東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Difficulty-as-Importance and Difficu...

Burbidge, Alysia Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty./
Author:	Burbidge, Alysia Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	115 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Social psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31302268
ISBN:	9798382779980

Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty.
Burbidge, Alysia Elizabeth.

Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 115 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ph.D.)--University of Southern California, 2024.

When tasks or goals feel hard to think about or do, people can draw two inferences: "This is important to me, worthwhile" (difficulty-as-importance) and "This is not for me, a waste of time" (difficulty-as-impossibility). Identity-based motivation theory predicts that people's beliefs in each inference vary between persons and between situations, but studies to date have not examined how or why beliefs fluctuate and the extent to which fluctuations matter for self-regulation during task or goal pursuit. In this dissertation, I present two chapters that address these research gaps in unique ways. In Chapter 1, I present evidence of a recursive relationship between difficulty-as-importance beliefs, academic outcomes, and possible identity certainty. These results suggest difficulty-as-importance beliefs support goal progress by boosting possible identity certainty which in turn affects goal-directed behavior. Doing well on a school placement test also minimizes difficulty-as-impossibility beliefs, but this shift does not further benefit goal progress. In Chapter 2, I document that difficulty beliefs are shaped by both features of contexts and individuals. Difficulty-as-importance and difficulty-as-impossibility beliefs are not sensitive to the same situational cues, and both trait and state beliefs are consequential. Trait difficulty-as-importance beliefs predict meaningful schoolwork engagement while trait difficulty-as-impossibility beliefs predict a preference to avoid difficulty. Daily difficulty-as-impossibility beliefs relate negatively to daily self-regard (goal self-efficacy, self-esteem, and self-compassion), while daily difficulty-as-importance beliefs relate positively but to a weaker extent. Taken together, this dissertation addresses how difficulty-as-importance beliefs increase self-regulatory focus on ends (making goal progress) and difficulty-as-impossibility beliefs increase focus on means (the process of goal progress).

ISBN: 9798382779980Subjects--Topical Terms:

520219
Social psychology.
Subjects--Index Terms:

Daily well-being

Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty.
LDR:03230nmm a2200397 4500 001 2404235
005 20241203090610.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382779980
035 $a (MiAaPQ)AAI31302268
035 $a AAI31302268
040 $a MiAaPQ $c MiAaPQ
100 1 $a Burbidge, Alysia Elizabeth. $3 3774534
245 1 0 $a Difficulty-as-Importance and Difficulty-as-Impossibility: Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 115 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: Oyserman, Daphna.
502 $a Thesis (Ph.D.)--University of Southern California, 2024.
520 $a When tasks or goals feel hard to think about or do, people can draw two inferences: "This is important to me, worthwhile" (difficulty-as-importance) and "This is not for me, a waste of time" (difficulty-as-impossibility). Identity-based motivation theory predicts that people's beliefs in each inference vary between persons and between situations, but studies to date have not examined how or why beliefs fluctuate and the extent to which fluctuations matter for self-regulation during task or goal pursuit. In this dissertation, I present two chapters that address these research gaps in unique ways. In Chapter 1, I present evidence of a recursive relationship between difficulty-as-importance beliefs, academic outcomes, and possible identity certainty. These results suggest difficulty-as-importance beliefs support goal progress by boosting possible identity certainty which in turn affects goal-directed behavior. Doing well on a school placement test also minimizes difficulty-as-impossibility beliefs, but this shift does not further benefit goal progress. In Chapter 2, I document that difficulty beliefs are shaped by both features of contexts and individuals. Difficulty-as-importance and difficulty-as-impossibility beliefs are not sensitive to the same situational cues, and both trait and state beliefs are consequential. Trait difficulty-as-importance beliefs predict meaningful schoolwork engagement while trait difficulty-as-impossibility beliefs predict a preference to avoid difficulty. Daily difficulty-as-impossibility beliefs relate negatively to daily self-regard (goal self-efficacy, self-esteem, and self-compassion), while daily difficulty-as-importance beliefs relate positively but to a weaker extent. Taken together, this dissertation addresses how difficulty-as-importance beliefs increase self-regulatory focus on ends (making goal progress) and difficulty-as-impossibility beliefs increase focus on means (the process of goal progress).
590 $a School code: 0208.
650 4 $a Social psychology. $3 520219
650 4 $a Personality psychology. $3 2144789
650 4 $a Cognitive psychology. $3 523881
653 $a Daily well-being
653 $a Identity
653 $a Metacognition
653 $a Motivation
653 $a Possible self
653 $a Within-person variation
690 $a 0451
690 $a 0625
690 $a 0633
710 2 $a University of Southern California. $b Psychology. $3 1273598
773 0 $t Dissertations Abstracts International $g 85-12B.
790 $a 0208
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31302268