Level and Stability of Self-Esteem as Predictors of Children's Intrinsic Motivation and Reasons for Anger

Abstract

The authors examined the extent to which level and stability of fifth-grade children's self-esteem predicted intrinsic motivation and related achievement behaviors, and reasons for anger. The findings indicated that the more unstable the children's self-esteem, the lower their scores on measures of curiosity/interest and preference for challenge. In addition, the lower the children's self-esteem, the lower their preference for challenge. Additional analyses indicated that (a) self-evaluations of scholastic competence mediated the effects of both stability and level of self-esteem and (b) day-to-day variability in self-evaluations of scholastic competence was so intertwined with stability of self-esteem that neither uniquely predicted either curiosity/interest or preference for challenge. Finally, the more unstable the children's self-esteem, the greater the likelihood that they reported that they would become angry because of the self-esteem-threatening aspects of aversive interpersonal events. Theoretical implications are discussed.