Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students
Bibliographic Data
| ID | 15499620 |
|---|---|
| Authors | María del Mar Ferradás (0000-0002-9716-8306, Universidade da Coruña, corresponding author), Carlos Freire (0000-0002-6252-4016, Universidade da Coruña), Jose Corona Nunez (0000-0002-9187-1201, Universidad de Oviedo), Bibiana Regueiro (0000-0001-8519-960X, Universidade da Coruña) |
| Year | 2019 |
| Volume | 16 |
| Issue | 12 |
| Pages | 2218-2218 |
| Publication date | 2019-06-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph16122218 |
| PMID | 31234609 |
| OpenAlex | W2951613921 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
The high demands of academia and the fear of failure lead some university students to prioritize defending their personal worth through the use of complex strategies such as self-handicapping or defensive pessimism. Adopting a person-centered approach, this study established two objectives: First, to analyze the conformation of different motivational profiles based on the combination of self-esteem and achievement goals (learning, performance approach, and performance avoidance); and second, to determine if the identified profiles differ from one another in the use of self-handicapping and defensive pessimism. A total of 1028 university students participated in the research. Four motivational profiles were obtained: (a) High self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; (b) high self-esteem, high learning goals, low performance approach goals, and low performance avoidance goals; (c) low self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; and (d) low self-esteem, high learning goals, high performance approach goals, and medium performance avoidance goals. Profiles (c) and (d) were significantly related to self-handicapping and defensive pessimism, respectively. These results suggest that students with low self-esteem are more vulnerable to self-protection strategies. Additionally, under self-handicapping and defensive pessimism, the achievement goals are slightly different
Academic achievement · Developmental psychology · Goal Orientation · Need for achievement · Pessimism · Self-esteem · Self-regulated learning · Applied Psychology · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Self-criticism and self-enhancement
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research
How Many Clusters? Which Clustering Method? Answers Via Model-Based Cluster Analysis
Latent Class and Latent Transition Analysis
Goal Theory, Motivation, and School Achievement
Local solutions in the estimation of growth mixture models.
Achievement Goals and the Hierarchical Model of Achievement Motivation
Approach and avoidance motivation and achievement goals
Person-Centered and Variable-Centered Approaches to Longitudinal Data
A latent profile analysis of college students’ achievement goal orientation
Control of Attributions about the Self Through Self-handicapping Strategies
Academic resilience and its psychological and educational correlates
Classrooms
A social-cognitive approach to motivation and personality.
Testing the number of components in a normal mixture
Motivational and self-regulated learning components of classroom academic performance.
The Rosenberg Self-Esteem Scale
A Motivational Analysis of Defensive Pessimism and Self‐Handicapping
Costs of Self‐Handicapping
Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge
Achievement goals and improvement following failure
Does the confidence of first-year undergraduate students change over time according to achievement goal profile
A meta-analytic review of achievement goal measures
Self-Efficacy, Self-Esteem and Their Impact on Academic Performance
Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education
Achievement Orientations, School Adjustment, and Well‐being
Fear of failure
Self-reported versus behavioral self-handicapping
Defensive pessimism
Drug choice as a self-handicapping strategy in response to noncontingent success
Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem
Behavioral self-handicaps versus self-reported handicaps
Achievement goals and optimal motivation
Potential-based achievement goals
Academic self-handicapping
Global Self-Esteem and Specific Self-Esteem
Goal constructs in psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |