Self‐Improvement

This article approaches the topic of improvement from a self‐evaluation perspective, namely the interplay between the self‐improvement motive and social or evaluative feedback. The self‐improvement motive is reflected in conscious desire. It is also reflected in preferences for continuous upward feedback trajectories, upward comparison feedback, and feedback that may be self‐threatening in the present but is likely to be useful in the future. The last type of feedback preference is stronger following a resource‐bolstering experience (e.g., good mood, success feedback, self‐affirmation). Moreover, both direct and indirect activation of the self‐improvement motive facilitates recall of improvement‐oriented feedback. Such feedback is associated with increased satisfaction or positive affect, a pattern qualified by individual differences (e.g., self‐esteem, self‐theories). Finally, improvement‐oriented feedback yields better performance, a pattern also qualified by individual differences (e.g., self‐enhancement, self‐appraisal) as well as feedback attributes (gradual versus sudden). This territory‐mapping review will hopefully prove useful to future theorizing and research.     

A Self‐Regulatory Model of Behavioral Disinhibition in Late Adolescence: Integrating Personality Traits,Externalizing Psychopathology,and Cognitive Capacity

ABSTRACT Two samples with heterogeneous prevalence of externalizing psychopathology were used to investigate the structure of self‐regulatory models of behavioral disinhibition and cognitive capacity. Consistent with expectations, structural equation modeling in the first sample (N=541) showed a hierarchical model with 3 lower order factors of impulsive sensation seeking, antisociality/unconventionality, and lifetime externalizing problem counts, with a behavioral disinhibition superfactor best accounted for the pattern of covariation among 6 disinhibited personality trait indicators and 4 externalizing problem indicators. The structure was replicated in a second sample (N=463) and showed that the behavioral disinhibition superfactor, and not the lower order impulsive sensation seeking, antisociality/unconventionality, and externalizing problem factors, was associated with lower IQ, reduced short‐term memory capacity, and reduced working memory capacity. The results provide a systemic and meaningful integration of major self‐regulatory influences during a developmentally important stage of life.     

The Essentialized Self: Implications for Motivation and Self‐Regulation

Persuasion attempts are more likely to stick and less likely to be counterargued if they fit the ways people naturally make sense of themselves and their world. One way to do that is to yoke persuasion to the social categories people experience as “true” and “natural.” Gelman and Echelbarger's (2019) integrative review of essentialism outlines the emergence of essentialism in children's reasoning. Connecting their discussion with identity‐based motivation theory (D. Oyserman, 2015) and a culture‐as‐situated cognition (D. Oyserman, 2017) perspective, this commentary addresses how an essentialized self can facilitate or impair motivation and self‐regulation and potentiate or undermine persuasive efforts.     

Sources of Variance in Personality Facets: A Multiple‐Rater Twin Study of Self‐Peer,Peer‐Peer,and Self‐Self (Dis)Agreement

ABSTRACT This study considered the validity of the personality structure based on the Five‐Factor Model using both self‐ and peer reports on twins' NEO‐PI‐R facets. Separating common from specific genetic variance in self‐ and peer reports, this study examined genetic substance of different trait levels and rater‐specific perspectives relating to personality judgments. Data of 919 twin pairs were analyzed using a multiple‐rater twin model to disentangle genetic and environmental effects on domain‐level trait, facet‐specific trait, and rater‐specific variance. About two thirds of both the domain‐level trait variance and the facet‐specific trait variance was attributable to genetic factors. This suggests that the more personality is measured accurately, the better these measures reflect the genetic structure. Specific variance in self‐ and peer reports also showed modest to substantial genetic influence. This may indicate not only genetically influenced self‐rater biases but also substance components specific for self‐ and peer raters' perspectives on traits actually measured.     

Personal Values,Autonomy, and Self‐efficacy: Evidence from frontline service employees

Employee's self‐efficacy has been related with important outcomes for organizations, such as service quality and job performance. Thus, understanding the antecedents of self‐efficacy can have important payoffs. Accordingly, this paper investigates how personal values interact with autonomy to affect employee's self‐efficacy. The hypotheses are tested with a sample of bank employees. The results reveal that conservation is negatively related to self‐efficacy and that both openness to change and self‐enhancement values have a positive impact on self‐efficacy. Autonomy is also positively associated with self‐efficacy. Finally, autonomy mitigates the negative effects of conservation on self‐efficacy, and strengthens the positive effects of self‐enhancement on self‐efficacy.     

Self‐Compassion,Self‐Esteem,and Well‐Being

This article focuses on the construct of self‐compassion and how it differs from self‐esteem. First, it discusses the fact that while self‐esteem is related to psychological well‐being, the pursuit of high self‐esteem can be problematic. Next it presents another way to feel good about oneself: self‐compassion. Self‐compassion entails treating oneself with kindness, recognizing one’s shared humanity, and being mindful when considering negative aspects of oneself. Finally, this article suggests that self‐compassion may offer similar mental health benefits as self‐esteem, but with fewer downsides. Research is presented which shows that self‐compassion provides greater emotional resilience and stability than self‐esteem, but involves less self‐evaluation, ego‐defensiveness, and self‐enhancement than self‐esteem. Whereas self‐esteem entails evaluating oneself positively and often involves the need to be special and above average, self‐compassion does not entail self‐evaluation or comparisons with others. Rather, it is a kind, connected, and clear‐sighted way of relating to ourselves even in instances of failure, perceived inadequacy, and imperfection.     

Nonsuicidal Self‐Injury,Stress, and Self‐Differentiation

The authors surveyed 458 young adults and examined the relationships among stress, self‐differentiation, and nonsuicidal self‐injury (NSSI). They conducted multiple regression analyses to explore whether characteristics of self‐differentiation (i.e., emotional reactivity and “I position”) were related to NSSI after controlling for the effects of stress, as well as whether emotional reactivity and I position served as mediators in the stress–NSSI relationship. I position and emotional reactivity both contributed statistically significant variance to NSSI after accounting for stress. Moreover, both I position and emotional reactivity served as partial mediators in the stress–NSSI relationship. The authors discuss counseling and research implications.     

Personal Values and Intended Self‐Presentation during Job Interviews: A Cross‐Cultural Comparison

This study examined the impact of personal values on intended self‐presentation during job interviews among German, Ghanaian, Norwegian, and Turkish students (total N= 1,474). We also sought to explain cultural differences in self‐presentation among these groups. The Cultural Impression Management Scale for applicants (CIM‐A) and the Portrait Values Questionnaire were administered. A multigroup MIMIC model with invariant measurement and structural weights was supported, in which achievement, security, and benevolence values predicted a latent impression management factor. Intended impression management scores were significantly higher in the Ghanaian and Turkish samples than in the Norwegian and German samples. Values (achievement and security) accounted for 19.6 per cent of the cross‐cultural differences in self‐presentation. Adding acquiescence as an additional predictor (interpreted here as a measure of communication style) decreased the cross‐cultural differences by 52.8 per cent. It is concluded that values are similarly related to intended self‐presentation across these four groups, even though the cross‐cultural differences in mean scores in both sets of variables were considerable.     

Skill Level,Self‐Views and Self‐Theories as Sources of Error in Self‐Assessment

People's impressions of the quality of their performances are often surprisingly inaccurate. In this paper, I discuss three specific factors that contribute to error in self‐assessment. First, at a most basic level, individuals must possess a certain level of knowledge to simply distinguish weak from strong performances. Thus, a lack of skill can contribute to erroneous self‐assessments. Second, even those who possess skill might rely on the wrong information to evaluate their performances. I discuss how relying on preexisting self‐views can lead estimates of one's performance astray. Third, I discuss how motivational forces can play an indirect role in overconfidence. In particular, theories of intelligence that inspire people to think well of themselves also inspire behaviors that contribute to overconfident impressions of how well one has performed on a task. Finally, I discuss how we can draw on this research to improve accuracy in self‐assessments.     

Self‐Efficacy,Self‐Rated Abilities,Adjustment, and Academic Performance

This study examined the association between self‐efficacy and self‐rated abilities in conjunction with adjustment and academic performance with a diverse sample of 271 undergraduate college students with majors in the liberal arts. Significant positive associations between and among the constructs in different combinations were found. The discussion focuses on the theoretical and practice implications of the results and offers suggestions for further research.     

Procrastination,Self‐Downing,Self‐Doubt,and Rational Beliefs: A Moderated Mediation Model

A cross‐sectional study tested the integrated effects of self‐downing, self‐doubt, and rational beliefs on procrastination in a sample of Turkish undergraduate students (N = 315). Results suggest that both self‐downing and rational beliefs have a direct and interactive effect on self‐doubt, and self‐doubt mediates the relationship between self‐downing and procrastination. Results suggest that the indirect effect of self‐downing on procrastination via the mediation of self‐doubt may vary depending on the level of rational beliefs. Implications for counselors and future research directions are discussed.     

Religious Values and the Development of Trait Hope and Self‐Esteem in Adolescents

Many studies have noted significant relationships between religious sentiment and psychological adjustment, but few have been able to comment on the direction of influence. We assessed the relationships between religious values, self‐esteem, and trait hope when participants were in grades 11 and 12. The variables showed moderate levels of rank‐order stability. Structural equation modeling revealed that religious values in grade 11 did not predict improvements in self‐esteem in grade 12, but they did predict improvements in hope. In contrast, hope did not lead to increase in religious values. These results held after controlling for personality (Big Five factors and Eysenck's psychoticism factor). Results are discussed with reference to the beneficial effects of religious values in adolescence.