Sample records for self-esteem academic adjustment
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Student self-esteem and academic achievement
Directory of Open Access Journals (Sweden)
Milošević Nikoleta M.
2005-01-01
Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and
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Peixoto, Francisco; Almeida, Leandro S.
2010-01-01
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…
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Self-Esteem and Academic Stress among Nursing Students.
Acharya Pandey, R; Chalise, H N
2015-01-01
Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons' life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress. Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students. Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg's Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis. Result This study shows mean age of the respondent's was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress. Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.
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Corporal punishment, academic performance and self-esteem ...
African Journals Online (AJOL)
The results show no significant differences between corporal punishment and academic performance and self-esteem of the students. Whereas self-esteem and academic performance were found to be positively related, there was no significant variation in self-esteem across gender. The implications of the findings are ...
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Consequences of self-handicapping: effects on coping, academic performance, and adjustment.
Zuckerman, M; Kieffer, S C; Knee, C R
1998-06-01
Self-handicappers erect impediments to performance to protect their self-esteem. The impediments may interfere with the ability to do well and, as such, may result in poor adjustment. Using a longitudinal design, the present studies examined prospective effects of self-handicapping on coping, academic performance, and several adjustment-related variables (e.g., self-esteem). It was found that, compared to low self-handicappers, high self-handicappers reported higher usage of coping strategies implying withdrawal and negative focus. High self-handicappers performed less well academically, an effect that was mediated in part by poor study habits. Finally, high self-handicapping resulted in poorer adjustment over time, and poorer adjustment resulted in higher self-handicapping over time. These relations are consistent with the idea of a vicious cycle in which self-handicapping and poor adjustment reinforce one another.
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Self-Esteem, Coping Efforts and Marital Adjustment
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Claude Bélanger
2014-11-01
Full Text Available The main objective of this study is to investigate the relationship between self-esteem, specific coping strategies and marital adjustment. The sample consists of 216 subjects from 108 couples who completed the Dyadic Adjustment Scale, the Rosenberg Self-Esteem Scale and the Ways of Coping Checklist. The results confirm the presence of a relationship between self-esteem, specific coping strategies and marital adjustment in men and women. High self-esteem and marital adjustment are associated with the use of problem solving strategies and less avoidance as a way of coping. Moreover, cross analyses reveal that one’s feelings of self-worth are associated with his/her spouse's marital adjustment. The theoretical implications of these results are discussed.
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Afari, Ernest; Ward, Graeme; Khine, Myint Swe
2012-01-01
We investigated the relationships between global self-esteem, academic self-efficacy and academic performance among a sample of 255 college students in the United Arab Emirates. The widely used Rosenberg's Self-Esteem Scale (RSES; Rosenberg, 1965) and an academic self-efficacy scale, modified from (Jinks and Morgan, 1999) were used to assess…
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Directory of Open Access Journals (Sweden)
Claudia eSchöne
2015-10-01
Full Text Available Low self-esteem has been established as a vulnerability factor for depression. In line with recent research, we suggest that a full understanding of the role of self-esteem in depression requires consideration of contingent self-esteem as well. For most people, competence is an important source of self-esteem. Students in particular link their self-esteem to academic competence. To test the hypothesis that academic contingent self-esteem (aCSE predicts depressive symptoms, two studies were conducted. Preceding the investigation of our hypothesis, the first purpose of Study 1 was to describe the development of aCSE, self-esteem level, and depressive symptoms in adolescence in a sample of German students aged 10–16 (N = 1888 in order to provide a foundation for further analyses. Then, to address the main question, age and gender differences in aCSE, self-esteem level, and depressive symptoms as well as their relations were investigated. The results show that (1 gender differences emerged after the age of 10/11. Girls scored higher on aCSE and depressive symptoms and lower on self-esteem level than did boys, and aCSE and depressive symptoms decreased and self-esteem level increased over time in boys, while the rather disadvantageous pattern in girls remained stable. (2 After controlling for self-esteem level and aCSE, the effects of gender and age × gender interaction on depressive symptoms disappeared, suggesting an influence of aCSE on depressive symptoms. (3 aCSE predicted depressive symptoms over and above self-esteem level.Since the results of Study 1 did not allow for causal conclusions, a longitudinal study (N = 160 was conducted to further investigate the causal role of aCSE. According to the diathesis-stress model, aCSE was expected to serve as a diathesis for developing depressive symptoms in the face of academic stress (daily hassles during an academic semester at university. The results of Study 2 revealed that aCSE interacted with
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[Self-esteem, self-centeredness and social-emotional adjustment of gifted children and adolescents].
Kostogianni, N; Andronikof, A
2009-10-01
There is an ongoing debate of how giftedness affects social-emotional adjustment. Self-esteem may be an indicator of social-emotional adjustment but insufficient in its explanatory capacity, especially high self-esteem which tends to produce opposite responses in regards to adjustment. A distinction between defensive and genuine high self-esteem could account for these results. In order to understand how self-esteem operates on social-emotional adjustment, it should be associated with other measurements relating to self-concern. In the Rorschach comprehensive system (CS), egocentricity index measures self-centeredness, which can be defined as the balance between self-concern and concern for others. High self-concern is associated with a neglect of the others. Operationalized here, as the interaction of high self-esteem and excessive self-concern, defensive high self-esteem should predict maladaptive outcomes. Participants were aged from 9 to 15 years old, with an IQ greater or equal to 130 on the WISC-III. They were attending regular classes and were not in counseling or psychotherapy. Children and adolescents were administrated the Rorschach CS and the Coopersmith self-esteem inventory. Parents completed the child behaviour checklist (CBCL) which assesses general psychopathology. Seventy-eight subjects' data satisfy the conditions of validity of the instruments used. Gifted boys present more behavior and emotional problems than gifted girls in this study. Self-esteem predicts social-emotional adjustment. There is an interaction between self-esteem and self-concern on psychopathology only for high values of self-esteem. Gifted with high self-esteem associated with high self-concern are more vulnerable to maladjustment than high self-esteem associated with low self-concern. Gifted children and adolescents with low self-esteem experience more problems anyhow. These findings reinforce the view that the gifted are a diverse group in terms of social-emotional adjustment
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Dufner, Michael; Reitz, Anne K; Zander, Lysann
2015-10-01
We investigated the reciprocal associations between academic self-enhancement and key indicators of intra- and interpersonal adjustment as well as the role of self-esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents (Mage = 11.83; 54% female) over the course of one academic year. We assessed self-reported subjective well-being as an indicator of intrapersonal adjustment and peer-reported popularity as an indicator of interpersonal adjustment. We computed cross-lagged and longitudinal mediational analyses. Academic self-enhancement prospectively predicted high subsequent well-being and popularity. Vice versa, well-being and popularity prospectively predicted high subsequent levels of self-enhancement. High self-esteem mediated the longitudinal associations between self-enhancement and well-being in both directions, but not the links between self-enhancement and popularity. Self-enhancement and adjustment are bidirectionally linked: Self-enhancement entails intrapersonal and interpersonal benefits; at the same time, adjustment in both domains fosters self-enhancement. In terms of intrapersonal, but not interpersonal adjustment, self-esteem seems to serve as a linchpin, accounting for all longitudinal associations. Furthermore, we present evidence indicating that self-enhancement indicators that are based on difference scores (instead of residuals) are problematic and might have led to negatively biased results in the literature. © 2014 Wiley Periodicals, Inc.
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Academic underachievement, self-esteem and self-efficacy in decision making
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Pina Filippello
2014-01-01
Full Text Available The aim of the study was to investigate the relationship between decision making styles, self-esteem and self-beliefs about decision- making ability and the differences linked to academic performance. A sample of 100 students split into two groups aged 15-16 years and 17-18 years participated in the study. All subjects compiled the Multidimensional Self-esteem Test (T.M.A. – Bracken, 1993 for the evaluation of academic success and competence of environmental control and How I Make my Choices (H.M.C. – Filippello et al., 2011, a structured interview, specifically designed to measure decision-making styles in two different contexts (school context vs. social context and decision-making self-efficacy (Low vs. High Self-efficacy in making decisions.The exploratory factor analysis reflects the theorized construction. Age and gender differences were found. Furthermore, as expected, low academic performance was associated with lower self-esteem, lower decision-making self-efficacy and more dysfunctional decision-making styles. Students with a high academic performance, instead, showed higher self-esteem, higher decision-making self-efficacy and more functional decision-making styles.Data encourages the use of H.M.C., not only in the research of personality but also for educational and counseling purposes.
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Farris, Jaelyn; Burke Lefever, Jennifer E.; Borkowski, John G.; Whitman, Thomas L.
