Self-worth theory of motivation

[3][4] The effort an individual puts in for the maximisation of academic competence to protect self-worth is often defined as a “double-edged sword”; while it is an essential factor of success, it can also result in feelings of worthlessness and incapability if one fails.

[3][5] To avoid the conclusion of incapability and hence maintain self-worth, some students choose to use defensive strategies such as putting in less effort and setting low standards towards the event of evaluation.

This self-reported strategy includes the exaggeration of obstacles that could impede successful performance, excuses of test anxiety and health-related problems.

[8] In order to avoid the negative implication of failure on one's sense of self-worth, some students use the strategy of defensive pessimism; they deliberately have pessimistic thoughts about the upcoming tasks.

[7] However, while it does not have a negative impact on the attainment, defensive pessimism can provoke unhealthy consequences of “decreased life satisfaction, an eventual drop in performance level, and feelings of hopelessness and worry” as well as causing fatigue and emotional variability.

[10] Defensive expectation refers to individuals lowering their self-expectations towards the outcomes of the event where their ability will be evaluated, setting low standards towards which they will be judged.

[10] Such process of defensive reflection can serve as the motivation allowing an individual to concisely plan out and try their best in order to avoid negative outcomes and scenarios.

[12] However, older students commonly miss the chance of receiving synergy effect as they abstain from putting in much effort due to the “threat of humiliation” which failure can yield.

[13] The failure-avoidant students strive to look competent, utilising failure avoiding strategies such as defensive pessimism and self-handicapping, as inability is a big threat to one's sense of self-worth.

[13] Similarly, when the student attains success from putting in low effort, it brings the sense of self-esteem and feeling of pride as it represents one's high ability and capability.

[12] Such ways of teaching include the utilisation of non-competitive learning structures which are known to stimulate students to seek for success rather than trying to avoid failure.

[1][15] The ways of avoiding failure include reduction of effort, setting unrealistically low standards and goals towards the event of evaluation, and making excuses for potential poor performance.

[6] An individual's behaviour pattern shown in the situations where they are motivated to protect their sense of self-worth has been proven to have a clear relationship with child-rearing practice through the research of the drive-theory tradition.

[16] The early pioneering studies suggest that the success-oriented individuals usually have been nurtured in a warm environment where parents’ guidance takes place, receiving encouragement to make choices on their own and to practice being independent.

[16] The factors of warm nurturing environment and parents’ guidance supports the promotion of an individual's responsibility in the context of making decisions and “trying out new ideas”.

The self-worth theory of motivation commonly applies to students in the school context where frequent evaluation of one's ability and comparison between peers exist.
Some students use the strategy of defensive pessimism to protect their sense of self-worth by deliberately having pessimistic thoughts about the upcoming tasks.
Instructing in a way that separates student's obsession of ability from willingness to learn is considered as an important role of instructors. By utilising non-competitive learning structures, instructors can stimulate students to seek for success rather than trying to avoid failure.
An individual's behaviour pattern shown in the situations where they are motivated to protect their sense of self-worth has been proven to have a clear relationship with child-rearing practice.