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in contrast to decades of research focused on whether trait self-esteem is high or low (Crocker & Wolfe, 2001). Furthermore, they did not break up the focus to whether people have low or high self-esteem in specific domains such as academics or competence, but rather symptomatic of that regardless of people's level of domain-specific self-esteem, contingent self-worth in these domains has predictable consequences.

Although the Kernis study complementary to research that focuses on the stability of self-esteem over time (Kernis, 2006), their research also extended that work by showing that instability of self-esteem results from experiencing positive and negative events in those domains in which self-esteem is contingent. The research argues that nearly everyone has contingencies of self-worth but that people differ as to what their self-esteem is contingent happening.

Those students who based their self-esteem on top of their academic accomplishments typically have self-validation goals in this domain, viewing their schoolwork as an opportunity to demonstrate their intelligence. Because failure in domains of contingency threatens self-esteem, people try to avoid failure by increasing effort, if they are still uncertain of success, they may abandon their self-validation goal and become unmotivated, or prepare excuses that will soften the blow to self-esteem in case they fail. Basing self-esteem on external factors such as appearance, others' approval, or academic achievement has more negative consequences than basing it on internal factors such as virtue or God's love. And in contrast to most researchers who argue that self-esteem is a fundamental human need that people need to pursue (Stryker, 1980), Pursuing for self-esteem by attempting to prove that one is a success in domains of contingency is costly were argued by (Crocker & Park, 2004). There is always a cost for getting to improve self-esteem & those domains, which can boost your level, require different events or elements according to your domain.

When failure in domains of contingency cannot dismissed with defensive responses, self-esteem decreases. Consequently, contingencies of self-worth are both a source of motivation and a psychological vulnerability (Crocker, 2006). Making excuses or blaming others is defensive maneuvers by which people deflect the threat to self-esteem when they do fail.

In this study the research have investigated the domains in which university students commonly invest their self-esteem, including appearance, others' approval, outperforming others, academics, family support, virtue, and religious faith or God's love. The research indicates that contingencies of self-worth shape students' emotions, thoughts, and behavior.

In a sample of university, students over all have high self-esteem have also higher when they have to show their performance on academic scales, the additional students pedestal their self-esteem on their academic success. The higher students' self-esteem was on days they were admitted to graduate school and the lower their self-esteem was on days they were rejected (Crocker, et al., 2002). It is all about the event, which makes the students self esteem to affected, whether it is 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。