2013-01-01
Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal…
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Schöne, Claudia; Tandler, Sarah S; Stiensmeier-Pelster, Joachim
2015-01-01
Low self-esteem has been established as a vulnerability factor for depression. In line with recent research, we suggest that a full understanding of the role of self-esteem in depression requires consideration of contingent self-esteem as well. For most people, competence is an important source of self-esteem. Students in particular link their self-esteem to academic competence. To test the hypothesis that academic contingent self-esteem (aCSE) predicts depressive symptoms (DS), two studies were conducted. Preceding the investigation of our hypothesis, the first purpose of Study 1 was to describe the development of aCSE, self-esteem (SE) level, and DS in adolescence in a sample of German students aged 10-16 (N = 1888) in order to provide a foundation for further analyses. Then, to address the main question, age and gender differences in aCSE, SE level, and DS as well as their relations were investigated. The results show that (1) gender differences emerged after the age of 10/11. Girls scored higher on aCSE and DS and lower on SE level than did boys, and aCSE and DS decreased and SE level increased over time in boys, while the rather disadvantageous pattern in girls remained stable. (2) After controlling for SE level and aCSE, the effects of gender and age × gender interaction on DS disappeared, suggesting an influence of aCSE on DS. (3) aCSE predicted DS over and above SE level. Since the results of Study 1 did not allow for causal conclusions, a longitudinal study (N = 160) was conducted to further investigate the causal role of aCSE. According to the diathesis-stress model, aCSE was expected to serve as a diathesis for developing DS in the face of academic stress (daily hassles) during an academic semester at university. The results of Study 2 revealed that aCSE interacted with corresponding hassles to predict increases in DS. High levels of academic stress led to increases in DS only among students who strongly based their SE on academic competence
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Schöne, Claudia; Tandler, Sarah S.; Stiensmeier-Pelster, Joachim
2015-01-01
Low self-esteem has been established as a vulnerability factor for depression. In line with recent research, we suggest that a full understanding of the role of self-esteem in depression requires consideration of contingent self-esteem as well. For most people, competence is an important source of self-esteem. Students in particular link their self-esteem to academic competence. To test the hypothesis that academic contingent self-esteem (aCSE) predicts depressive symptoms (DS), two studies were conducted. Preceding the investigation of our hypothesis, the first purpose of Study 1 was to describe the development of aCSE, self-esteem (SE) level, and DS in adolescence in a sample of German students aged 10–16 (N = 1888) in order to provide a foundation for further analyses. Then, to address the main question, age and gender differences in aCSE, SE level, and DS as well as their relations were investigated. The results show that (1) gender differences emerged after the age of 10/11. Girls scored higher on aCSE and DS and lower on SE level than did boys, and aCSE and DS decreased and SE level increased over time in boys, while the rather disadvantageous pattern in girls remained stable. (2) After controlling for SE level and aCSE, the effects of gender and age × gender interaction on DS disappeared, suggesting an influence of aCSE on DS. (3) aCSE predicted DS over and above SE level. Since the results of Study 1 did not allow for causal conclusions, a longitudinal study (N = 160) was conducted to further investigate the causal role of aCSE. According to the diathesis-stress model, aCSE was expected to serve as a diathesis for developing DS in the face of academic stress (daily hassles) during an academic semester at university. The results of Study 2 revealed that aCSE interacted with corresponding hassles to predict increases in DS. High levels of academic stress led to increases in DS only among students who strongly based their SE on academic competence
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Self-esteem among German nurses: does academic education make a difference?
Van Eckert, S; Gaidys, U; Martin, C R
2012-12-01
Self-esteem is not typically associated with the nursing profession. However, the concept is indispensible for job satisfaction and good-quality patient care. Many healthcare systems are confronted with declining numbers of qualified nurses, and desperately seek suitable strategies to recruit and retain sufficient trainees and junior staff. This investigation examined self-esteem in 212 German nurses using the Rosenberg Self-Esteem Scale. Nurses with an academic degree displayed a statistically significant higher level of self-esteem than nurses without academic education (P self-esteem, thus offering a myriad of potential benefits to both nurses and patients. Self-esteem is a quality relevant to this profession and, as such, the findings of research in this area should be reflected in the design of nurse training curricula. © 2012 Blackwell Publishing.
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Okech, Allan Prince; Harrington, Rick
2002-03-01
The purpose of this study was to investigate the relationships among Black consciousness, self-esteem, and academic self-efficacy in African American men. The participants were 120 African American male college students at a predominantly African American university. The authors administered 3 instruments--the Developmental Inventory of Black Consciousness (DIB-C; J. Milliones, 1980), the M. Rosenberg (1965) Self-Esteem Scale, and R. E. Wood and E. A. Locke's (1987) Academic Self-Efficacy Scale--to test the hypotheses. They used an independent-measures t test and a Pearson r correlation to analyze the data. The results of the study supported the hypotheses under investigation. Significant positive relationships were found between Black consciousness and self-esteem and Black consciousness and academic self-efficacy. The results of the study showed that Black consciousness appears to be an important construct to use in understanding self-esteem and academic self-efficacy in African American men.
