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dc.contributor.authorLiu, Cheng-Hongen_US
dc.contributor.authorHuang, Po-Shengen_US
dc.contributor.authorChang, Jen-Hoen_US
dc.contributor.authorLin, Ching-Yien_US
dc.contributor.authorHuang, Ching-Chunen_US
dc.date.accessioned2017-04-21T06:55:47Z-
dc.date.available2017-04-21T06:55:47Z-
dc.date.issued2016-01en_US
dc.identifier.issn1041-6080en_US
dc.identifier.urihttp://dx.doi.org/10.1016/j.lindif.2015.11.023en_US
dc.identifier.urihttp://hdl.handle.net/11536/133392-
dc.description.abstractStudies suggest that self-affirmation interventions may help increase students\' tendencies to confront challenges. However, we posited that self-affirmation cannot help students with higher levels of fear of being laughed at (gelotophobia) confront challenges because it may lead them to accept negative information (feelings of threat) about their ability and decrease their perceptions of self-ability. In support of this hypothesis, Experiment 1 found that being attribute-affirmed enhanced the tendencies to confront a challenging task for junior high school students with low gelotophobia, but not for those with high gelotophobia. Experiment 2 revealed that being value-affirmed increased challenge-confronting tendencies for senior high school students with low gelotophobia. However, it decreased high gelotophobia students\' challenge-confronting tendencies because it caused them to feel less capable of performing the task. Thus, self-affirmation, which may decrease high gelotophobia students\' self-perceived ability in challenging situations, may be unhelpful or even harmful in motivating them to confront challenges. (C) 2015 Elsevier Inc. All rights reserved.en_US
dc.language.isoen_USen_US
dc.subjectSelf-affirmationen_US
dc.subjectAttribute affirmationen_US
dc.subjectValue affirmationen_US
dc.subjectGelotophobiaen_US
dc.subjectChallenge-confronting tendencyen_US
dc.titleHelpful or unhelpful? Self-affirmation on challenge-confronting tendencies for students who fear being laughed aten_US
dc.identifier.doi10.1016/j.lindif.2015.11.023en_US
dc.identifier.journalLEARNING AND INDIVIDUAL DIFFERENCESen_US
dc.citation.volume45en_US
dc.citation.spage43en_US
dc.citation.epage52en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000371363700005en_US
Appears in Collections:Articles