Implicit and Explicit Self-Esteem: The Moderating Effect of Individualism

Results of studies on the relationship between implicit (ISE) and explicit (ESE) self-esteem have been inconsistent, possibly because of the moderating influence of factors such as gender, response latency, and cognitive load. We examined the moderating effect of cultural tendency on the relationship between ISE and ESE in the context of Chinese culture. We developed a Chinese version of the Implicit Association Test (IAT) to measure participants' ISE. Participants were 100 undergraduate students at 2 Chinese universities, who completed the IAT and a series of quantitative measures to assess their ISE, ESE, and cultural tendency. Results showed that there was a weak correlation between ISE and ESE, and that individualism, rather than collectivism, moderated the relationship between ISE and ESE.

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Implicit collective self-esteem: A comparative analysis of Gelao and Han teenagers

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8590 ◽

2019 ◽

Vol 47 (12) ◽

pp. 1-10

Author(s):

Hongyun Lyu ◽

Ningjian Liang ◽

Zhen Guo ◽

Rogelio Alejo Rodriguez

Keyword(s):

Ethnic Group ◽

Implicit Association Test ◽

Correlation Coefficients ◽

Self Esteem ◽

Association Test ◽

Implicit Association ◽

Collective Self ◽

Implicit And Explicit ◽

Collective Self Esteem ◽

The Relationship

In this study we examined the differences in implicit collective self- esteem between Gelao and Han teenagers, using the Implicit Association Test. We also explored the relationship between participants' implicit and explicit collective self-esteem with the Implicit Association Test and the Explicit Collective Self-Esteem Scale. Participants were 169 teenagers residing in Gelao regions in China. The results showed that both Gelao and Han participants had an implicit collective self-esteem effect (i.e., tended to associate their own ethnic group with positive words and the other ethnic group with negative words), and this effect was significantly higher among Gelao than among Han participants. Further, scores on the importance-to-identity subscale of the Explicit Collective Self-Esteem scale were significantly higher in the Gelao versus the Han group. The correlation coefficients between implicit and explicit collective self-esteem for both groups were very low. The significance of the study findings is discussed.

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How success enhances self-serving bias: A multinomial process model of the Implicit Association Test

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8008 ◽

2019 ◽

Vol 47 (7) ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Zhongyang Wang ◽

Yi Li ◽

Zheng Jin ◽

Timothy Tamunang Tamutana

Keyword(s):

Undergraduate Students ◽

Implicit Association Test ◽

Process Model ◽

Self Esteem ◽

Regulation Mechanism ◽

Implicit Association ◽

Desirable Outcome ◽

Subsequent Application ◽

External Forces ◽

Better Than

Self-serving bias is individuals' belief that leads them to blame external forces when bad things happen and to give themselves credit when good things happen. To evaluate how underlying evaluative associations toward the self or others differ between individuals, and/or how the regulation mechanism of the influence of such associations differs, we used a multinomial process model to measure the underlying implicit self-esteem in these processes with 56 Chinese undergraduate students. The results indicated that participants assessed themselves as being better than others when their performance was followed by a desirable outcome. Subsequent application of the quadruple processes showed that both activation of positive associations toward self and regulation of the associations played important roles in attitudinal responses. Our findings may provide a supplementary explanation to that of previous results, promoting understanding of the mechanism underlying self-serving bias.

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The relationship between implicit and explicit self-esteem: The moderating effect of handedness

Personality and Individual Differences ◽

10.1016/j.paid.2015.09.038 ◽

2016 ◽

Vol 89 ◽

pp. 1-5 ◽

Cited By ~ 3

Author(s):

Quanlei Yu ◽

Qiuying Zhang ◽

Shenghua Jin ◽

Jianwen Chen ◽

Yingjie Han ◽

...

