Contingencies of Self-Worth: Implications for Self-Regulation and Psychological Vulnerability

By Jennifer Crocker. 2002

207 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bacf5eb8d9d87480bbf9abedbbd8831455f15c0b

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Citations in the corpus

Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “The latter finding is unexpected but could be explained in terms of the relative importance students place on their identity as an ‘athlete’ (Crocker, 2002).”
Contingencies of Self-Worth and Appearance Concerns (2012, background): “, others’ approval; beauty ideals) needed to derive a sense of success (Crocker & Wolfe, 2001; Sanchez & Crocker, 2005). Thus, self-worth staked in these domains can reduce women’s ability to set and achieve their own standards of beauty. Cultural expectations surrounding women’s physical attractive”
The Costs of Seeking Self–Esteem (2002, background): “In other words, contingencies of self-worth serve a self-regulatory function (Crocker, 2002; Wolfe & Crocker, 2002).”
The Social Development of Contingent Self-Worth in Sexual Minority Young Men: An Empirical Investigation of the “Best Little Boy in the World” Hypothesis (2013, background): “Given that achievement-oriented contingencies of self-worth have been repeatedly found to be associated with negative mental health outcomes, such as depression (Crocker, 2002a; Sargent, Crocker, & Luhtanen, 2006), we also expected that all three domains of contingent self-worth on which sexual mino”
Self-uncertainty and responsiveness to procedural justice (2005, background): “, graduate school) acceptance or rejection (Crocker, Sommers, & Luhtanen, 2002), are prone to depression as first-year college students (Crocker, 2002), and respond with hostility to an insulting evaluator (Paradise & Kernis, 1999).”
From Thought and Experience to Behavior and Interpersonal Relationships: A Multicomponent Conceptualization of Authenticity (2005, background): “Motivationally, these blockages may be fueled by their short-term payoffs, such as minimizing unpleasant affect ( Crocker, 2002 ).”
On Passion for Life Activities (2010, background): “The second, more obsessive, mode of functioning leads people to engage in the passionate activity with a fragile and contingent sense of self-esteem (Crocker, 2002; Kernis, 2003) and a defensiveness against experience that leads one to self-protect.”
Some Costs of American Corporate Capitalism: A Psychological Exploration of Value and Goal Conflicts (2007, result): “In addition to the issues regarding social comparison and discrepancy reviewed above, such an analysis also suggests that ACC’s ideology encourages a particular form of self-esteem that researchers have called “fragile” or “contingent” (Deci and Ryan, 1995; Crocker, 2002; Kernis, 2003).”
TARGET ARTICLE: Toward a Conceptualization of Optimal Self-Esteem (2003, unknown): “In other research, Crocker (2002) reported that the contingencies of social approval and physical attractiveness were predictive of depressive symptoms among first-year college students.”
A Multicomponent Conceptualization of Authenticity: Theory and Research (2006, background): “In the end, possessing and portraying accurate AUTHENTICITY 297 self‐knowledge is more beneficial than possessing and portraying positive but false self‐knowledge (e.g., Crocker, 2002; Robins & Beer, 2001).”
Self-Enhancement: Food for Thought (2008, background): “Self-enhancement occurs mainly in domains that do matter rather than in those that do not (Crocker, 2002; Sedikides, Gaertner, & Toguchi, 2003).”
The costly pursuit of self-esteem. (2004, background): “A longitudinal study of college freshmen (Crocker, 2002b; Crocker, Luhtanen et al., in press; Crocker & Luhtanen, 2003; Lawrence & Crocker, 2002) found that external contingencies of self-worth such as appearance, others' approval, competition, and academic competence were associated with more…”
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, unknown): “People withdraw from situations where they have negative experiences and that threaten their feelings of selfworth (Crocker, 2002).”