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An investigation of shame reactions,...

Turner, Jeannine Ellen.

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An investigation of shame reactions, motivation, and achievement in a difficult college course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation of shame reactions, motivation, and achievement in a difficult college course./
作者:	Turner, Jeannine Ellen.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1911.
Contained By:	Dissertation Abstracts International59-06A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9838144
ISBN:	9780591918205

An investigation of shame reactions, motivation, and achievement in a difficult college course.
Turner, Jeannine Ellen.

An investigation of shame reactions, motivation, and achievement in a difficult college course. - 186 p.

Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1911.

Thesis (Ph.D.)--The University of Texas at Austin, 1998.

Although there is extensive theoretical and empirical literature that focuses individually upon cognition, emotion, and motivation, the interlinkages among these constructs have received insufficient attention, particularly in situations that involve achievement strivings. The three studies reported in this dissertation focused upon antecedents, concomitants, motivational, and achievement consequences of experiencing shame in relation to academic strivings. The studies were framed by expectancy-value theories of academic motivation and of goal strivings. An initial step in this investigation included the development of a psychometrically-sound assessment of shame feelings (the Experiential Shame Scale).

ISBN: 9780591918205Subjects--Topical Terms:

1017560
Education, Educational Psychology.

An investigation of shame reactions, motivation, and achievement in a difficult college course.
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245 1 3 $a An investigation of shame reactions, motivation, and achievement in a difficult college course.
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500 $a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1911.
500 $a Supervisor: Diane L. Schallert.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1998.
520 $a Although there is extensive theoretical and empirical literature that focuses individually upon cognition, emotion, and motivation, the interlinkages among these constructs have received insufficient attention, particularly in situations that involve achievement strivings. The three studies reported in this dissertation focused upon antecedents, concomitants, motivational, and achievement consequences of experiencing shame in relation to academic strivings. The studies were framed by expectancy-value theories of academic motivation and of goal strivings. An initial step in this investigation included the development of a psychometrically-sound assessment of shame feelings (the Experiential Shame Scale).
520 $a Study One focused on pilot-testing the Experiential Shame Scale (ESS) and investigated contextual variables with respect to exam feedback that precipitated shame reactions. Findings revealed that students who indicated high ESS scores experienced a decrease in self-esteem. These students were less likely to have received the exam score they wanted and were more likely to view their exam score as indicating failure. These students also indicated on the first day of class that they were more likely to experience test anxiety and tended to have an extrinsic goal orientation.
520 $a Study Two focused upon replicating findings from Study One and focused on the validation of the ESS and exploring student characteristics that might indicate a predisposition to shame vulnerability. Results confirmed construct and discriminant validity for the ESS. Additionally, results indicated that student characteristics that predispose students for shame reactions included: lower self-concepts of academic ability, less certainty of academic ability, a tendency to experience test anxiety, an extrinsic goal orientation, and a dispositional orientation of public self-consciousness.
520 $a Study Three focused on investigating the motivational consequences following shame reactions through the use of quantitative data and student interviews. Results indicated that students who were highly extrinsically motivated, had a high certainty of their academic competence, and perceived that the course grade was instrumental to future goals were more likely to be resilient after a shame reaction with increased motivated behavior.
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