"Always online": How and when task interdependence and dispositional workplace anxiety affect workplace telepressure after hours

Information and communication technology (ICT) provides employees with convenience in communication. However, it also creates a preoccupation with and urges to respond quickly to work-related ICT messages during nonworking time, which is defined as workplace telepressure after hours (WTA). Drawing on the job demand-resource model, conservation of resource theory, and workplace anxiety theory, this study explores how and when task interdependence and dispositional workplace anxiety affect WTA and how individuals cope with WTA. A total of 269 full-time workers from an online survey panel completed questionnaires at three time-points. We found that both task interdependence and dispositional workplace anxiety are positively related to WTA. The perception of pay-for-responsiveness moderates the relationship between task interdependence and WTA, such that the relationship is significant only for employees with a strong perception of pay-for-responsiveness. Others' approval contingency of self-worth moderates the relationship between dispositional workplace anxiety and WTA, and the relationship is significant only for employees with high degrees of others' approval contingency of self-worth. Finally, WTA arising from external work requirements or the internal pursuit of achieving work goals prompts employees to generate responsiveness coping strategies. Overall, these findings suggest that task interdependence and dispositional workplace anxiety are important factors affecting employees' WTA and highlight the importance of being responsive to WTA.

My child and I: self- and child-reference effects among parents with self-worth contingent on children's performance

Research shows that parents' self-worth may be contingent on their children's performance, with implications for their interactions with children. This study examined whether such child-based worth is manifested in parents' recognition memory. Parents of school-age children in China (N = 527) reported on their child-based worth and completed a recognition memory task involving evaluative trait adjectives encoded in three conditions: self-reference, child-reference, and semantic processing. The more parents had child-based worth, the more they exhibited a child-reference effect - superior recognition memory of evaluative trait adjectives encoded with reference to the child rather than semantically. Parents exhibited the classic self-reference effect in comparisons of recognition memory between the self-reference and semantic processing conditions, but this effect was not evidenced among parents high in child-based worth. Only parents low in child-based worth exhibited the self-reference effect in comparisons between the self-reference and child-reference conditions. Findings suggest that when parents hinge their self-worth on children's performance, evaluative information related to children may be an elaborate structure in memory.

The Effect of Appearance Anxiety on Social Anxiety among College Students: Sequential Mediating Effects of Self-Efficacy and Self-Esteem

Social anxiety is a serious psychological problem prevalent among Chinese college students, and appearance anxiety plays an important role in its development. Although some studies have explored the relationship between the two, the mediating mechanism is unclear. This study constructed a sequential mediation model based on the cognitive-behavioral theory of body image disorder and social phobia to explore the mediating role of self-efficacy and self-esteem. A total of 234 college students were recruited using the convenience sampling method, including 68 males (29.10%) and 166 females (70.90%), with an average age of 21.25 years (SD = 1.75). Data were collected using the Social Appearance Anxiety Scale, the General Self-Efficacy Scale, the Self-Esteem Scale, and the Interaction Anxiety Scale. The study's results demonstrated a significant and positive predictive relationship between appearance anxiety and social anxiety (effect = 0.21, SE = 0.04, 95% CI = [0.13, 0.29], p < 0.001). Appearance anxiety not only directly affects social anxiety but also has three indirect paths affecting social anxiety: the independent mediating effect of self-efficacy (effect = 0.03, SE = 0.01, 95% CI = [0.00, 0.06], p < 0.001), the independent mediating effect of self-esteem (effect = 0.03, SE = 0.02, 95% CI = [0.01, 0.07], p < 0.001), and the serial mediation effect of self-efficacy and self-esteem (effect = 0.01, SE = 0.01, 95% CI = [0.00, 0.03], p < 0.001). Direct and indirect effects accounted for 73.81% and 26.19% of the total effect, respectively. These findings provide new perspectives on the intervention with and treatment of social anxiety in college students.

The Clinical Relevance of a Socioecological Conceptualization of Self-Worth

Low self-worth pervades discussions of psychopathology, is a central feature of many psychiatric disorders, and appears in conceptions of psychological distress in a range of cultural contexts . Explication of this aspect of self-evaluation offers clinical utility especially when adequate attention is paid to social and cultural aspects of the self. In this paper, we propose that refining the conceptualization of self-worth as felt perceptions of one’s mattering and deservingness of equity and psychological, social, and material resources offers a unique clinical utility. We present an argument for this definition of self-worth, building on existing literature, as a relativistic construct informed and reinforced by dynamic feedback from intrapersonal, interpersonal, sociocultural, and structural socioecological levels. To highlight that self-worth has been an implied but under-examined concept, we follow with a selective review of psychological and sociological perspectives of self-esteem and related constructs. We conclude with a discussion of our conceptualization’s implications for measurement and treatment, including the potential transdiagnostic utility of self-worth.

