An Expanded Self is a More Capable Self: The Association between Self-concept Size and Self-efficacy

Abstract

The self-expansion model states that an expanded self-concept is associated with an increased sense of self-efficacy. We conducted four studies (three correlational, one experimental) to test this central tenet of the self-expansion model in a non-relational context. Results indicate that self-concept size (Studies 1 and 2) and subjective sense of self-concept (Study 3) were positively associated with greater self-efficacy. In Study 4, individuals who were randomly assigned to physically expand a representation of their self-concept reported greater self-efficacy at resolving potential problems than those who contracted a self-representation or left it unchanged. Taken together, these four studies provide the first empirical evidence that expanded self-concepts lead to greater self-efficacy.

Keywords:

• Self-expansion
• Self-concept
• Self-efficacy

Notes

1. Participants were given a chance to practice using the compass before drawing the self-concept circle.

2. This correlation between the abstract and direct measures of self-concept size is similar to the average strength of correlation between measures of implicit and explicit attitudes (Nosek, 2007).

3. It is possible that the movements associated with the expansion and non-expansion control conditions would only affect self-efficacy for individuals who are familiar with touch screen tablet computers and in turn would have formed mental representations associating the finger movements to increasing or decreasing the size of images. Although random assignment likely accounted for this possibility, we additionally controlled for age (i.e., a proxy for familiarity with technology) in our analyses. This did not alter the pattern of results, as the effect of expansion condition remained significant, p = .031.

Additional information

Notes on contributors

Brent A. Mattingly

This research was supported with funding from a Grant in Aid of Creativity from Monmouth University and from a Summer Research Grant from Psi Chi: The International Honor Society in Psychology. We would like to thank Rachel Carson, Samantha Diemer, Jessica Dooley, Sarah Guarino, Kayla Hoover, Stephanie Kocsik, Amanda Mosley, Julianne Nestor, Cori Palermo, and Chelcie Piasio for their assistance with data collection. We would also like to thank Kevin P. McIntyre for his helpful comments on a previous version of this manuscript.