ERIC Number: EJ898975
Record Type: Journal
Publication Date: 2010-Nov
Abstractor: As Provided
Reference Count: 42
Performance Concern, Contingent Self-Worth, and Responses to Repeated Achievement Failure in Second Graders
Smiley, Patricia A.; Coulson, Sheri L.; Greene, Joelle K.; Bono, Katherine L.
Social Development, v19 n4 p779-798 Nov 2010
Individual differences in emotion, cognitions, and task choice following achievement failure are found among four- to seven-year-olds. However, neither performance deterioration during failure nor generalization after failure--aspects of the helpless pattern in 10-year-olds--have been reliably demonstrated in this age group. In the present study, 78 second graders worked on a series of unsolvable and solvable puzzles and then on a figure-matching task. We assessed levels of performance concern and performance-contingent self-worth, and their relations to performance during and after failure. As predicted, performance concern and performance-contingent self-worth were independent self-regulatory processes. Performance concern was related to strategy use during and after failure and performance-contingent self-worth was related to postfailure performance. These results provide empirical support for Burhans and Dweck's model of the origins of individual differences in motivation. Similarities in behaviors and mechanisms of effect for children's and adults' responses to failure are discussed.
Descriptors: Age, Individual Differences, Grade 2, Self Concept, Failure, Generalization, Task Analysis, Puzzles, Prediction, Metacognition, Learning Strategies, Elementary School Students, Child Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Authoring Institution: N/A