Developing Positive SelfEvaluations as Critical Determinants of Motivation

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Developing Positive Self-Evaluations as
Critical Determinants of Motivation

• Tony Amorose, Ph.D.
• Illinois State University

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Self-Perception Terminology

• self-perception/self-concept
• any self-referent statement
• anything you know about yourself (e.g.,
  personality, emotional qualities, roles played)
• self-evaluation
• an individuals evaluation of his/her
  characteristics, qualities, attributes, etc.

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Types/Categories of Self-Evaluations

• global self-esteem (self-worth)
• the extent to which an individual feels capable,
  significant, successful and worthy
• ones overall feelings of worth as a person
• domain-specific self-evaluations
• ones evaluation of his/her characteristics,
  attributes, and abilities in a specific area of
  functioning (e.g., academics, social, physical)

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Examples of Domain-SpecificSelf-Evaluations

• physical self-esteem (physical self-worth)
• ones general evaluation of his/her physical
  characteristics and attributes
• sport competence
• ones evaluation of his/her ability in
  sport/games
• physical attractiveness/appearance
• ones evaluation of his/her physical attributes
  (e.g., facial features, physique)

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• self-efficacy
• belief in ones ability to organize and execute
  the course of action required for successful
  performance
• situation-specific self-confidence

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Questions?

• What is the relationship between these different
  self-evaluations?
• How are they linked together?

Important Point understanding the structure of
self-evaluations provides information about how
domain-specific self-evaluations influence
self-esteem
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Structure of Self-Evaluations

• multidimensional
• individual can evaluate self in a variety of
  areas
• hierarchical
• self-evaluations range from global to specific
• more global self-evaluations at least partly a
  function of the specific self-evaluations below
  it on the hierarchy

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self-esteem
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self-esteem
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Question?

• How can playing a sport
• (e.g., baseball/softball) increase global
  self-esteem?

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self-esteem
academic
physical
social
sport competence
fitness competence
appearance
soccer
baseball
golf
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Question?

• What else do we need to consider?

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Person A
self-esteem
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Person B
self-esteem
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Important Point
global self-esteem is influenced by the
interaction of domain-specific self-evaluations
and the importance or value placed on that domain
by the individual

• In valued domains
• high perceptions of competence ? high self-esteem
• low perceptions of competence ? low self-esteem
• In domains that are not valued
• level of perceived competence should not affect
  self-esteem (low perceived competence will not
  hurt!)

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Question?
Based on this, how can we increase self-esteem?

• increase perceptions of competence (i.e.,
  any domain-specific self-evaluation)
• change the value placed on domains (e.g.,
  lower value)

• potential problem with lowering importance?
• some domains difficult to discount because
  culture places so much emphasis on certain areas!

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Facilitating Domain-Specific Self-Evaluations

• How can we make athletes feel better about their
  ability in sport?
• One place to start is looking at the sources of
  information athletes use to determine their
  ability

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Sources of Perceived Sport Competence
How do individuals determine their perceptions of
sport competence? What sources of information
can provide cues about ones ability?
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Common Sources of Competence Information

• feedback from parents, coaches, peers, fans
• peer comparison (teammates, opponents)
• goal achievement
• internal sources (improvement, effort)
• affect (fun, anxiety)
• competitive outcome
• personal statistics
• speed/ease of learning

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Research on Sources of Competence Information

• multiple sources
• developmental differences in importance
• links between sources, level and accuracy of
  perceived competence
• specific sources
• coaching feedback
• perceived social regard (reflected appraisals)

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Perceived Social Regard

• we see ourselves as we perceive others see us
• Also referred to as the
• looking-glass self
• reflected appraisal process

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Elements in the Reflected Appraisal Process

• the appraisal a significant other forms regarding
  the target individual (actual appraisal)
• the target individuals perception of the
  significant others appraisal (reflected
  appraisal)
• the target individuals self-evaluation
  (self-appraisal)

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Reflected Appraisal Process
self- appraisal
actual apprasial
reflected appraisal
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Question?

• How do you know how other people evaluate you?
• What cues do you use to determine what others
  think of you?
• Examples
• direct and indirect verbal feedback
• non-verbal feedback (body language, attention)
• opportunities provided

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Reflected Appraisal Process
target individual
significant other
self- appraisal
actual apprasial
reflected appraisal
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Issues with the Reflected Appraisal Process

• importance of significant other?
• breakdowns in communication process
• individual differences affecting process
• ability to pick up cues
• degree of concern with what others think
• projection?

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Bottom Line

• our beliefs about how others view/evaluate us
  impact our own self-evaluations
• this effect is true for overall and/or specific
  attributes and abilities

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Question?

• Why is it important to understand the sources of
  competence information people use?
• Because it can help us develop effective
  intervention strategies!

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Targeting Sources as an Intervention

• goal achievement
• improvement
• speed and ease of learning
• personal statistics
• peer comparison
• performance feedback
• Important Point
• should encourage the use of internal sources of
  competence information

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Self-Efficacy Theory

• part of Social Cognitive Theory (Bandura)

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P
E
B
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Self-Efficacy Theory

• part of Social Cognitive Theory (Bandura)

• focuses specifically on the role of self-referent
  thought on peoples behavior and functioning
• beliefs of personal efficacy constitute the key
  factor in human agency

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Key Theoretical Constructs

• self-efficacy
• belief in ones ability to organize and execute
  the course of action required to meet
  particularized task demands
• outcome expectancies
• the belief that ones behavior or performance
  will likely result in certain outcomes or
  consequences

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PERSON
BEHAVIOR
OUTCOME
Efficacy Beliefs level strength generality
Outcome Expectancies physical social self-evaluat
ive
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Key Theoretical Constructs (cont.)

• outcome value
• the subjective value one places on a certain
  outcome or on a set of outcomes

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Key Point

• self-efficacy theory constructs combine to
  influence factors such as motivation, affective
  responses, learning and performance

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Question?

• How do individuals determine their self-efficacy?

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Sources of Efficacy Information

• mastery experiences
• vicarious experiences
• social or verbal persuasion
• physiological and affective states

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Strategies for Enhancing Self-Efficacy

• Gould et al. (1989)
• Conducted a survey of elite coaches
• Study 1 Intercollegiate Wrestling Coaches
• Study 2 National Team Coaches

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Take Home Message

• Thoughts and feeling about the self are a
  critical determinant of motivation, performance,
  personal adjustment, health and well-being, and
  affect

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Elements of Positive Self-Evaluations

• high level
• accurate
• stable
• non-contingent
• self-referenced