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From vulnerability to resilience: learning orientations buffer contingent self-esteem from failure.

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Area of Science:

  • Psychology
  • Educational Psychology

Background:

  • Self-worth can be contingent on specific domains, such as academic achievement.
  • Failure in these domains can negatively impact self-esteem and emotional well-being.
  • Theories of intelligence (entity vs. incremental) may influence how individuals respond to academic challenges.

Purpose of the Study:

  • To investigate the buffering effect of a learning orientation on self-esteem following academic failure.
  • To examine the interaction between academic contingencies of self-worth (CSW) and theories of intelligence in moderating self-esteem vulnerability.
  • To determine if a learning orientation can mitigate the negative effects of failure for students with high academic CSW.

Main Methods:

  • An experiment was conducted involving participants with varying levels of academic CSW.
  • Participants were primed with either an entity theory or an incremental theory of intelligence.
  • Self-esteem and negative affect were measured after participants experienced success or failure on an academic test.

Main Results:

  • Participants with high academic CSW and primed with an entity theory showed decreased self-esteem and increased negative affect after failure.
  • These negative effects were eliminated when participants with high academic CSW were primed with an incremental theory (learning orientation).
  • An incremental theory of intelligence acted as a buffer against self-esteem threats for students highly invested in academic success.

Conclusions:

  • Endorsing a learning orientation effectively minimizes threats to self-esteem among students whose self-worth is contingent on academic performance.
  • A learning orientation may enable students to persist in challenging academic tasks and learn from failure.
  • Promoting an incremental theory of intelligence can be a valuable strategy for supporting student well-being and academic resilience.