Relationship Affirmation, Self-Esteem, and Important Goal Pursuit in Adolescence

186 Pages·2017·1.4 MB·English

by  Roger Knowles

Relationship Affirmation, Self-Esteem,
and Important Goal Pursuit in Adolescence

Thesis submitted by
Rose McGranahan
September 2016

For the degree of Doctor of Philosophy
Psychology Department
Goldsmiths, University of London
Supervised by Dr Madoka Kumashiro and Prof Adam Rutland

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I, Rose McGranahan, confirm that the work presented in this thesis is my own.

____________________________________________

Rose McGranahan
Date: 30.09.2016
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Abstract
The pursuit of an ideal self and related goals is a constant throughout the
lifespan, and a great deal of motivation and self-regulation is required in order to move
closer to this ideal. For adolescents in particular, the ability to harness enough
motivation to pursue important goals can be a struggle. The current thesis examined the
ways in which having close affirming relationships may enhance young people’s ability
to pursue their goals, and move closer to their ideal selves. An established inter-personal
model of motivation, the Michelangelo Phenomenon, was used as a backdrop for a
series of four empirical studies, each building on the previous to further clarify the
contributions self-esteem and relationship affirmation make to goal pursuit. The first
study extended the concept of relationship affirmation for use in relationships other than
romantic couples, to determine whether all forms of affirming relationships could be
beneficial to goal pursuit and movement towards the ideal self. This being the case,
along with relationship affirmation mediating the positive relation between self-esteem
and goal pursuit motivation, the next study extended this further by applying the theory
to adolescents undertaking their last years of school. A three time-point school-based
study was carried out, testing the mediation hypothesis in adolescents from four Greater
London schools. Three empirical chapters describe findings from this study, with
Chapters 3 and 4 examining the first time points cross-sectionally, and Chapter 5
analysing the first and last time points longitudinally. The findings revealed relationship
affirmation to be a strong predictor of motivation to pursue ideal-relevant goals, and of
life satisfaction. The mediation model was supported for the most part, although the
pattern was not found longitudinally. The findings reveal the central importance of
social support, and particularly the presence of affirming relationships, to enable
adolescents to pursue important goals.
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Table of Contents
ABSTRACT .......................................................................................................... 3
TABLE OF CONTENTS ...................................................................................... 4
TABLE OF FIGURES .......................................................................................... 9
TABLE OF TABLES .......................................................................................... 12
ACKNOWLEDGEMENTS ................................................................................ 15
CHAPTER 1 : LITERATURE REVIEW ........................................................... 16
INTRODUCTION ........................................................................................................ 16
The Self and Goal Pursuit ............................................................................. 17
The Social Self: Relationships and Goal Pursuit ........................................... 23
The Michelangelo Phenomenon .................................................................. 26
The Role of Self-Esteem ............................................................................... 31
Adolescence and the Michelangelo Phenomenon ...................................... 36
Research Overview ...................................................................................... 39
CHAPTER 2 : THE MICHELANGELO PHENOMENON AND SELF-
ESTEEM IN UNIVERSITY STUDENTS: CAN THE MODEL BE APPLIED TO
NON-ROMANTIC RELATIONSHIPS? ........................................................................ 42
INTRODUCTION ........................................................................................................ 42
The Ideal Self, Goals, and Motivation .......................................................... 42
The Michelangelo Phenomenon and Self-Esteem ....................................... 43
The Michelangelo Phenomenon and Self-Esteem ....................................... 44
Research Overview ...................................................................................... 45
Hypotheses................................................................................................... 46
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METHOD ................................................................................................................ 46
Participants .................................................................................................. 46
Questionnaire Materials .............................................................................. 47
Procedure ..................................................................................................... 49
RESULTS ................................................................................................................. 50
Data Strategy ................................................................................................ 50
Factor Analysis ............................................................................................. 51
DISCUSSION ............................................................................................................ 59
General conclusions ..................................................................................... 62
CHAPTER 3 SELF-ESTEEM, RELATIONSHIP AFFIRMATION, AND
GOAL PURSUIT IN ADOLESCENCE: CROSS-SECTIONAL SCHOOL STUDY ... 63
INTRODUCTION ........................................................................................................ 63
Goals in Adolescence ................................................................................... 63
Relationships and in Adolescence ................................................................ 64
Self-Esteem, Relationships, and Goal Pursuit .............................................. 66
Potential Moderators of the Effect of Relationship Affirmation ................. 67
Research Overview ...................................................................................... 69
Hypotheses................................................................................................... 70
Potential Moderators ................................................................................... 70
METHOD ................................................................................................................ 71
Participants .................................................................................................. 71
Questionnaire Materials .............................................................................. 72
PROCEDURE ............................................................................................................ 75
RESULTS ................................................................................................................. 76
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Data analysis strategy .................................................................................. 77
DISCUSSION ............................................................................................................ 95
Limitations .................................................................................................... 98
General Conclusions ..................................................................................... 99
CHAPTER 4 REPLICATION AND EXTENSION: SECOND TIME POINT IN
SCHOOL STUDY ........................................................................................................ 101
INTRODUCTION ...................................................................................................... 101
Long- and Short-Term Goal Pursuit Motivation......................................... 101
Research Overview .................................................................................... 102
Hypotheses................................................................................................. 103
Potential Moderators ................................................................................. 104
METHOD .............................................................................................................. 104
Participants ................................................................................................ 104
Questionnaire Materials ............................................................................ 105
PROCEDURE .......................................................................................................... 106
RESULTS ............................................................................................................... 107
Data Analysis Strategy................................................................................ 107
Potential Moderators ................................................................................. 119
DISCUSSION .......................................................................................................... 123
CHAPTER 5 LONGITUDINAL SCHOOL STUDY: DOES RELATIONSHIP
AFFIRMATION PREDICT GOAL MOTIVATION OVER TIME? ........................... 126
Motivation over Time ................................................................................ 126
Research Overview .................................................................................... 127
Hypotheses: ............................................................................................... 127
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METHOD .............................................................................................................. 128
Participants ................................................................................................ 128
Questionnaire Materials (Time 3) .............................................................. 129
PROCEDURE .......................................................................................................... 131
RESULTS ............................................................................................................... 132
Data Analysis Strategy................................................................................ 132
DISCUSSION .......................................................................................................... 142
CHAPTER 6 DISCUSSION ............................................................................. 144
DISCUSSION ................................................................ ERROR! BOOKMARK NOT DEFINED.
The Importance of Relationship Affirmation and Self-Esteem in
Adolescence ........................................................................................................... 144
Chapter 2: The Michelangelo Phenomenon and Self-Esteem in University
Students: Can the Model be Applied to Non-Romantic Relationships? ................ 144
Chapter 3: Self-Esteem, Relationship Affirmation, and Goal Pursuit in
Adolescence: Cross-Sectional School Study ........................................................... 147
Chapter 4: Replication and Extension: Second Time Point in School Study:
Prioritising School Work ......................................................................................... 150
Chapter 5: Longitudinal School Study: Does Relationship Affirmation
Predict Goal Motivation over Time? ...................................................................... 152
General Discussion ..................................................................................... 153
Limitations and Future Directions ............................................................. 155
Implications of Findings ............................................................................. 158
Conclusions ................................................................................................ 159
REFERENCES .................................................................................................. 161
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APPENDIX A. QUESTIONNAIRE MEASURES (ALL STUDIES) ........... 174
ID and Demographics ................................................................................. 175
Contingencies of Self-Worth ...................................................................... 177
Self-Esteem ................................................................................................ 178
Ideal Self and Related Goal Pursuit ............................................................ 179
Relationship Affirmation ............................................................................ 181
Life Satisfaction .......................................................................................... 182