Optimal Self–esteem is Contingent: Intrinsic versus Extrinsic and Upward versus Downward Contingencies

We argue that noncontingent, unconditional self–esteem is not optimal but defensive. We introduce the concept of intrinsic contingency, where self–esteem is affected by whether one's actions are self–congruent and conducive to personal growth. Whereas external contingencies, especially social and appearance, were negatively correlated with authenticity, self–compassion, and personal well–being, intrinsic contingencies were positively correlated with these measures, and uncorrelated with aggression and self–esteem instability. Participants with high intrinsic contingency rated higher on measures of psychological adaptiveness than noncontingent participants. In addition, we distinguish upward from downward contingencies, the latter being more harmful in case of external contingencies but not for intrinsic contingencies. We conclude that intrinsic contingency, rather than noncontingency, may reflect true self–esteem as implied in self–determination theory. Copyright © 2011 John Wiley & Sons, Ltd.

Insecurity about getting old: age-contingent self-worth, attentional bias, and well-being

Objectives: Older adulthood has often been recognized as a time of increased well-being and positive cognitive biases. However, older adults can also experience many social and identity challenges. We sought to investigate which older adults might be most vulnerable to these difficulties. We propose that to the extent an older adult has age-related contingent self-esteem they will be at risk for lower well-being and negative attentional biases.Methods: Across three studies, we measured older adults' self-reported aging self-worth contingencies, as well as various measures of well-being including subjective stress. We then had participants complete a cued-dot probe task, where each trial either began with an aging threat or not.Results: In an initial pilot study, we found that older adults reporting specific cognitive decline contingencies held an attentional bias toward rejection, primarily when cued with the word senile. In Study 1, we found general aging contingencies to be associated with lower well-being and a rejection bias when cued with old. In Study 2, we found that a stronger rejection bias, particularly when cued with old, was associated with greater stress.Conclusions: These findings demonstrate that older adults who are insecure about aging may have lower well-being and negatively biased social cognitive patterns. Negatively biased attentional patterns may play a key role in maintaining feelings of insecurity. Importantly, our research sheds light on those older adults who may not experience a positivity effect.

Authenticity as a Mediator of the Relationship Between Power Contingent Self-Esteem and Subjective Well-Being

Drawing on Eastern wisdom and Self-Determination Theory (Deci and Ryan, 1995), the current study conceptualized a new form of maladaptive self-esteem, the power contingent self-esteem, which is extremely contingent on one's sense of power, and posits it is related to low subjective well-being by making people experience less authenticity. In Study 1, we found that general power contingent self-esteem was consistently linked to low subjective well-being. More importantly, the negative relationship between power contingent self-esteem and subjective well-being was mediated by authenticity. Study 2 further confirmed the mediation effect between power contingent self-esteem role and satisfaction through authenticity across four different roles (work, romance, friendship, and parent-child relationships). The finding of the negative relationship between power contingent self-esteem and subjective well-being via authenticity contributes to understanding the complicated association between power, self-esteem, and life satisfaction.

The Measurement, Nomological Net, and Theory of Perceived Self-Esteem Instability: Applying the Conservation of Resources Theory to Understand the Construct

The current article performs the first focused investigation into the construct of perceived self-esteem instability (P-SEI). Four studies investigate the construct's measurement, nomological net, and theoretical dynamics. Study 1 confirms the factor structure of a P-SEI Measure, supporting that P-SEI can be adequately measured. Study 2 identifies an initial nomological net surrounding P-SEI, showing that the construct is strongly related to stable aspects of the self (i.e., neuroticism and core self-evaluations). In Studies 3 and 4, the Conservation of Resources Theory is applied to develop and test five hypotheses. These studies show that P-SEI is predicted by self-esteem level and stressors, and the relationship of certain stressors is moderated by self-esteem contingencies. P-SEI also predicts stress, depression, anxiety, and certain defensive postures. From these studies and the integration of Conservation of Resources Theory, we suggest that P-SEI emerges through an interaction between environmental influences and personal resources, and we provide a theoretical model to better understand the construct of P-SEI. We suggest that this theory-driven model can prompt the initial field of study on P-SEI.

