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

Stefanie B. Waschull

University of Georgia

Michael H. Kernis

University of Georgia

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.

Personality and Social Psychology Bulletin, Vol. 22, No. 1, 4-13 (1996)
DOI: 10.1177/0146167296221001
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