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Romm, Kristin Lie; Rossberg, Jan Ivar; Hansen, Charlotte Fredslund; Haug, Elisabeth; Andreassen, Ole A; Melle, Ingrid
2011-08-19
Low levels of self-esteem have been implicated as both a cause and a consequence of severe mental disorders. The main aims of the study were to examine whether premorbid adjustment has an impact on the subject's self-esteem, and whether lowered self-esteem contributes to the development of delusions and hallucinations. A total of 113 patients from the Thematically Organized Psychosis research study (TOP) were included at first treatment. The Positive and Negative Syndrome Scale (PANSS) was used to assess present symptoms. Premorbid adjustment was measured with the Premorbid Adjustment Scale (PAS) and self-esteem by the Rosenberg Self-Esteem Scale (RSES). Premorbid social adjustment was significantly related to lower self-esteem and explained a significant proportion of the variance in self-esteem. Self-esteem was significantly associated with the levels of persecutory delusions and hallucinations experienced by the patient and explained a significant proportion of the variance even after adjusting for premorbid functioning and depression. There are reasons to suspect that premorbid functioning is an important aspect in the development of self- esteem, and, furthermore, that self-esteem is associated with the development of delusions and hallucinations.
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Directory of Open Access Journals (Sweden)
Haug Elisabeth
2011-08-01
Full Text Available Abstract Background Low levels of self-esteem have been implicated as both a cause and a consequence of severe mental disorders. The main aims of the study were to examine whether premorbid adjustment has an impact on the subject's self-esteem, and whether lowered self-esteem contributes to the development of delusions and hallucinations. Method A total of 113 patients from the Thematically Organized Psychosis research study (TOP were included at first treatment. The Positive and Negative Syndrome Scale (PANSS was used to assess present symptoms. Premorbid adjustment was measured with the Premorbid Adjustment Scale (PAS and self-esteem by the Rosenberg Self-Esteem Scale (RSES. Results Premorbid social adjustment was significantly related to lower self-esteem and explained a significant proportion of the variance in self-esteem. Self-esteem was significantly associated with the levels of persecutory delusions and hallucinations experienced by the patient and explained a significant proportion of the variance even after adjusting for premorbid functioning and depression. Conclusion There are reasons to suspect that premorbid functioning is an important aspect in the development of self- esteem, and, furthermore, that self-esteem is associated with the development of delusions and hallucinations.
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Self-Esteem, Study Habits and Academic Performance Among University Students
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Manuel L. Chilca Alva
2017-04-01
Full Text Available This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP in the third term of 2016, and the sample size numbered 86 students. The Coopersmith Self-Esteem Inventory, Luis Vicuña Peri’s Study Habits Inventory and the average grades obtained by students were used for research variable measurement. Results show that self-esteem does not significantly impact academic performance, but study habits do influence academic performance (p = .000 < α = .05. Hence students are expected to enhance academic performance as they refine study techniques.
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Directory of Open Access Journals (Sweden)
Wiwik Andreani
2012-04-01
Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4.
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Wiwik Andreani.
2013-01-01
This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...
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Sexual Harassment, Self Esteem and Academic Engagement as ...
African Journals Online (AJOL)
The purpose of the present study was to investigate the extent to which sexual harassment, self-esteem, and academic engagement predict academic success of female secondary school students in Gondar city. Correlational design was employed to answer the research questions raised. Respondents were 366 female ...
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Kocayörük, Ercan; Şimşek, Ömer Faruk
2016-01-01
The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.
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Rundles, Kyle
2013-01-01
International populations face difficulties adjusting to a new culture. This is especially true for international students, who have to adjust to a new country and face academic demands concurrently. Research has explored various factors that impact psychological adjustment of international students and show the influence of self-esteem and social…
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Zhang, Yanting; Dong, Siqin; Fang, Wenjie; Chai, Xiaohui; Mei, Jiaojiao; Fan, Xiuzhen
2018-05-29
Academic procrastination has been a widespread problem behavior among undergraduates. This study aimed to examine the prevalence of academic procrastination among undergraduates in health professions, and explore the mediation effects of self-efficacy for self-regulation and fear of failure in the relationship between self-esteem and academic procrastination. A cross-sectional design was used to study 1184 undergraduates in health professions from China. Participants completed measures of academic procrastination, self-esteem, self-efficacy for self-regulation and fear of failure. We used Pearson product-moment correlation to examine the bivariate correlations between study variables, and path analysis to examine mediation. Among the 1184 undergraduates, 877 (74.1%) procrastinated on at least one type of academic task. The total score for academic procrastination was negatively correlated with scores for self-esteem and self-efficacy for self-regulation, and positively correlated with the score for fear of failure. Moreover, the relationship between self-esteem and academic procrastination was fully mediated by self-efficacy for self-regulation (indirect effect: β = - .15, 95% bootstrap CI - .19 to - .11) and fear of failure (indirect effect: β = - .06, 95% bootstrap CI - .09 to - .04). These findings suggest that interventions targeting the enhancement of self-efficacy for self-regulation and the conquest of fear of failure may prevent or reduce academic procrastination among undergraduates in health professions, especially for those with lower self-esteem.
