Self-worth Protection, Feedback and Gender as Factors in Problem-Solving Task

Abstract

The present study focuses on self-worth protective students who strategically withdraw effort in situations which forebode failure and thereby damage to self-worth. Self-worth protection scale by was administered to identify the self-worth protective students. The sample of the study consisted of 40 students of XI standard, out of which 40 were detected as self-worth protective students. A 2 (Self-worth protection: high and low) x 2(Feedback: face saving and non-face saving) x 2 (Gender: male and female) factorial design was used. Results showed the significant impact of different levels of self-worth protection, gender and feedback conditions on the time taken and number of successful completions in solving the line drawing task.