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introduce and elaborate upon a critical distinction between what [the authors] call "contingent" and "true" self-esteem / contingent self-esteem involves feelings of self-worth that are dependent on matching standards of excellence or expectations (i.e., ego involvement) / it is thought to be associated with various narcissistic and defensive processes that reveal less than optimal psychological well-being / true self-esteem is more solidly based and stable, and it reflects positive mental health / discuss how this distinction fits into [the authors'] well-known theory of self-determination / describe in detail various self-regulatory processes that are thought to promote either contingent or true self-esteem / discuss how these various self-regulatory processes are related to mental health, and . . . describe the social conditions that are thought to promote self-determination and the development of true self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Finally, future research directions should be emphasized, especially in light of recent findings on self-esteem, which, as discussed in the Introduction, is closely linked to self-efficacy. Recent studies have identified two distinct types of self-esteem (Deci & Ryan, 1995;Kernis, 2003): adaptive, healthy self-esteem, which leads to positive outcomes, and non-adaptive, unhealthy self-esteem, which leads to negative outcomes. Given the association between self-efficacy and self-esteem, it is important to explore whether a similar distinction can be applied to self-efficacy. ...
... Given the association between self-efficacy and self-esteem, it is important to explore whether a similar distinction can be applied to self-efficacy. Specifically, Deci and Ryan (1995) distinguish between "true self-esteem" and "contingent self-esteem." True self-esteem is characterized by intrinsic satisfaction and remains relatively stable, whereas contingent self-esteem fluctuates based on external achievements or standards (Moller et al., 2006). ...
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In Japan, school teachers experience mental health issues, leading to absences or leave from their duties. While extended working hours significantly contribute to this problem, diminished self-esteem has emerged as the primary causal factor. Reduced self-esteem is frequently correlated with diminished self-efficacy across multiple facets of teaching. Consequently, fostering self-efficacy in the teaching profession is essential for preventing health-related problems. In this regard, early intervention among students aspiring to become school teachers is crucial for prevention. This study aimed to develop a self-efficacy questionnaire tailored for students pursuing teaching careers, as effective preventive interventions require scales to evaluate self-efficacy. Following the development of an original questionnaire with both content and face validity, a web-based survey was administered to the participants via a Japanese survey company. The analysis included 422 participants (176 males and 246 females). Exploratory and confirmatory factor analyses confirmed factorial validity, identifying three distinct factors: collaboration with others, student guidance, and classroom and teaching management. Additionally, a higher-order factor denoting global self-efficacy in the profession emerged from the total scores of these three factors. Internal consistency was observed across all subscales and the global scale, with scores demonstrating an undistorted distribution, indicative of a normal distribution. The study concludes with a discussion of its limitations and suggestions for future research. This questionnaire could facilitate the implementation of diverse interventions aimed at promoting teachers’ well-being and adaptability.
... Language learning motivation, as described by Dörnyei (2009), involves both personal factors (such as previous learning experiences and perceptions of the target language's utility) and social factors (such as attitudes toward the target language's societal status) that shape one's attitudes and behaviors toward learning it. In a different view, Deci and Ryan (1995) emphasize the importance of intrinsic and extrinsic motivation for learning outcomes. Learners driven by intrinsic motivation typically find the learning process enjoyable and experience high satisfaction and low anxiety. ...
... Dörnyei (2009) defines language learning motivation as encompassing both personal elements (like past learning experiences and beliefs about the usefulness of the target language) and social elements (such as views on the societal standing of the target language) that influence one's attitudes and behaviors toward language acquisition. On another note, Deci and Ryan (1995) highlight the critical role of intrinsic and extrinsic motivation in learning outcomes. Learners motivated intrinsically usually find joy in the learning process, resulting in high satisfaction and low anxiety, which further fuels their intrinsic motivation. ...
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In recent years, language practitioners have paid increasing attention to artificial intelligence (AI)’s role in language programs. This study investigated the impact of AI-assisted language assessment on L2 learners’ foreign language anxiety (FLA), attitudes, motivation, and writing skills. The study adopted a sequential exploratory mixed-methods design. Divided between an experimental group (receiving AI-assisted assessment) and a control group (receiving paper-format assessment), the participants were 70 intermediate English learners from two intact university classes in Bangladesh. The TOEFL iBT writing section measured writing skills, while the study also investigated perceptions and experiences of FLA, attitudes, and motivation using narrative frames. Thematic analysis of the narrative data showed that AI-assisted assessment greatly raised learners’ motivation, improved attitudes about language acquisition, and lowered FLA. According to quantitative analysis, the pretest writing abilities across groups showed no appreciable variation. Even though the difference was not statistically significant on the posttest, the experimental group exceeded the control group. The results of this study imply that AI-assisted assessments can generate a helpful learning environment, lower anxiety, improve attitudes, and increase motivation, thereby delivering useful information. Future studies should investigate long-term consequences, and further improvements to AI tools should optimize educational advantages—attitudes, motivation, and writing skills.
... Finally, empowering leaders give employees a sense of control over their work, which can enhance their sense of status and self-esteem within the organization. Deci & Ryan (1995) pointed out that satisfying the need for autonomy is the basis for maintaining self-esteem. Barrick et al. (2015) study found that work autonomy positively predicts employees' organizational self-esteem by fulfilling their competence needs. ...
... Second, organizational self-esteem can stimulate employees' intrinsic motivation and thus enhance creativity. Deci & Ryan (1995) pointed out that self-esteem is one of the basic needs to meet intrinsic motivation. High organizational self-esteem means that the individual's sense of ability and self-worth are satisfied, and therefore they are more inclined to engage in creative activities driven by intrinsic motivation. ...
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