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Section 1

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Self-evaluation

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6 years ago

Date created

Mar 1, 2020

Cards (43)

Section 1

(43 cards)

Self-evaluation

Front

Attempts to judge aspects of one's self-concept, including one's competencies and abilities

Back

Entity theorists

Front

The belief that traits and abilities are fixed and do not change dramatically over one's lifetime

Back

self-affirmation theory

Front

A theory that (a) people often experience a self-image threat after engaging in an undesirable behavior; and (b) they can compensate by affirming another aspect of the self. Threaten people's self-concept in one domain, and they will compensate either by refocusing or by doing good deeds in some other domain.

Back

Social comparison theory

Front

The idea that we often only know who we are and what we are capable of by comparing ourselves to others

Back

self-handicapping

Front

the strategy whereby people create obstacles and excuses for themselves so that if they do poorly on a task, they can avoid blaming themselves

Back

Self Esteem

Front

refers to how favorably or unfavorably people evaluate themselves (Baumeister & Bushman, 2013).

Back

Self concept

Front

An individual's collection of self-knowledge

Back

Mueller and Dweck (1998)

Front

To assess how praise can undermine children's motivation and performance, ______________________ conducted a study on fifth graders.

Back

Self-enhancement

Front

refers to the motivation to enhance the positive aspects and decrease the negative aspects of our self-concept (Alicke & Sedikides, 2011; Sedikides & Gregg, 2008; Sedikides & Strube, 1995).

Back

Flow

Front

The subjective state in which people feel completely absorbed and focused on an activity

Back

Bouffard and colleagues (1995)

Front

found that students who not only wanted to improve their competencies (learning goal) but also wanted to prove their competencies to others (performance goal) were the most successful. By adopting both goals, these students were essentially getting the best of both worlds.

Back

Perception of competency level

Front

We discuss how people who perceive themselves to be competent in a particular domain respond differently from people who perceive themselves to be incompetent.

Back

2 x 2

Front

The idea that goals are distinguished by whether they are performance versus learning goals and approach versus avoidance goals

Back

Downward social comparison

Front

comparing ourselves to people who are worse than we are with regard to a particular trait or ability

Back

Part of social comparison theory

Front

Self-Assessment Self-Verification Self-Enhancement Self-Improvement

Back

Elliot and McGregor (2001)

Front

When investigating this taxonomy, __________________ found that learning-approach goals were the most beneficial.

Back

self-serving attributional bias

Front

the tendency to attribute failure and other bad events to external circumstances, and to attribute success and other good events to oneself

Back

Meta - analysis

Front

A statistical procedure that allows researchers to combine the results of several studies in order to test a single research hypothesis

Back

Beliefs about where competencies come from

Front

As you will learn when discussing entity versus incremental beliefs, people who think their competencies are something they were born with respond quite differently from people who think their competencies are something they had to work to achieve.

Back

Need for competence

Front

refers to a basic desire for effectiveness, ability, or success

Back

Excuse making

Front

Attempts to shift attributions for a negative outcome from internal causes to external causes

Back

Contingencies of self-worth

Front

The extent that an event is relevant to one's self-esteem

Back

Atkinson, 1957; Elliot & Harackiewicz, 1996

Front

An approach goal focuses on the desire to approach success ("I want to earn an A in the class") whereas an avoidance goal focuses on a desire to avoid failure ("I don't want to fail the class"

Back

Bandura 1986, 1997

Front

Our early experiences with success and failure lead us to develop fairly stable self-efficacy beliefs in a particular domain

Back

Diagnostic task

Front

A task that provides accurate information and reduces uncertainty about one's ability level

Back

Positive feedback

Front

One behavioral outcome is that people with this motive seek out positive feedback (regardless of their own self-views). So a student motivated by self-enhancement may enroll in an easy math course, regardless of whether she thinks she is good or bad at math. By seeking out an easy class, she ensures she will succeed and therefore will feel good about her math skills. Notice how self-verification and self-enhancement seem to predict the same behavior for people with positive self-views, but they differ in predicting behavior for people will negative self-views.

