Chapter 9: High value with low Perceived Competence as an Amplifier of Self-Worth Threat

Academic motivation researchers have paid special attention to the self and self-processes in diverse motivational phenomena. While focusing on competence and values, as well as their variants (e.g., self-concept, self-efficacy, expectancy, interest, intrinsic motivation) as the primary determinants of outcomes in achievement settings, researchers demonstrated that some aspects of the self are important to understand students’ optimal functioning. We believe there are two reasons for these efforts. First, perceived competence and values are motivational constructs that are central in defining the self in achievement contexts (Wigfield & Eccles, 1994). Second, selfprocesses function as an overarching mechanism within which competence and values shape individuals’ cognitive, emotional, and behavioral outcomes, which translate into learners’ engagement, perseverance, strategy use, and performance in academic situations (e.g., Covington, 1984, 2009; Pelham & Swann, 1989).