Effects of Experienced Success or Failure on Self-Esteem and Problem-Solving Ability

1981 ◽  
Vol 49 (1) ◽  
pp. 295-300 ◽  
Author(s):  
John S. Craparo ◽  
Regina P. Hines ◽  
Wesley A. Kayson
Keyword(s):  
Problem Solving ◽  
Social Comparison ◽  
Cognitive Dissonance ◽  
Self Esteem ◽  
The Other ◽  
Main Effects ◽  
Female Subjects

The effects of experienced success or failure on self-esteem and problem-solving ability were studied. 54 female subjects aged 18 to 22 yr. were tested. Two manipulative tasks were performed on pairs in which both either experienced success, failure, or in mixed pairs where one experienced success and the other failure. After the manipulation of success or failure each subject was asked to complete an amended version of the Coopersmith Self-esteem Inventory. The subjects were then asked to solve 10 five-letter anagrams following a 14253 pattern. Two 2 × 2 factorial analyses of variance were performed on self-esteem scores and anagram performance. The main effects of success and failure were significant, successful subjects had high self-esteem and solved more anagrams than subjects who failed. No interaction between subjects' success and partners' success occurred. Expectancies about performance, cognitive dissonance, and social comparison processes are discussed.

Replacement between Conformity and Counter-Conformity in Consumption Decisions

2013 ◽  
Vol 112 (1) ◽  
pp. 125-150 ◽  
Author(s):  
Ting-Jui Chou ◽  
Qi Dai ◽  
En-Chung Chang ◽  
Veronica Wong
Keyword(s):  
Theoretical Model ◽  
Cognitive Dissonance ◽  
Self Esteem ◽  
The Other ◽  
Perceived Similarity ◽  
Chinese Context ◽  
Self Perceptions ◽  
Consumption Decisions ◽  
Conformity Behavior ◽  
The Way

This study assessed, in a Chinese context, how self-esteem interacts with perceived similarity and uniqueness to yield cognitive dissonance, and whether the dissonance leads to self-reported conformity or counter-conformity behavior. Participants were 408 respondents from 4 major Chinese cities ( M age = 33.0 yr., SD = 4.3; 48% men). Self-perceptions of uniqueness, similarity, cognitive dissonance, self-esteem and need to behave in conformity or counter-conformity were measured. A theoretical model was assessed in four situations, relating the ratings of self-esteem and perceived similarity/uniqueness to the way other people at a wedding were dressed, and the resultant cognitive dissonance and conformity/counter-conformity behavior. Regardless of high or low self-esteem, all participants reported cognitive dissonance when they were told that they were dressed extremely similarly to or extremely differently from the other people attending the wedding. However, the conforming/counter-conforming strategies used by participants to resolve the cognitive dissonance differed. When encountering dissonance induced by the perceived extreme uniqueness of dress, participants with low self-esteem tended to say they would dress next time so as to conform with the way others were dressed, while those with high self-esteem indicated they would continue their counter-conformity in attire. When encountering dissonance induced by the perceived extreme similarity to others, both those with high and low self-esteem tended to say they would dress in an unorthodox manner to surprise other people in the future.

On the Confluence of Self-Esteem Maintenance Mechanisms

2000 ◽  
Vol 4 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Abraham Tesser
Keyword(s):  
Social Comparison ◽  
Cognitive Dissonance ◽  
Self Esteem ◽  
Current Theory ◽  
Regulation Mechanisms ◽  
Dissonance Reduction

A case is made for the substitutability of self-esteem regulation mechanisms such as cognitive dissonance reduction, self-affirmation, and social comparison. For example, a threat to self via cognitive dissonance might be reduced by a favorable social comparison outcome. To explain substitution, it is suggested that self-esteem regulation mechanisms inevitably produce affect and that affect mediates the completion of various self-esteem regulation processes. Substitution can be understood in terms of the transfer of affect from the initial mechanism to the substitute mechanism. To be effective, this transfer must take place without awareness. Also discussed is the substitution of self-esteem regulation mechanisms across different self-domains versus within a single self-domain. Current theory suggests that substitution might be more effective within domain; that is, it is better to bolster the aspect of self that has been threatened. It is suggested here, however, that substitution across self-domain might be relatively resilient and easier to accomplish.

Personality, self‐esteem, and self‐construal as correlates of forgivingness

2004 ◽  
Vol 18 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Félix Neto ◽  
Etienne Mullet
Keyword(s):  
Correlation Coefficients ◽  
Self Esteem ◽  
The Other ◽  
Personality Factor ◽  
Future Studies ◽  
Relative Independence ◽  
Self Construal ◽  
Willingness To Forgive ◽  
Main Effects ◽  
The Relationship

