ON CAUSAL ATTRIBUTION THE INTERACTIVE RELATIONSHIP BETWEEN SELF-ESTEEM AND TASK PERFORMANCE

1978 ◽  
Vol 6 (2) ◽  
pp. 211-221 ◽  
Author(s):  
Joy Patricia Burke
Keyword(s):  
Task Performance ◽  
Causal Attribution ◽  
Self Esteem ◽  
Interactive Relationship ◽  
And Task

SELF-ESTEEM AND TASK PERFORMANCE IN QUALITY CIRCLES.

1986 ◽  
Vol 29 (3) ◽  
pp. 617-623 ◽  
Author(s):  
J. Brockner ◽  
T. Hess
Keyword(s):  
Task Performance ◽  
Self Esteem ◽  
Quality Circles ◽  
And Task

Self-Esteem and Task Performance in Quality Circles

1986 ◽  
Vol 29 (3) ◽  
pp. 617-623
Author(s):  
Joel Brockner ◽  
Ted Hess
Keyword(s):  
Task Performance ◽  
Self Esteem ◽  
Quality Circles ◽  
And Task

The Effects of Initial Level of Self-Esteem, Gender, and Task Outcome on Causal Attribution and Affective Arousal

1992 ◽  
Vol 132 (4) ◽  
pp. 561-564 ◽  
Author(s):  
Robert Sterling ◽  
Donna Yeisley-Hynes ◽  
Steven Little ◽  
Jacqueline Cater
Keyword(s):  
Initial Level ◽  
Causal Attribution ◽  
Self Esteem ◽  
Affective Arousal ◽  
And Task

SELF-EVALUATIONS INVOLVED IN GOAL SETTING AND TASK PERFORMANCE

1997 ◽  
Vol 25 (2) ◽  
pp. 177-181 ◽  
Author(s):  
Verlin B. Hinsz ◽  
David C. Matz
Keyword(s):  
Task Performance ◽  
Goal Setting ◽  
Self Esteem ◽  
Task Set ◽  
The Poor ◽  
Relative Ability ◽  
Positive Attitudes ◽  
Lower Expectation ◽  
Evaluation Group ◽  
And Task

Reactions from individuals having high (>50%) and low (<50%) evaluations of their relative ability on a task are compared. Low evaluation individuals had lower self-esteem as compared to the high evaluation group. The low evaluation group also had lower self-efficacy on the task, set lower goals, and had a lower expectation that they would attain the goal than the high evaluation group. In addition, the low evaluation group had less positive attitudes and lower commitment toward attaining the goal. Perhaps as a consequence of the poor evaluations, the low evaluation group had lower task performance and continued to have lower self-esteem subsequent to task performance.

Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1555-1562 ◽  
Author(s):  
Thomas D. Green ◽  
Roger C. Bailey ◽  
Otto Zinser ◽  
Dale E. Williams
Keyword(s):  
Task Performance ◽  
Causal Attribution ◽  
Affective Response ◽  
Self Esteem ◽  
Affective Responses ◽  
Partial Support ◽  
Cognitive Consistency ◽  
Consistency Theory ◽  
Performance Analyses ◽  
Self Acceptance

Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

Relationship of Self-Esteem, IQ, and Task Performance for a Sample of USA Undergraduates

1985 ◽  
Vol 56 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Alex D. Lynch ◽  
Peter Clark
Keyword(s):  
Task Performance ◽  
Cognitive Task ◽  
Self Esteem ◽  
Sample Problem ◽  
Correct Analysis ◽  
And Performance ◽  
Relationship Of ◽  
And Task

Assessments of self-esteem, IQ, and performance on a cognitively demanding task were obtained from 45 college undergraduates. In addition, subjects were asked to predict how well they thought they would do on the “cognitive task” after having seen one sample problem, to estimate how well they thought they had done after completing all of the problems, how difficult they thought each problem was, and how certain they were that their answer was correct. Analysis indicated that self-esteem was significantly related to performance, independently of the covarying effect of intelligence. Contrary to expectations, however, individuals high in self-esteem did not predict that they would do better, and they did not express more confidence in their answers to the problems. Methodological and substantive implications pertaining to the mechanism whereby self-esteem influences achievement are discussed.

Motivational Correlates of Vigilance Task Engagement

2017 ◽  
Vol 61 (1) ◽  
pp. 1524-1528 ◽  
Author(s):  
Alexis R. Neigel ◽  
Victoria L. Claypoole ◽  
Kristen M. Waldorf ◽  
Daryn A. Dever ◽  
James L. Szalma
Keyword(s):  
Individual Differences ◽  
Stress State ◽  
Task Performance ◽  
Achievement Motivation ◽  
Vigilance Task ◽  
Self Esteem ◽  
Task Engagement ◽  
Long Form ◽  
Engagement Factors ◽  
And Task

There is relatively little research on the intersection of state and trait motivation measures and vigilance task engagement. The present research demonstrates and catalogs the correlation between several measures of self-reported motivation and task engagement factors on the short- and long-form versions of the Dundee Stress State Questionnaire (DSSQ; Matthews et al., 2002; Matthews, 2016). Data was collected from 200 participants across three vigilance studies. Evidence from correlational analyses indicated that state intrinsic motivation, trait achievement motivation, and trait self-esteem are related to perceived task engagement at both pre- and post-task. This research demonstrates that individual differences in state and trait motivation are important to consider in the measurement of vigilance task engagement and stressrelated task performance.

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