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The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism

Author

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  • María del Mar Ferradás

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • Carlos Freire

    (Department of Psychology, University of A Coruña, 15071 A Coruña, Spain)

  • José Carlos Núñez

    (Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain)

  • Bibiana Regueiro

    (Department of Pedagogy and Didactics, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

Abstract

Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context.

Suggested Citation

  • María del Mar Ferradás & Carlos Freire & José Carlos Núñez & Bibiana Regueiro, 2020. "The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7531-:d:412665
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    References listed on IDEAS

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    1. Valeria Caggiano & Kai Schleutker & Loredana Petrone & Jerónimo González-Bernal, 2020. "Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups," Sustainability, MDPI, vol. 12(10), pages 1-10, May.
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    Cited by:

    1. Mathale Jayani Wimalika Ellapola, 2022. "Traditional Learning Vs Online Learning on Education in Sri Lanka: A Study based on the Pre and Prior Academic Knowledge of Secondary Students Covid-19 Pandemic Online Learning," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(8), pages 653-678, August.
    2. Adriana Malureanu & Georgeta Panisoara & Iulia Lazar, 2021. "The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(12), pages 1-20, June.

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