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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Difficulty-as-Importance and Difficulty-as-Impossibility :/
其他題名:	Unpacking the Context-sensitivity and Consequences of Identity-based Inferences from Difficulty.
作者:	Burbidge, Alysia Elizabeth.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (115 pages)

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

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

Includes bibliographical references

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).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382779980Subjects--Topical Terms:

556029
Cognitive psychology.
Subjects--Index Terms:

Daily well-beingIndex Terms--Genre/Form:

554714
Electronic books.

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