The Associations of Greek and Religious Organization Participation with College Students' Social Well-Being and Purpose

Two online-survey studies examined the associations of Greek (i.e., sorority and fraternity) and religious (i.e., church or campus ministry) organization participation with college students' social well-being and sense of purpose. In study 1 (N = 281), religious organization membership (versus no membership) was associated with connectedness and purpose, but for Greek organizations the associations held only with respect to level of organization involvement. In study 2 (N = 426), Greek and religious organization membership were both associated with most social well-being and purpose indicators, but only Greek membership was linked to lower loneliness. As in study 1, level of involvement in Greek, but not religious, organizations was linked to social well-being. Hypothesized moderators of the associations between organization membership and the purpose and social well-being variables were not supported. We discuss implications for professionals who work with college students to promote well-being, and we present future research ideas.

Reducing contingent self-worth: A defensive response to self-threats

Previous research shows that people with high self-esteem cope with threats to the self by reducing the extent to which their self-worth is contingent on the threatened domain (Buckingham, Weber, & Sypher, 2012). The present studies tested the hypothesis that this is a defensive process. In support of this hypothesis, Study 1 (N = 160), showed that self-affirmation attenuates the tendency for people with high self-esteem to reduce their contingencies of self-worth following self-threat. Furthermore, Study 2 (N = 286), showed that this tendency was more prevalent among people with defensive self-esteem than among those with secure self-esteem. The present studies imply that reducing contingent self-worth after self-threat is a defensive process. We discuss implications for theories of contingent self-worth.

Exploring the relationship between appearance-contingent self-worth and self-esteem: The roles of self-objectification and appearance anxiety

Previous work has shown that both an appearance-contingent self-worth (i.e., staking one's overall self-evaluation on one's physical appearance) and self-objectification are associated with higher appearance anxiety and lower self-esteem among women. Although prior evidence separately links both appearance-contingent self-worth and self-objectification to these negative outcomes, no work has examined the mediating processes that may underlie this relationship. With the current project, we examined the relationship between appearance-contingent self-worth and self-objectification, and the degree to which this relationship is associated with higher appearance anxiety and lower overall self-esteem. We hypothesized that appearance-contingent self-worth would be positively associated with self-objectification; in turn, we expected self-objectification to be related to higher appearance anxiety, and ultimately, lower self-esteem. Across two studies, one cross-sectional (N=208) and one short-term longitudinal (N=191), we found compelling support for this hypothesis. These findings have practical and theoretical significance for both the self-objectification and contingent self-worth literatures.

It's All About the Money (For Some): Consequences of Financially Contingent Self-Worth

Financial success is an important goal, yet striving for it is often associated with negative outcomes. One reason for this paradox is that financial pressures may be tied to basing self-worth on financial success. Studies 1a to 1c developed a measure of Financial Contingency of Self-Worth (Financial CSW), and found that it predicted more financial social comparisons, financial hassles, stress, anxiety, and less autonomy. In response to a financial (vs. academic) threat, higher Financial CSW participants experienced less autonomy, perceived financial problems more negatively, and disengaged from their financial problems (Study 2). When given an opportunity to self-affirm, however, Financial CSW participants did not show diminished autonomy in response to a financial (vs. academic) threat (Study 3). Finally, participants with higher Financial CSW were less likely to make extravagant spending decisions following a financial (vs. health) threat (Study 4). Together, these studies demonstrate the many consequences of staking self-worth on financial success.

Stereotype Threat Among Girls

Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students ( N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412 . Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

The Role of Mothers' Child-Based Worth in Their Affective Responses to Children's Performance

This research examined whether American and Chinese mothers' tendencies to base their worth on children's performance contributes to their affective responses to children's performance. Study 1 used daily interviews to assess mothers' warmth (vs. hostility) and children's school performance (N = 197; M_age  = 12.81 years). In Study 2, such affect was observed in the laboratory following children's manipulated performance on cognitive problems (N = 128; M_age  = 10.21 years). The more mothers based their worth on children's performance, the more their warmth (vs. hostility) decreased when children failed in Study 1. This pattern was evident only among Chinese mothers in Study 2. In both studies, child-based worth did not contribute to mothers' affective responses to children's success.

