Pillemer David B, Ivcevic Zorana, Gooze Rachel A, Collins Katherine A
Department of Psychology, University of New Hampshire, NH 03824, USA.
Pers Soc Psychol Bull. 2007 Sep;33(9):1292-305. doi: 10.1177/0146167207303952. Epub 2007 Jul 17.
College students and middle-aged adults provided memories of occasions when they felt especially good or especially bad about themselves. Probes directed the memory search to several age intervals during childhood, adolescence, and adulthood. Predominant themes represented in self-esteem memories differed consistently as a function of emotional valence. Memories of positive self-worth frequently focused on achievement/mastery themes, whereas memories of negative self-worth frequently focused on interpersonal/affiliation themes. When people evaluate the self through the lens of autobiographical memory, interpersonal distress is portrayed as especially damaging and achievement success is portrayed as especially enhancing. The asymmetry between positive and negative self-esteem memories is explained using multiple theoretical perspectives within social and personality psychology.
大学生和中年成年人回忆了他们自我感觉特别好或特别差的时刻。调查引导记忆搜索指向童年、青少年和成年期的几个年龄阶段。自尊记忆中呈现的主要主题因情绪效价而始终存在差异。积极自我价值的记忆通常聚焦于成就/掌握主题，而消极自我价值的记忆通常聚焦于人际/归属主题。当人们通过自传体记忆的视角来评价自我时，人际困扰被描绘为特别具有破坏性，而成就成功则被描绘为特别具有提升作用。社会和人格心理学中的多种理论视角解释了积极和消极自尊记忆之间的不对称性。
