Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18160
Title: Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis
Authors: Luo, Wenshu
Lee, Kerry
Koh, Ian Chong Hua
Keywords: Self-structure
Self-complexity
Fragmentation
Compartmentalization
Issue Date: 2015
Citation: Luo, W., Lee, K., & Koh, I. C. H. (2015). Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis. Learning and Individual Differences, 39, 186–192. http://dx.doi.org/10.1016/j.lindif.2015.03.013
Abstract: Despite the importance of self-structural variables to understand self processes, research in this area has been hampered by measurement problems. The current study sought to clarify this situation by examining the interrelationships among six self-structural measures of trait-sorting data of 252 Chinese college students: the H statistic of self-complexity, the hierarchical attribute class number, the number of self-aspects, the overlap among self-aspects in terms of traits describing them, the average inter-aspect correlation, and the self-concept compartmentalization Phi. It was found that H was highly correlated with the hierarchical attribute class number, and overlap was highly correlated with the average inter-aspect correlation. Both H and the hierarchical attribute class number were highly correlated with the number of self-aspects; although both the former measures were positively correlated with overlap and the average inter-aspect correlation in general, the relationships were like an inverted U curve. Self-concept compartmentalization was negatively correlated with both overlap and the average inter-aspect correlation. Four main implications of these findings lead to recommendations being made for future studies of self-structural variables, such as self-complexity, self-concept fragmentation and self-concept compartmentalization and their relationship to well-being.
Description: This is the final draft, after peer-review, of a manuscript published in Learning and Individual Differences. The published version is available online at http://dx.doi.org/10.1016/j.lindif.2015.03.013
URI: http://hdl.handle.net/10497/18160
ISSN: 1041-6080
Other Identifiers: 10.1016/j.lindif.2015.03.013
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