Why Education Predicts Decreased Belief in Conspiracy Theories

People with high education are less likely than people with low education to believe in conspiracy theories. It is yet unclear why these effects occur, however, as education predicts a range of cognitive, emotional, and social outcomes. The present research sought to identify mediators of the relationship between education and conspiracy beliefs. Results of Study 1 revealed three independent mediators of this relationship, namely, belief in simple solutions for complex problems, feelings of powerlessness, and subjective social class. A nationally representative sample (Study 2) replicated these findings except for subjective social class. Moreover, variations in analytic thinking statistically accounted for the path through belief in simple solutions. I conclude that the relationship between education and conspiracy beliefs cannot be reduced to a single mechanism but is the result of the complex interplay of multiple psychological factors that are associated with education. © 2016 The Authors. Applied Cognitive Psychology published by John Wiley & Sons Ltd.

Stereotype Threat and Women’s Science Motivation

Threatening stereotypes have been theorized as having negative consequences for domain identification among members of the stigmatized groups. The present research tested this disidentification hypothesis among college women ( N = 650) in academic majors that should be vulnerable (i.e., science and engineering) and immune (e.g., humanities and education) to these theorized effects. Results of structural equation modeling analyses were consistent with theoretical expectations, as stereotype threat was negatively and indirectly associated with the adoption of self- and task-approach achievement goals through its relationship with science identity for science and engineering majors but not women in nonstereotyped majors. For the latter group, stereotype threat bypassed science identity and was instead both directly and indirectly related to approach motivation. Implications for academic/career motivation, science identity, and career counseling intervention are discussed.

Contingent Self-Esteem and Race: Implications for the Black Self-Esteem Advantage

Previous research has found that despite being aware of negative stereotypes about their group and experiencing prejudice and discrimination, Blacks tend to report higher levels of self-esteem than Whites. Despite the robust nature of the Black self-esteem advantage, an adequate explanation for the higher self-esteem of Blacks relative to Whites has yet to be offered. The present studies examine whether Blacks and Whites differ in the domains on which their self-esteem is based and whether these differences mediate the relationship between race and self-esteem. The present studies found that Blacks and Whites tend to base their self-esteem on different domains and that the tendency of Whites to base their self-esteem on the approval of others provides a partial explanation for the Black self-esteem advantage. These findings are discussed in terms of their relevance to racial differences in self-esteem.

Attachment Styles and Contingencies of Self-Worth

Previous research on attachment theory has focused on mean differences in level of self-esteem among people with different attachment styles. The present study examines the associations between attachment styles and different bases of self-esteem, or contingencies of self-worth, among a sample of 795 college students. Results showed that attachment security was related to basing self-worth on family support. Both the preoccupied attachment style and fearful attachment style were related to basing selfworth on physical attractiveness. The dismissing attachment style was related to basing self-worth less on others’ approval, family support, and God’s love.

Self-Enhancement by Social Comparison: A Prospective Analysis

A longitudinal investigation showed that self-enhancement by social comparison (assessing whether people perceive themselves more positively than they perceive others) was prospectively related to an increase in self-reported adjustment, controlling for the effects of narcissism. Better adjustment, including higher self-esteem, was not prospectively related to an increase in self-enhancement. The investigation also included a diary period, allowing the assessment of intrasubject covariation between daily reports of self-esteem and daily reports of perceived challenge and daily events (positive or negative). High (compared to low) self-enhancers were less likely to report lower self-esteem under higher challenge and less likely to report higher self-esteem under positive events.

Interpersonal Consequences of Seeking Self-Esteem

This study examines the interactive effects of self-esteem, contingencies of self-worth, and ego threat on supportiveness and liking. Targets high or low in self-esteem and academic contingency receive failure test feedback or no evaluative feedback. Then, targets interact with another participant who discloses a personal problem; afterward, both participants complete questionnaires assessing targets’ supportiveness and liking. High self-esteem, highly contingent targets feel less supportive and like partners less after interacting under threat than under no threat. Partners, in turn, perceive these targets to be less supportive and less likeable. Low self-esteem, highly contingent targets show the reverse pattern, although these findings do not reach statistical significance. Further analyses reveal that the interpersonal effects of ego threat were caused by threats in a specific domain of contingency (e.g., academics) rather than being a contingent person in general or having external or internal contingent self-worth. Implications for self-esteem and interpersonal processes are discussed.

Doing Gender in the Bedroom: Investing in Gender Norms and the Sexual Experience

People often believe that they must be consistent with gender norms to obtain others’ approval. The authors believe people who invest in gender norms tend to base self-esteem on others’ approval, which undermines their sexual autonomy and ultimately diminishes their sexual satisfaction in intimate relationships. A survey of 309 sexually active college students examined whether placing importance on conforming to gender norms undermines sexual relationships because of its link to basing self-worth on others’ approval and decreased sexual autonomy. Using structural equation modeling, the authors found that valuing gender conformity (but not avoiding gender deviance) negatively affects sexual pleasure for both men and women through increased contingency on others’ approval and restricted sexual autonomy. The model fit the data for both men and women.

