Reach for the STARS? The role of academic contingent self-worth in statistics anxiety and learning

Research is mixed regarding whether academic contingent self-worth (ACSW) bears negative or positive outcomes for one’s learning. Distinctions between upward (i.e., drive for success) and downward (i.e., avoidance of failure) contingencies might help provide stronger insight into when ACSW may be linked with more positive or negative outcomes. The present research examines these ideas in relation to statistics learning. Study 1 provides evidence for these mixed results as ACSW is related to positive outcomes, but not with negative outcomes found in past research, when upward and downward contingencies are not separated. Study 2 found that upward and downward contingencies account for different reactions to threatening situations (e.g., a difficult test). Downward contingencies led to increased self-handicapping, while upward contingencies led to increased state anxiety. Our research highlights the importance of considering upward or downward contingencies and how they may result in different outcomes for one’s studies.