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Parenting and Adolescents’ Self-Esteem: The Portuguese Context
Rodrigues, Yara; Veiga, Feliciano; Fuentes, María C.; García, Fernando
2013-01-01
This study analyzes the relationships between parenting styles and adolescent’s psychosocial adjustment (self-esteem) in the Portuguese culture. The sample was of 517 adolescents, 214 males (41.39 %), and aged 11 to 18 years. We used the Parental Socialization Scale (ESPA29) to assess the parenting styles (authoritative, authoritarian, indulgent and negligent), and the Multidimensional Self-esteem Scale Form-5 (AF5) that assesses five dimensions of self-esteem: academic, social, emotional, fa...
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The relationship between self-esteem and problem behaviour, social and academic competence
Theie, Steinar
2007-01-01
This study analyses the relationship between low self-esteem and problem behaviour, social competence and academic achievement among students in lower secondary schools in Norway. 2164 students in 11 lower secondary schools filled in a self-evaluation scale on self-esteem (Harter 1999). Teachers evaluated the same students using the problem-behaviour-scale, social competence scale and academic achievement scale developed by Gresham and Elliott (1990). Correlations were computed between each f...
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Kandemir, Mehmet; Ilhan, Tahsin; Ozpolat, Ahmed Ragip; Palanci, Mehmet
2014-01-01
The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kirikkale University, Education Faculty in Turkey. Students in the research group…
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Directory of Open Access Journals (Sweden)
Wiwik Andreani
2013-10-01
Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4.
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Self-Esteem & Academic Performance among University Students
Arshad, Muhammad; Zaidi, Syed Muhammad Imran Haider; Mahmood, Khalid
2015-01-01
The current study was conducted to assess the self-esteem and academic performance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…
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[Link between depression and academic self-esteem in gifted children].
Bénony, H; Van Der Elst, D; Chahraoui, K; Bénony, C; Marnier, J-P
2007-01-01
training. The pupils had no record of any neurological or physical antecedents, were all French-speaking, were not taking any toxic substances and had never consulted a psychologist or psychiatrist. They were all in advance by one to two years in terms of academic level. They were matched with the control subjects by real age and not mental age and as a function of their parents' socio-economic level. The mean age of this latter group was 11 years, 4 months (standard deviation=14 months; minimum=8 years 11 months, maximum=13 years 1 month) and the group consisted of 14 girls and 9 boys. It was similar to the target group in terms of age, gender, key childhood experiences, divorces, separations and the death or illness of close relations. They had never consulted a child psychologist or been hospitalized for related problems, were not following any psychotherapy, were neither behind nor advanced in terms of academic age and came from normal classes. Their mean Intelligence Quotient (IQ) was 106.04 (standard deviation=5.39). Children attending special classes (European, Franco-German, music, sport, etc.) were excluded in order to obtain as "standardized" a group as possible. The following tools were used: 1) The Child Behaviour Check List (CBCL), a self-questionnaire developed in 1978 by Achenbach in the USA, which is one of the most frequently used child psychopathology measuring tools both in research and in clinical practice. It is intended to provide a standardized description of emotional and/or behavioral problems as observed by parents in children aged between 4 and 16 years. A French version, "la liste des comportements pour les enfants", has been developed and used for a subsample of the boys aged between 6 and 11 years (Fombonne and Vermeersch, 1997). 2) Carré's "self-esteem inventory" (SEI) was created by Carré (1984) in order to test the level of self-esteem. This tool is designed to measure the subject's evaluation of himself or herself in the social, family
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Self Efficacy, Self Esteem, and Gender as Factors Predicting ...
African Journals Online (AJOL)
For most new students, adjusting to an unfamiliar academic setting can induce homesickness. While most studies have investigated homesickness as a negative outcome of relocation, the present study extended the literature by examining the influence of self esteem, self efficacy, and gender on homesickness among ...
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Andreani, Wiwik
2013-01-01
This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...