Level of Self-Esteem and Contingencies of Self-Worth: Unique Effects on Academic, Social, and Financial Problems in College Students

The unique effects of level of self-esteem and contingencies of self-worth assessed prior to college on academic, social, and financial problems experienced during the freshman year were examined in a longitudinal study of 642 college students. Low self-esteem predicted social problems, even controlling for demographic and personality variables (neuroticism, agreeableness, and social desirability), but did not predict academic or financial problems with other variables controlled. Academic competence contingency predicted academic and financial problems and appearance contingency predicted financial problems, even after controlling for relevant personality variables. We conclude that contingencies of self-worth uniquely contribute to academic and financial difficulties experienced by college freshmen beyond level of self-esteem and other personality variables. Low self-esteem, on the other hand, appears to uniquely contribute to later social difficulties.

Appearance-Related Social Comparisons: The Role of Contingent Self-Esteem and Self-Perceptions of Attractiveness

Two studies examined contingent self-esteem (CSE) and responses to appearance-related social comparisons. Study 1 was an experimental study in which women rated a series of advertisements from popular women’s magazines. Study 2 employed an event-contingent diary recording procedure. In Study 1, women who were higher in CSE and lower in self-perceptions of attractiveness (SPA) experienced greater decreases in positive affect and greater increases in negative affect following the ad-rating task. Study 2 results supported a mediation model in which women who were higher in CSE felt worse after social comparisons because they made primarily upward comparisons. Overall, results suggest that appearance-related comparisons are more distressing for those who base their self-worth on contingencies and have lower self-perceived attractiveness.

The Death of the Feel-Good Factor?

The role of self-esteem in academic achievement has been one of the most controversial issues in educational psychology in recent years. A recent research review in this area has suggested that there is little evidence that self-esteem influences achievement in any meaningful way (Baumeister et al., 2003). However, there is considerable evidence to suggest that positive self-esteem should be pursued by educators as an important outcome in itself. This article examines the key issues and research findings in this important debate, and provides some insight as to the wider role of self-esteem in the facilitation of inclusive educational practices. It is suggested that whilst self-esteem plays an important role in the education system, practitioners need to be cautious in their approach to making children feel valued and worthy.

Contingencies of Self-Worth

We argue that the importance of self-esteem lies in what people believe they need to be or do to have worth as a person. These contingencies of self-worth are both sources of motivation and areas of psychological vulnerability. In domains of contingent self-worth, people pursue self-esteem by attempting to validate their abilities and qualities. This pursuit of self-esteem, we argue, has costs to learning, relationships, autonomy, self-regulation, and mental and physical health. We suggest alternatives to this costly pursuit of self-esteem.

When the Relationship Becomes Her: Revisiting Women's Body Concerns from a Relationship Contingency Perspective

Given women's communally oriented socialization and social pressures to find romantic partners, many heterosexual women may derive self-worth from having romantic relationships (relationship contingency). Across two studies, we explored whether relationship contingency heightens women's body shame. Studies 1A and 1B found that relationship contingency causes body shame among women. In Study 2, relationship contingency predicted greater bulimic symptoms, which was mediated fully by greater body shame. Using both experimental methods and structural equation modeling, these studies demonstrate a link between relationship contingency and body shame that is not explained by appearance contingency (basing self-esteem on one's physical appearance). Results are discussed in terms of self-objectification theory, contingencies of self-worth, mate preferences, and close relationships.

The Ups and Downs of Attributional Ambiguity

This research examined whether stereotype vulnerability—the tendency to expect, perceive, and be influenced by negative stereotypes about one's social category—is associated with uncertainty about one's academic self-knowledge in two important ways. We predicted that stereotype-vulnerable African American students would (a) know less about how much they know than less vulnerable students do and (b) have unstable academic efficacy. In Study 1, Black and White participants took a verbal test and indicated the probability that each of their answers was correct. As expected, stereotype-vulnerable Black participants were more miscalibrated than other participants. In Study 2, participants completed measures of self-efficacy twice daily for 8 days. Also as expected, the academic efficacy of stereotype-vulnerable Blacks fluctuated more—and more extremely—than that of other participants. The results suggest that, in addition to undermining intellectual performance, stigma interferes with academic self-knowledge.