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Table of Figures
Figure 1.1. Model illustrating the role of relationship affirmation in the original
Michelangelo Phenomenon. ............................................................................................ 27
Figure 1.2. Model illustrating hypothesised effects of self-esteem and
relationship affirmation on goal pursuit motivation, ideal self movement and well-being
in proposed model. .......................................................................................................... 39
Figure 2.1 Model illustrating hypothesised effects of self-esteem and
relationship affirmation on goal pursuit motivation, ideal self movement and well-being
tested in current study. .................................................................................................... 45
Figure 2.2. Ideal self proximity measure ............................................................ 49
Figure 2.3. Standardised regression coefficients for the relationship between
self-esteem and future ideal movement as mediated by affirmation. The standardised
coefficient between self-esteem and future ideal movement controlling for affirmation is
in parentheses. ................................................................................................................. 57
Figure 2.4. Standardised regression coefficients for the relationship between
Self-Esteem and Ideal Goals Motivation as mediated by Affirmation. The standardised
coefficient between Self-Esteem and Ideal Goals Motivation controlling for Affirmation
is in parentheses .............................................................................................................. 58
Figure 3.1. Model illustrating hypothesised effects of self-esteem and
relationship affirmation on ideal and academic goal pursuit motivation, ideal self
movement and well-being. .............................................................................................. 69
Figure 3.2. Standardised regression coefficients for the relationship between
Self-Esteem and Ideal Goals Motivation as mediated by Affirmation, controlling for
gender. The standardised coefficient between Self-Esteem and Ideal Goals Motivation
controlling for Affirmation is in parentheses. ................................................................. 82
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Figure 3.3. Standardised regression coefficients for the relationship between
Self-Esteem and Ideal Goal Effort as mediated by Affirmation, controlling for gender.
The standardised coefficient between Self-Esteem and Ideal Goals Effort controlling for
Affirmation is in parentheses. ......................................................................................... 83
Figure 3.4. Standardised regression coefficients for the relationship between
Self-Esteem and Academic Goal Effort as mediated by Affirmation, controlling for
gender. The standardised coefficient between Self-Esteem and Academic Goal Effort
controlling for Affirmation is in parentheses. ................................................................. 84
Figure 3.5. Standardised regression coefficients for the relationship between
Self-Esteem and Life Satisfaction as mediated by Affirmation, controlling for gender.
The standardised coefficient between Self-Esteem and Life Satisfaction controlling for
Affirmation is in parentheses. ......................................................................................... 86
Figure 3.6. Simple slopes showing unstandardised regression coefficients for the
relationship between Affirmation and Academic Goal Effort for pupils with parents
with and without higher education (HE) qualifications. ................................................. 88
Figure 3.7. Simple slopes showing unstandardised regression coefficients for the
relationship between Affirmation and Ideal Goals Motivation for levels of CSW
Approval 1 SD above and 1 SD below the mean. ........................................................... 93
Figure 4.1. Model illustrating hypothesised effects of self-esteem and
relationship affirmation on goal pursuit motivation, examination measures, ideal self
movement, and well-being. ........................................................................................... 103
Figure 4.2. Standardised regression coefficients for the relationship between
self-esteem and ideal goals motivation as mediated by affirmation, controlling for
gender. The standardised coefficient between self-esteem and ideal goals motivation
controlling for affirmation is in parentheses. ................................................................ 112
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