مفید یا غیرمفید؟ خودتأییدگری بر گرایش های چالش - مقابله برای دانش آموزانی که از ریشخند می ترسند
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|76271||2016||10 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Individual Differences, Volume 45, January 2016, Pages 43–52
Studies suggest that self-affirmation interventions may help increase students' tendencies to confront challenges. However, we posited that self-affirmation cannot help students with higher levels of fear of being laughed at (gelotophobia) confront challenges because it may lead them to accept negative information (feelings of threat) about their ability and decrease their perceptions of self-ability. In support of this hypothesis, Experiment 1 found that being attribute-affirmed enhanced the tendencies to confront a challenging task for junior high school students with low gelotophobia, but not for those with high gelotophobia. Experiment 2 revealed that being value-affirmed increased challenge-confronting tendencies for senior high school students with low gelotophobia. However, it decreased high gelotophobia students' challenge-confronting tendencies because it caused them to feel less capable of performing the task. Thus, self-affirmation, which may decrease high gelotophobia students' self-perceived ability in challenging situations, may be unhelpful or even harmful in motivating them to confront challenges.