Keyword(s):

Self Esteem ◽

Moderating Effect ◽

Implicit And Explicit ◽

The Relationship

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Social Axioms and Implicit Attitudes About People with Disabilities

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2012.40.2.251 ◽

2012 ◽

Vol 40 (2) ◽

pp. 251-258 ◽

Cited By ~ 5

Author(s):

Lili Ma ◽

Shuang Chen ◽

Mingjie Zhou ◽

Jianxin Zhang

Keyword(s):

Undergraduate Students ◽

Implicit Association Test ◽

Implicit Attitudes ◽

People With Disabilities ◽

The Other ◽

Implicit Association ◽

Social Axioms ◽

Fate Control ◽

The Social ◽

The Relationship

We investigated the relationship between social axioms and implicit attitudes toward people with disabilities. Participants were 101 undergraduate students (male = 30, female = 71) from a university in Beijing. Social axioms were assessed using the Social Axioms Survey (Leung et al., 2002) and implicit attitudes were measured using the Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998). Data analysis showed that the social axiom dimension of fate control was negatively related to implicit attitudes toward people with disabilities. None of the other 4 social axiom dimensions was found to be correlated with implicit attitudes.

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Discrepancies between Implicit and Explicit Self–concepts of Intelligence Predict Performance on Tests of Intelligence

European Journal of Personality ◽

10.1002/per.827 ◽

2012 ◽

Vol 26 (3) ◽

pp. 212-220 ◽

Cited By ~ 9

Author(s):

Friederike X. R. Dislich ◽

Roland Imhoff ◽

Rainer Banse ◽

Christine Altstötter–Gleich ◽

Axel Zinkernagel ◽

...

Keyword(s):

Implicit Association Test ◽

Self Esteem ◽

Intelligence Tests ◽

The Self ◽

Self Report ◽

Self Concept ◽

Implicit Association ◽

Automatic Associations ◽

High Intelligence ◽

Implicit And Explicit

Three studies investigated the correspondence between implicit and explicit self–concepts of intelligence and how that correspondence is related to performance on different intelligence tests. Configurations of these two self–concepts were found to be consistently related to performance on intelligence tests in all three studies. For individuals who self–reported high intelligence (high explicit self–concept), a negative implicit self–concept (measured with the Implicit Association Test) led to a decrease in performance on intelligence tests. For participants whose self–report indicated a low self–concept of intelligence, positive automatic associations between the self and intelligence had a similar effect. In line with a stress hypothesis, the results indicate that any discrepant configuration of self–concepts will impair performance. Importantly, the prediction of performance on intelligence tests by the self–concept of intelligence was shown to be independent of self–esteem (Study 3). Copyright © 2011 John Wiley & Sons, Ltd.

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Relationship between the Implicit Association Test and explicit measures of intergroup cognition: Data from the meta-analysis by Kurdi et al. (2018)

10.31234/osf.io/vpcx8 ◽

2019 ◽

Cited By ~ 3

Author(s):

Benedek Kurdi ◽

Mahzarin R. Banaji

Keyword(s):

Social Cognition ◽

Implicit Association Test ◽

Present Report ◽

Meta Analysis ◽

Association Test ◽

Implicit Association ◽

Statistical Heterogeneity ◽

Implicit And Explicit ◽

The Relationship ◽

Explicit Measures

In the present report we provide a brief summary of the relationship between implicit and explicit measures of social cognition based on the meta-analytic database analyzed in more detail with respect to the relationship between measures of social cognition and measures of intergroup behavior by Kurdi et al. (2018). In the present analysis, a statistically significant but small relationship emerged between implicit and parallel explicit measures of attitudes, stereotypes, and identity. The implicit–explicit relationship was characterized by high levels of statistical heterogeneity, thus making moderator analyses necessary. Implicit and explicit measures were more highly correlated with each other in studies (a) of sexual orientation (relative to other target group categories), (b) using the improved scoring algorithm to index IAT performance, (c) conducted using real-world or online samples (relative to general, student, and preselected samples), (d) conducted using foreign samples (relative to U.S. samples), and (e) conducted by authors with higher levels of experience involving the Implicit Association Test. Other variables that, based on theoretical or practical considerations, may have been expected to produce an effect had no impact.

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Instruction-Based Approach-Avoidance Effects

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000282 ◽

2015 ◽

Vol 62 (3) ◽

pp. 161-169 ◽

Cited By ~ 31

Author(s):

Pieter Van Dessel ◽

Jan De Houwer ◽

Anne Gast ◽

Colin Tucker Smith

Keyword(s):

Implicit Association Test ◽

Avoidance Training ◽

Social Groups ◽

Implicit Association ◽

Approach And Avoidance ◽

Evaluative Priming ◽

Blacks And Whites ◽

Approach Avoidance ◽

Implicit And Explicit ◽

Explicit Measures

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

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