differences in persistence emerged. LSE participants ruminated more than HSE participants. Study 2 examined persistence and rumination for 10 personal goals across an academic year. HSE participants were better calibrated (higher within-subject correlations between perceived progress and persistence across goals), had higher overall levels of persistence, higher grade point averages, and lower levels of rumination than LSE participants. Although traditional views that emphasize the tenacious persistence of HSE individuals need revision, HSE people appear more effective in self-regulating goal-directed behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The possessive self as a barrier to conflict resolution: Effects of mere ownership, process accountability, and self-concept clarity on competitive cognitions and behavior.

The authors propose that people have difficulty managing conflict because they quickly develop ownership of arguments and positions they use in the dispute, that these arguments and positions become part of their (extended) self-concept, and that any opposition or counterargumentation therefore becomes an ego-threat. Four studies reveal that individuals value arguments and beliefs more when these are associated with the self and that anticipated or real opposition triggers ego-defensive cognition and behavior, including competitive communication, retaliatory responses, negative perceptions of the partner, and attitude polarization. These effects were weaker when epistemic needs were raised through process accountability or when individuals had high rather than low self-concept clarity. The authors conclude that because people develop ownership of arguments and make these part of their self-concept, conflict is difficult to manage and bound to escalate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and self-estimates of academic performance.

Used 3 measures of self-esteem to test the hypothesis that 36 undergraduates with low self-esteem would predict getting lower grades on an examination than 36 high-self-esteem Ss. The hypothesis was confirmed (p     

The stability of the self-concept in adolescence.

"A study of the stability of the self-concept over two years in adolescence resulted in the following conclusions:… Relative stability… was demonstrated… between Q sorts… . Subjects whose self-concept was negative at the first setting were significantly less stable in self-concept than subjects whose self-concept was positive… . Subjects who persisted in a negative self-concept over the two year period gave evidence of significantly more maladjustment." 16 refs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Congruence between self-concept and public image.

Administered measures of dominance and affection to 13 graduate psychology students. Dominance was reliably measured by both sociometric rankings and rankings based on interpersonal checklists. Self-concept and public image regarding dominance were correlated even though there was a gradient of correlations, depending on the source of information and the levels being tapped. Measures of affection were much more unreliable, indicating that even sophisticated ss have a great deal of difficulty in objectively evaluating their likability as judged by others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vocational self-concept crystallization and vocational indecision.

A. Korman (1966, 1967, 1970) and D. E. Super (1963) have developed theoretical models to explain the processes underlying the relationship between self-esteem and vocational decisional status. These models differ in their predictions regarding the vocational self-concept crystallization of high and low self-esteem persons. The relationship between vocational self-concept crystallization and global self-esteem (as measured by the Total Positive Scale of the Tennessee Self-Concept Scale) was investigated using 102 undergraduates as Ss. A significant difference was found for both sexes in the degree of crystallization across self-esteem levels, thereby supporting Super's model over Korman's. Support was found, however, for the basic assumption of Korman's model that high self-esteem individuals perceive themselves as competent, need-satisfying decision makers to a greater degree than low self-esteem individuals. The absence of any sex effects is discussed in relation to career development theories in general. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem in open and traditional classrooms.

Self-esteem of 350 7th graders from open and traditional elementary schools was measured according to the Coopersmith Self-Esteem Inventory and corresponding Coopersmith Behavior Rating Form. The 7 open and 8 traditional classes used in the study were rated according to the Walberg-Thomas Scales (a teacher questionnaire and classroom observation scale) and were found to be significantly different treatment groups. No differences in self-esteem were found between the groups, however, nor were main effects found for socioeconomic status, IQ, or sibling position. The sex factor did show significant difference. Findings indicate that skepticism is necessary regarding claims that the open school format fosters self-esteem. Additional data that use consistent measuring instruments and vary S populations are needed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study.

Relations between academic self-concept (ASC) and measures of reading-related performance and self-concept were examined in 60 beginning school children who, after 2 years of schooling, were assessed as having positive, negative, or typical ASCs. Data were collected soon after school entry, toward the end of Years 1 and 2, and during the middle of Year 3. Children with negative ASCs performed poorly on reading-related tasks and reported more negative reading self-concepts than did children with positive or typical ASCs. Reading was also highly predictive of negative and positive ASC group membership, but not of typical ASC group membership. Past studies of relations between ASC and achievement involving full-range samples of young children have underestimated the point in time when these factors become causally related to each other. The negative consequences of young children developing patterns of difficulty in learning to read are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)