M Kavussanu1, D L Harnisch. 1. Department of PE, SS & RM, Loughborough University, Leicestershire, UK. psmk@lboro.ac.uk
Abstract
BACKGROUND: Although perceived competence has been identified as an essential component of global self-esteem, individual differences in the way competence is conceptualised have been virtually ignored. Achievement goal theory suggests that two conceptions of competence operate in achievement contexts: competence can be conceived as capacity or improvement. These two conceptions are embedded within two goal orientations, namely task and ego orientation. AIMS: The study examined the relationship of goal orientations and perceptions of athletic ability to global self-esteem. SAMPLES: Children (N = 907) attending summer sports camps participated in the study. METHOD: Children completed the Perception of Success Questionnaire and the Self-Esteem Scale and recorded their perceptions of normative athletic ability. RESULTS: High task-oriented children reported significantly higher self-esteem than low task-oriented children. Among high task-oriented boys, those with high perceived ability had higher self-esteem. In addition, high ego-oriented boys had high self-esteem when they perceived themselves as having high ability in relation to their peers. Finally, among low task-oriented girls, those with high perceived ability reported higher self-esteem. CONCLUSIONS: The findings are consistent with the tenets of achievement goal theory that success and failure are subjective psychological states. It is recommended that different conceptions of competence are considered in the study of self-esteem.
BACKGROUND: Although perceived competence has been identified as an essential component of global self-esteem, individual differences in the way competence is conceptualised have been virtually ignored. Achievement goal theory suggests that two conceptions of competence operate in achievement contexts: competence can be conceived as capacity or improvement. These two conceptions are embedded within two goal orientations, namely task and ego orientation. AIMS: The study examined the relationship of goal orientations and perceptions of athletic ability to global self-esteem. SAMPLES: Children (N = 907) attending summer sports camps participated in the study. METHOD:Children completed the Perception of Success Questionnaire and the Self-Esteem Scale and recorded their perceptions of normative athletic ability. RESULTS: High task-oriented children reported significantly higher self-esteem than low task-oriented children. Among high task-oriented boys, those with high perceived ability had higher self-esteem. In addition, high ego-oriented boys had high self-esteem when they perceived themselves as having high ability in relation to their peers. Finally, among low task-oriented girls, those with high perceived ability reported higher self-esteem. CONCLUSIONS: The findings are consistent with the tenets of achievement goal theory that success and failure are subjective psychological states. It is recommended that different conceptions of competence are considered in the study of self-esteem.