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Self-Esteem And Self-Estimates Of Academic Performance
Morrison, Thomas L.; And Others
1973-01-01
Three measures of self-esteem were used to test the hypothesis that college students with low self-esteem would predict getting lower grades on an examination than high-self esteem subjects. The hypothesis was confirmed for the Coopersmith Self-Esteem Inventory but not for the Ziller Social Self-Esteem scale or for the subscale of the Coopersmith…
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The Effects Of Self-Esteem on Academic Motivation: The Mediating Role of Automatic Thoughts
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Cemaliye DIREKTOR
2017-06-01
Full Text Available The purpose of the present study is to investigate the mediational role of automatic thoughts on the association between self-esteem and academic motivation. Differences would be analyzed separated according to gender and faculty studied. Participants of the study are 210 undergraduate students (%42.4, 89 women; %57.6, 121 men selected randomly from counselling and intelligence teaching departments of University in Northern Cyprus. All permissions were taken. In order of the aim of self-esteem were assessed using ‘Rosenberg Self-Esteem Questionarie’’. In addition academic motivation was measured by ‘Academic Motivation Scale’ and ‘Automatic Thoughts Inventory’was used in measuring automatic thought levels of the participants. At this study relational screening analysis used, and mediation effect of automatic thoughts were analyzed using Baron and Kenny’s (1986 mediation analysis method. Partial mediation effect of amotivation subscale was proved among self-esteem and negative automatic thought. Evaluating the total effect and direct effect, it is indicated that, the difference is 28% of indirect effect value. Amotivation is related to self esteem and negative automatic thoughts
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Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad
2016-03-01
Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. It seems that interventions to increase self-esteem among student can help improve academic achievement among them.
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Relationship between academic self-esteem and performance in ...
African Journals Online (AJOL)
This study was conducted to determine the relationship between pupils' academic self-esteem and performance in English language and Mathematics. The sample consisted of 365 pupils selected from 82 primary schools in Maiduguri Metropolitan Council, Borno State. Krejcie and Morgan's table for determining sampling ...
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Procrastination, Self-Esteem, Academic Performance, and Well-Being: A Moderated Mediation Model
Duru, Erdinç; Balkis, Murat
2017-01-01
The current study attempts to examine integrated effects of procrastination, self-esteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both…
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Booth, Margaret Zoller; Gerard, Jean M.
2012-01-01
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. PMID:24068853
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Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad
2018-01-01
BACKGROUND: Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014–2015. SUBJECTS AND METHODS: This is a descriptive–correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014–2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. RESULTS: The results indicated a significant relationship between grade point average and educational self-esteem (P = 0.002, r = 0.135) and global self-esteem (P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem (P = 0.019, r = 0.102) and academic achievement (P = 0.007, r = 0.116) and global self-esteem (P = 0.020, r = 0.102). CONCLUSIONS: According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested. PMID:29693033
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Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad
2018-01-01
Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014-2015. This is a descriptive-correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014-2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. The results indicated a significant relationship between grade point average and educational self-esteem ( P = 0.002, r = 0.135) and global self-esteem ( P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem ( P = 0.019, r = 0.102) and academic achievement ( P = 0.007, r = 0.116) and global self-esteem ( P = 0.020, r = 0.102). According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.
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Adjustment and Self-Esteem of Users and Nonusers of a University Counselling Service.
Poirier, Pierre-Paul; And Others
1979-01-01
A version of the Tennessee Self Concept Scale was used to measure self-esteem and adjustment in groups of users and nonusers of the counseling center at a French Canadian University. Users were found to have significantly lower self-esteem scores than nonusers. Sex seemed unrelated. (Author)
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Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad
2016-01-01
Background Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. Objectives The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. Materials and Methods This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. Conclusions It seems that interventions to increase self-esteem among student can help improve academic achievement among them. PMID:27284277
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Aydin, Betül; Sari, Serkan Volkan; Sahin, Mustafa
2014-01-01
In this study, examining the relationship of parental acceptance/involvement to self-esteem, hope and academic achievement besides, mediating role of hope on the relationship between perception of parental acceptance/involvement, self esteem and academic achievement were aimed. The study was carried out with 297 students from different…
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Yadav, Anita; Yadav, T P
2013-03-01
To assess school adjustment, self-concept, self-esteem, general wellbeing and parent-child relationship in children with Juvenile Idiopathic Arthritis (JIA)and to study the correlation of these parameters with chronicity of disease, number of active joints, laboratory parameters of disease activity and JIA subtypes. A total of 64 children (32 cases and 32 controls) were recruited for analysis. Self report questionnaires which included PGI General Wellbeing Measure, Adjustment Inventory for School Students, Parent Child Relationship Scale, Self Esteem Inventory and Self Concept Questionnaires were used to assess all the enrolled subjects. Cases had significantly lower general physical well being (p self-esteem, self-concept, adjustment in school, general wellbeing and evokes disturbed parent-child relationship.
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Osborne, Jason W.
1995-01-01
Tested hypothesis that African American children protect themselves from failure by detaching their self-esteem from academic outcomes. Analyses revealed a pattern of weakening correlations between self-esteem and academic outcomes from 8th to 10th grade for African American students. Correlations for white students remained stable or increased.…
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[Development of the scale of strategies for enhancing self-esteem among medical school students].
