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

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9 ◽  
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.

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

2015 ◽  
Vol 43 (3) ◽  
pp. 519-528 ◽  
Author(s):  
Quanlei Yu ◽  
Jianwen Chen ◽  
Qiuying Zhang ◽  
Shenghua Jin
Keyword(s):  
Undergraduate Students ◽  
Response Latency ◽  
Implicit Association Test ◽  
Chinese Culture ◽  
Self Esteem ◽  
Moderating Effect ◽  
Implicit Association ◽  
Weak Correlation ◽  
Implicit And Explicit ◽  
The Relationship

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.

Self-Esteem Implicit Association Test--Dutch Version

2007 ◽  
Author(s):  
Erik Franck ◽  
Rudi De Raedt ◽  
Mieke Dereu ◽  
Dirk Van den Abbeele
Keyword(s):  
Implicit Association Test ◽  
Self Esteem ◽  
Association Test ◽  
Implicit Association ◽  
Dutch Version

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

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.

scholarly journals Brain responses of dysphoric and control participants during a self‐esteem implicit association test

2021 ◽  
Author(s):  
Yixue Lou ◽  
Yi Lei ◽  
Piia Astikainen ◽  
Weiwei Peng ◽  
Suzanne Otieno ◽  
...  
Keyword(s):  
Implicit Association Test ◽  
Self Esteem ◽  
Association Test ◽  
Implicit Association ◽  
Brain Responses ◽  
And Control

Is Paranoia a Defence against or an Expression of Low Self–Esteem?

2011 ◽  
Vol 25 (5) ◽  
pp. 326-335 ◽  
Author(s):  
David C. Cicero ◽  
John G. Kerns
Keyword(s):  
Attributional Style ◽  
Implicit Association Test ◽  
Self Esteem ◽  
Association Test ◽  
Implicit Association ◽  
Defensive Reaction ◽  
Negatively Associated ◽  
Expression Model ◽  
Defense Model

Paranoia has been hypothesized to be negatively correlated with self–esteem. However, hypotheses differ about how low self–esteem might produce paranoia. The paranoia as defense model views paranoia as a defensive reaction against low self–esteem. In contrast, the paranoia as expression model views paranoia in part as a reflection of low self–esteem. In the current study, paranoia was negatively associated with global explicit self–esteem, self–competence, self–liking and self–serving attributional style, but unassociated with implicit self–esteem as measured with the Implicit Association Test. In contrast, facets of narcissism, which also have been hypothesized to be associated with defensive self–processing, were associated with defensiveness. Overall, these results suggest that paranoia is better represented by the expression model. Copyright © 2010 John Wiley & Sons, Ltd.

On the Role of the Implicit Self-Concept in Adult Attachment

2008 ◽  
Vol 24 (4) ◽  
pp. 282-289 ◽  
Author(s):  
Marieke Dewitte ◽  
Jan De Houwer ◽  
Ann Buysse
Keyword(s):  
Attachment Style ◽  
Implicit Association Test ◽  
Reliability And Validity ◽  
Self Esteem ◽  
Self Report ◽  
Self Concept ◽  
Relational Self ◽  
Implicit Association ◽  
Attachment Research

We report a study that was designed to investigate attachment-related differences in the implicit self-concept and to evaluate the psychometric properties of the Implicit Association Test (IAT) in the context of attachment research. Two variants of the IAT were used to assess implicit relational self-esteem and relational anxiety after stress induction. Results showed that both the relational self-esteem and relational anxiety IAT (1) were meaningfully related to individual differences in attachment style and (2) predicted cognitive and affective reactions to attachment-related distress in addition to and beyond self-report measures of attachment. The results provide evidence for the reliability and validity of the IAT as an index of the implicit attachment self-concept.

Exaggeration is Harder Than Understatement, but Practice Makes Perfect!

2011 ◽  
Vol 58 (6) ◽  
pp. 464-472 ◽  
Author(s):  
Jessica Röhner ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Individual Differences ◽  
Implicit Association Test ◽  
Self Esteem ◽  
Implicit Association ◽  
Baseline Assessment ◽  
Complex Interplay ◽  
Factors Influencing ◽  
Individual Strategies ◽  
Relevant Factors ◽  
Do So

Previous research on the fakeability of the Implicit Association Test (IAT) yielded inconsistent results. The present study simultaneously analyses several relevant factors: faking direction, type of instructions, and practice. Furthermore, it takes baseline individual differences into account. After a baseline assessment in a self-esteem IAT without faking instructions (t0), participants in the faking conditions then (t1) faked high or low scores without being provided with recommended strategies on how to do so (i.e., individual strategies). At t2 and t3, they were asked to fake the IAT after having received information on recommended faking strategies. At t4, faking direction was reversed. Without the recommended strategies, faking high scores was not possible, but faking low scores was. With the recommended strategies, participants needed additional practice to fake high scores. When faking directions were reversed, participants were successful without additional practice, suggesting a transfer in faking skills. In most of the faking attempts, faking success was moderated by individual differences in baseline implicit self-esteem. This suggests that the complex interplay of factors influencing faking success should be taken into account when considering the issue of fakeability of the IAT.

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