Gaining insight into the nature and consequences of people's global self-evaluations (i.e., their self-esteem) has been fraught with difficulty. Nearly 2 decades ago, researchers suggested that such difficulties might be addressed by the development of a new class of measures designed to uncover implicit self-esteem. In this article, we evaluate the construct validity of the 2 most common measu...

BACKGROUND Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare. OBJECTIVE The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction. ...

We conduct a laboratory experiment with agents working on and principals benefiting from a real effort task in which the agents’ performance can only be evaluated subjectively. Principals give subjective performance feedback to agents and agents have an opportunity to sanction principals. In contrast to existing models of reciprocity we find that agents tend to sanction whenever the feedback of...

Prior research differentiates dialectical (e.g., East Asian) from non-dialectical cultures (e.g., North American and Latino) and attributes cultural differences in self-concept consistency to naïve dialecticism. In this research, we explored the effects of managing two cultural identities on consistency within the bicultural self-concept via the role of dialectical beliefs. Because the challeng...

Self-assessments of task performance can draw on both top-down sources of information (preconceived notions about one's ability at the task) and bottom-up cues (one's concrete experience with the task itself). Past research has suggested that top-down self-views can mislead performance evaluations but has yet to specify the exact psychological mechanisms that produce this influence. Across 4 ex...

Using unfolding case studies and situated peer coaching for the Fundamentals Skills Laboratory provides students with individualized feedback and creates a realistic clinical learning experience. A quasi-experimental design with pre- and post-intervention data was used to evaluate changes in student ratings of the course. An instrument was used to examine students' self-ratings and student comm...