Winners, Losers, Insiders, and Outsiders: Comparing Hierometer and Sociometer Theories of Self-Regard

What evolutionary function does self-regard serve? Hierometer theory, introduced here, provides one answer: it helps individuals navigate status hierarchies, which feature zero-sum contests that can be lost as well as won. In particular, self-regard tracks social status to regulate behavioral assertiveness, augmenting or diminishing it to optimize performance in such contests. Hierometer theory also offers a conceptual counterpoint that helps resolve ambiguities in sociometer theory, which offers a complementary account of self-regard’s evolutionary function. In two large-scale cross-sectional studies, we operationalized theoretically relevant variables at three distinct levels of analysis, namely, social (relations: status, inclusion), psychological (self-regard: self-esteem, narcissism), and behavioral (strategy: assertiveness, affiliativeness). Correlational and mediational analyses consistently supported hierometer theory, but offered only mixed support for sociometer theory, including when controlling for confounding constructs (anxiety, depression). We interpret our results in terms of a broader agency-communion framework.

Contingent self-esteem and vulnerability to depression: academic contingent self-esteem predicts depressive symptoms in students

Low self-esteem has been established as a vulnerability factor for depression. In line with recent research, we suggest that a full understanding of the role of self-esteem in depression requires consideration of contingent self-esteem as well. For most people, competence is an important source of self-esteem. Students in particular link their self-esteem to academic competence. To test the hypothesis that academic contingent self-esteem (aCSE) predicts depressive symptoms (DS), two studies were conducted. Preceding the investigation of our hypothesis, the first purpose of Study 1 was to describe the development of aCSE, self-esteem (SE) level, and DS in adolescence in a sample of German students aged 10-16 (N = 1888) in order to provide a foundation for further analyses. Then, to address the main question, age and gender differences in aCSE, SE level, and DS as well as their relations were investigated. The results show that (1) gender differences emerged after the age of 10/11. Girls scored higher on aCSE and DS and lower on SE level than did boys, and aCSE and DS decreased and SE level increased over time in boys, while the rather disadvantageous pattern in girls remained stable. (2) After controlling for SE level and aCSE, the effects of gender and age × gender interaction on DS disappeared, suggesting an influence of aCSE on DS. (3) aCSE predicted DS over and above SE level. Since the results of Study 1 did not allow for causal conclusions, a longitudinal study (N = 160) was conducted to further investigate the causal role of aCSE. According to the diathesis-stress model, aCSE was expected to serve as a diathesis for developing DS in the face of academic stress (daily hassles) during an academic semester at university. The results of Study 2 revealed that aCSE interacted with corresponding hassles to predict increases in DS. High levels of academic stress led to increases in DS only among students who strongly based their SE on academic competence. Implications for prevention and intervention of depression are discussed.

When Aspirations Exceed Expectations: Quixotic Hope Increases Depression among Students

A paradox exists in modern schooling: students are simultaneously more positive about the future and more depressed than ever. We suggest that these two phenomena may be linked. Two studies demonstrated that students are more likely to be depressed when educational aspirations exceed expectations. In Study 1 (N = 85) aspiring to a thesis grade higher than one expected predicted greater depression at the beginning and end of the academic year. In Study 2 (N = 2820) aspiring to a level of education (e.g., attending college) higher than one expected to achieve predicted greater depression cross-sectionally and five years later. In both cases the negative effects of aspiring high while expecting low persisted even after controlling for whether or not students achieved their educational aspirations. These findings highlight the danger of teaching students to aspire higher without also investing time and money to ensure that students can reasonably expect to achieve their educational goals.

Self-compassion moderates body comparison and appearance self-worth's inverse relationships with body appreciation

Although research on positive body image has increased, little research has explored which variables protect body appreciation during body-related threats. Self-compassion may be one such variable. Individuals high in self-compassion are mindful, kind, and nurturing toward themselves during situations that threaten their adequacy, while recognizing that being imperfect is part of "being human." In this study, we investigated whether two body-related threats (i.e., body comparison and appearance contingent self-worth) were more weakly related to body appreciation when self-compassion was high among an online sample of 263 women (Mage=35.26, SD=12.42). Results indicated that self-compassion moderated the inverse relationships between body related threats and body appreciation. Specifically, when self-compassion was very high, body comparison and appearance contingent self-worth were unrelated to body appreciation. However, when self-compassion was low, these relationships were strong. Self-compassion, then, may help preserve women's body appreciation during body-related threats.