The relationship between forgivingness (enduring resentment, sensitivity to circumstances, and overall propensity to forgive) and a number of personality dimensions relevant to forgivingness was examined. These dimensions were self‐esteem, shyness and embarrassment, on one hand, and self‐construal and perceived loneliness, on the other hand. The main relationships between forgivingness and personality concerned the interpersonal dimensions of personality: shyness, embarrassment, independence from others, and interdependence with others. However, the intra‐personal, strictly self‐referential concomitants of these dimensions (self‐esteem and loneliness) were not much linked to forgivingness. Furthermore, each personality factor had a distinct link with forgivingness: independence made the resentment still more enduring, shyness and social embarrassment exacerbated the sensitivity to circumstances, and interdependence increased the willingness to forgive. These findings throw light on the double aspect of forgiveness as intra‐ and inter‐individual and on the relative independence of these aspects. The observed pattern of relationships varied notably (and significantly) as a function of the participants' genders. It could be therefore important, in future studies, to compute systematically correlation coefficients or assess main effects separately for women and men. Copyright © 2003 John Wiley & Sons, Ltd.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

scholarly journals A Sequential Multiple Assignment Randomized Trial (SMART) study of medication and CBT sequencing in the treatment of pediatric anxiety disorders

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bradley S. Peterson ◽  
Amy E. West ◽  
John R. Weisz ◽  
Wendy J. Mack ◽  
Michele D. Kipke ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Anxiety Disorders ◽  
Randomized Trial ◽  
The Other ◽  
Smart Study ◽  
Main Effect ◽  
Multiple Assignment ◽  
Stage 1 ◽  
Main Effects ◽  
Treatment Sequences

Abstract Background Treatment of a child who has an anxiety disorder usually begins with the question of which treatment to start first, medication or psychotherapy. Both have strong empirical support, but few studies have compared their effectiveness head-to-head, and none has investigated what to do if the treatment tried first isn’t working well—whether to optimize the treatment already begun or to add the other treatment. Methods This is a single-blind Sequential Multiple Assignment Randomized Trial (SMART) of 24 weeks duration with two levels of randomization, one in each of two 12-week stages. In Stage 1, children will be randomized to fluoxetine or Coping Cat Cognitive Behavioral Therapy (CBT). In Stage 2, remitters will continue maintenance-level therapy with the single-modality treatment received in Stage 1. Non-remitters during the first 12 weeks of treatment will be randomized to either [1] optimization of their Stage 1 treatment, or [2] optimization of Stage 1 treatment and addition of the other intervention. After the 24-week trial, we will follow participants during open, naturalistic treatment to assess the durability of study treatment effects. Patients, 8–17 years of age who are diagnosed with an anxiety disorder, will be recruited and treated within 9 large clinical sites throughout greater Los Angeles. They will be predominantly underserved, ethnic minorities. The primary outcome measure will be the self-report score on the 41-item youth SCARED (Screen for Child Anxiety Related Disorders). An intent-to-treat analysis will compare youth randomized to fluoxetine first versus those randomized to CBT first (“Main Effect 1”). Then, among Stage 1 non-remitters, we will compare non-remitters randomized to optimization of their Stage 1 monotherapy versus non-remitters randomized to combination treatment (“Main Effect 2”). The interaction of these main effects will assess whether one of the 4 treatment sequences (CBT➔CBT; CBT➔med; med➔med; med➔CBT) in non-remitters is significantly better or worse than predicted from main effects alone. Discussion Findings from this SMART study will identify treatment sequences that optimize outcomes in ethnically diverse pediatric patients from underserved low- and middle-income households who have anxiety disorders. Trial registration This protocol, version 1.0, was registered in ClinicalTrials.gov on February 17, 2021 with Identifier: NCT04760275.

Sharing of Knowledge and Problem Solving When Teammates Have Diverse Hearing Status

2021 ◽  
pp. 104649642110102
Author(s):  
Michael Stinson ◽  
Lisa B. Elliot ◽  
Carol Marchetti ◽  
Daniel J. Devor ◽  
Joan R. Rentsch
Keyword(s):  
Problem Solving ◽  
Hard Of Hearing ◽  
The Other ◽  
Postsecondary Students ◽  
Problem Solution ◽  
Group Problem ◽  
Team Members ◽  
Group Problem Solving ◽  
Complete Problem ◽  
Hearing Status

This study examined knowledge sharing and problem solving in teams that included teammates who were deaf or hard of hearing (DHH). Eighteen teams of four students were comprised of either all deaf or hard of hearing (DHH), all hearing, or two DHH and two hearing postsecondary students who participated in group problem-solving. Successful problem solution, recall, and recognition of knowledge shared by team members were assessed. Hearing teams shared the most team knowledge and achieved the most complete problem solutions, followed by the mixed DHH/hearing teams. DHH teams did not perform as well as the other two types of teams.

The five‐factor personality model in applied settings

1994 ◽  
Vol 8 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Itzhak Montag ◽  
Joseph Levin
Keyword(s):  
Factor Analysis ◽  
Personality Inventory ◽  
The Other ◽  
Factor Solution ◽  
Male And Female ◽  
Neo Personality Inventory ◽  
Clear Cut ◽  
Five Factors ◽  
Male Subjects ◽  
Female Subjects

Two studies of the Revised NEO‐Personality Inventory (NEO‐PI‐R) conducted on two different applicant samples (one consisting of 539 female subjects and the other consisting of 396 male subjects) are reported. Factor analysis of the female sample yielded a five‐factor solution, highly congruent with the factors presented by Costa, McCrae and Dye (1991). Results of the male data were less clear‐cut, yielding four to five factors which were moderately congruent with the American data. The combined male and female sample showed again high congruence coefficients. Various minor deviations in the location of the facet variables are discussed.

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