Back

Positive illusions

Front

Self-enhancement also motivates people to hold self-perceptions that are overly positive (Taylor & Brown, 1988). That is, they think they are more competent than they really are. These exaggerated self-perceptions are commonly called

Back

Level of confidence =

Front

Abilities + self-efficacy

Back

Types of goals

Front

Some people adopt the goal to improve their competence (learning goals) whereas others adopt the goal to prove their competence. We explore this idea in a discussion of learning versus performance goals.

Back

(Berglas & Jones, 1978)

Front

Men took an easy or difficult IQ test, and their performance was made public or kept private _______________. Next, before taking a second IQ test they were given a choice between testing two drugs: a performance-enhancing drug or a performance-impairing drug.

Back

Self-assessment

Front

refers to the motivation to obtain an accurate evaluation of one's abilities and competencies (Sedikides & Strube, 1995; Trope, 1986).

Back

(Schunk & Gunn, 1986)

Front

In one study, teachers identified the 9-year-olds in their class who were struggling with their schoolwork ________________________. Next, the identified children completed a measure of their academic self-efficacy. Finally, the children were given a list of possible attributions for a prior academic success

Back

Incremental theorists

Front

The belief that traits and abilities are malleable and change over time

Back

Fisher (1978)

Front

To test this idea in an experiment, _______________ had students work on word-find puzzles that required them to locate words vertically or horizontally within a letter matrix. He gave half of the students an autonomous version of the puzzle task that consisted of a moderately difficult set of puzzles. People who put in the effort would perform well and those who didn't put in the effort would perform poorly, so their performance was largely tied to the amount of effort they put into the task. Fisher gave the other half of the students a nonautonomous puzzle task that consisted of a set of very difficult puzzles

Back

Better-than-average effect

Front

Collectively, this pattern of thinking that we are better than the average is aptly referred to as the

Back

Self-verification

Front

refers to this motivation to maintain consistency between self-conceptions and new information (Swann, 1983, 2012; Swann, Rentfrow, & Guinn, 2003). According to this motive, people want feedback that confirms (or "verifies") what they already believe about themselves.

Back

Sheldon and Gunz (2009)

Front

had college students complete a personality test and then gave some of them feedback suggesting they had a deficit in competence.

Back

Mueller and Dweck (1998)

Front

Study by ____________ gave evidence that the type of praise received changed the way the children thought about their abilities.

Back

(Cury, Elliot, Da Fonseca, & Moller, 2006; Elliot, 1999, 2006)

Front

The second explanation suggests that there are two types of performance goals: one good and one bad. Elliot and colleagues assert that in addition to goals being learning versus performance, they can also be approach versus avoidance

Back

Self Efficacy

Front

refers to this perception or belief about our ability to accomplish a particular task (Bandura, 1977, 1986; Maddux & Gosselin, 2012). The greater our self-efficacy, the more we believe we have the skills necessary to successfully accomplish something.

Back

Mueller and Dweck (1998)

Front

After measuring these beliefs,____________________ assessed whether the children adopted learning or performance goals on a second analytical test. To measure this goal choice, the children were given an option between two tests. The performance goal test was framed as a test composed of "fairly easy items in which most people perform well." The learning goal test was framed as a test composed of items that "you would learn a great deal from, even if you did not get all of them correct." As expected, children praised for their ability were more likely to select the performance goal test whereas children praised for their effort were least likely to select this test. Thus, the type of praise in turn influenced the type of goals the children adopted.

Back

Goal fusion

Front

The extent that a goal is perceived to be integrated into a person's self-concept

Back

Achievement motivation

Front

It may be that some people are just more driven to fulfill their competence need than others. This concept, often referred to as achievement motivation, reflects one of the earliest individual differences explored within the study of motivation. As such, we save our discussion of it for our later chapter on individual differences in motivation.

Back