Kim, Jin-Ju; Jang, Eun-Young; Park, Yong-Chon
2013-06-01
From the point of view that medical students are under the pressure of academic achievement and vulnerable to subjective distress, there is need for evaluate their strategies for enhancing self-esteem when they failed academically. This study was to develop the scale for enhancing self-esteem and to confirm the convergent, discriminant and criteria validity. Data were collected from 279 students at a medical school in Seoul. The scale of strategies for enhancing self-esteem (SSES) comprised comparison with inferior, doubting academic failure, accepting failure, and attribution to incidental factors. Also, to confirm the validities, participants responded to items measuring self-esteem, narcissism, 5 personality factors, depression and adjustment. By explanatory factor analysis of SSES, composed of three factors-comparison, doubting, and acceptance-and in the confirmatory factor analysis, 3 dimensions were best fit. Notably, comparison and doubting strategies were positively associated with depression and negatively associated with adjustment. In contrast, acceptance strategies were negatively associated with depression and positively associated with adjustment. Additionally, comparison and doubting strategies were positively associated with narcissism. The SSES of medical school students after academic failure yields 3 dimensions reliably and consistently. Also, it shows satisfactory convergent and concurrent validities.
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Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students
Asakereh, Ahmad; Yousofi, Nouroddin
2018-01-01
The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information…
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Adjustment to University and Academic Performance among Disadvantaged Students in South Africa
Petersen, Il-haam; Louw, Johann; Dumont, Kitty
2009-01-01
Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress, and perceived academic overload), in relation to the success of economically and…
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Romm, Lie K; Ivar Rossberg, Jan; Fredslund Hansen, Charlotte; Haug, Elisabeth; Andreassen, Ole A; Melle, Ingrid
2011-01-01
Background Low levels of self-esteem have been implicated as both a cause and a consequence of severe mental disorders. The main aims of the study were to examine whether premorbid adjustment has an impact on the subject's self-esteem, and whether lowered self-esteem contributes to the development of delusions and hallucinations. Method A total of 113 patients from the Thematically Organized Psychosis...
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Grossman, B; Wirt, R; Davids, A
1985-03-01
This study provides a comparison of similarities and differences with respect to ethnic identity between Anglo and Chicano adolescents from Texas. A path analysis model was used to test a theoretical assumption concerning proposed antecedents and consequences of self-esteem. Research instruments included the Rosenberg Self Esteem Scale, the Semantic Differential (scales for Myself and My Ethnic Group) and the McGuire White Measure of Social Status. Results were consistent with the interpretation that there is a relationship between being Chicano and having lower self-esteem, lower behavioral adjustment, and higher ethnic esteem. The prediction that ethnic esteem would mediate between ethnic group and self-esteem was upheld. Variables such as ethnic group membership per se and sex appear as or more important to the prediction of behavioral level. Clinical implications include recognizing that Chicanos low in self-esteem or behavioral adjustment should not automatically be considered unusual. The problems faced by this group are considered as having something in common with other groups of people who have more problems, lesser status, fewer resources, and fewer sources of available help.
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Self-concept and self-esteem after acquired brain injury: a control group comparison.
Ponsford, Jennie; Kelly, Amber; Couchman, Grace
2014-01-01
This study examined the multidimensional self-concept, global self-esteem and psychological adjustment of individuals with traumatic brain injury (TBI) as compared with healthy controls. Group comparison on self-report questionnaires. Forty-one individuals who had sustained a TBI were compared with an age- and gender-matched sample of 41 trauma-free control participants on the Rosenberg Self Esteem Scale, the Tennessee Self Concept Scale (second edition) and the Hospital Anxiety and Depression Scales (HADS). Participants with TBI rated significantly lower mean levels of global self-esteem and self-concept on the Rosenberg Self Esteem Scale and Tennessee Self Concept Scale than the control group. Survivors of TBI rated themselves more poorly on a range of self-dimensions, including social, family, academic/work and personal self-concept compared to controls. They also reported higher mean levels of depression and anxiety on the Hospital Anxiety and Depression Scale. Overall self-concept was most strongly associated with depressive symptoms and anxiety. Self-concept may be lowered following TBI and is associated with negative emotional consequences. Clinicians may improve the emotional adjustment of survivors of TBI by considering particular dimensions of self-concept for intervention focus.
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Lockett, Charles T.; Harrell, Jules P.
2003-01-01
To examine the relationship between racial identity, self-esteem, and academic achievement, this study administered the Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire to African American students from a historically black college. Results showed that the unique effect of racial identity on academic…
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Hickman, Gregory P.; Bartholomae, Suzanne; McKenry, Patrick C.
