Expectancy-value relationships of shame reactions and shame resiliency

This study investigated expectancy-value predictors for experiencing shame from test feedback and the possible consequences of these shame reactions. Those who experienced shame included a broader range of students than previ ously thought, including some high achievers who had high self-perceptions of competence. Main expectancy-value predictors of shame were lower self-ef ficacy ratings and higher intrinsic as well as extrinsic goal orientations. Also, although having important future goals for which the course had inst rumental value was not predictive of inducing shame, such goals appeared to exert influence on whether a person would be resilient from a shame reacti on with increased motivation, motivated behavior, and higher academic exam scores. If students believe they have the capabilities and are committed to a clear future goal for which the course grade or course information is re levant, then a shame reaction may be a warning signal that current actions are not in Line with future goal attainment. For these students, a personal evaluation of goal commitment may result in increased motivated behavior.