2000-01-01
Examines the relationship between parenting styles and academic achievement and adjustment of traditional college freshmen (N=101). Multiple regression models indicate that authoritative parenting style was positively related to student's academic adjustment. Self-esteem was significantly predictive of social, personal-emotional, goal…
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Pinar, Gul; Okdem, Seyda; Dogan, Nevin; Buyukgonenc, Lale; Ayhan, Ali
2012-06-01
The purpose of this research was to investigate the differences in the effect of hysterectomy on body image, self-esteem, and marital adjustment in Turkish women with gynecologic cancer based on specific independent variables, including age, education, employment, having or not having children, and income. This cross-sectional study compared a group of women who underwent a hysterectomy (n = 100) with a healthy control group (n = 100). The study findings indicate that women who had a hysterectomy were found in worse conditions in terms of body image, self-esteem, and dyadic adjustment compared to healthy women. In terms of dyadic adjustment and body image among women who had undergone a hysterectomy, those with lower levels of income and education were found in poorer conditions. The study's findings show that hysterectomies have negative effects on body image, self-esteem, and dyadic adjustment in women affected by gynecologic cancer. Nursing assessment of self-esteem and marital adjustment indicators and implementation of strategies to increase self-confidence and self-esteem are needed for high-risk women.
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THE ROLE OF ETHICAL SENSITIVITY AND SELF-ESTEEM ON ACADEMIC PERFORMANCE IN ACCOUNTING COURSE
Directory of Open Access Journals (Sweden)
Emine Yilmaz Karakoc
2016-04-01
Full Text Available The main objective of the current study is to investigate whether ethical sensitivity and selfesteem affect the academic performance of business students in financial accounting course. Also, the relationships among self-esteem - ethical sensitivity - cynicism were examined. The data was gathered from students in undergraduate business program of one public university in Turkey via questionnaire. Factor, reliability and regression analyses were conducted to analyze the data and to test hypotheses of the study. The results showed that ethical sensitivity and selfesteem have positive effect on academic performance. Self–esteem has positive impact on ethical sensitivity. In addition, results displayed that cynicism negatively affects the ethical sensitivity of students. It was also found that ethical sensitivity has mediation effect on the relationship between self-esteem and academic performance.
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Self-Esteem and Academic Achievement of High School Students
Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.
2014-01-01
The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…
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Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.
2015-01-01
Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…
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Self-Esteem, Study Habits and Academic Performance among University Students
Chilca Alva, Manuel L.
2017-01-01
This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of…
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Calvo, Vincenzo; Bianco, Francesca
2015-01-01
Parenting self-esteem includes two global components, parents' self-efficacy and satisfaction with their parental role, and has a crucial role in parent-child interactions. The purpose of this study was to develop an integrative model linking adult attachment insecurities, dyadic adjustment, and parenting self-esteem. The study involved 118 pairs (236 subjects) of heterosexual parents of a firstborn child aged 0-6 years. They were administered the Experiences in Close Relationships-Revised (ECR-R) questionnaire, the Dyadic Adjustment Scale, and the Parenting Sense of Competence Scale. Path analysis was used to design and test a theoretical integrative model, achieving a good fit with the data. Findings showed that dyadic adjustment mediates the negative influence on parenting self-efficacy of both attachment anxiety and attachment avoidance. Parenting satisfaction is positively influenced by parenting self-efficacy and negatively affected by child's age. Attachment anxiety negatively influences parenting satisfaction. Our findings are in line with the theoretical expectations and have promising implications for future research and intervention programs designed to improve parenting self-esteem.
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Parenting styles and adolescents' self-esteem in Brazil.
Martínez, Isabel; García, José Fernando; Yubero, Santiago
2007-06-01
This study explored the relationship between parenting styles and self-esteem among 1,239 11- to 15-yr.-old Brazilian adolescents (54% girls; M age= 13.4 yr., SD= 1.4). Teenagers' families were classified into 1 of 4 groups (Authoritative, Authoritarian, Indulgent, or Neglectful) based on adolescents' answers to the ESPA29 Parental Socialization Scale. Participants completed the AF5 Multidimensional Self-Esteem Scale which appraises five dimensions: Academic, Social, Emotional, Family, and Physical. Analyses showed that Brazilian adolescents from Indulgent families scored equal (Academic and Social) or higher (Family) in Self-esteem than adolescents from Authoritative families. Adolescents from Indulgent families scored higher than adolescents from Authoritarian and Neglectful families in four Self-esteem dimensions, Academic, Social, Family, and Physical. Adolescents from Authoritative families scored higher than adolescents from Authoritarian and Neglectful families in three Self-esteem dimensions, Academic, Social, and Family. These results suggest that Authoritative parenting is not associated with optimum self-esteem in Brazil.
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Directory of Open Access Journals (Sweden)
Renierose Mary R. Hernandez
2017-05-01
Full Text Available The study determined the relationship between self - es teem and freshmen students’ adjustment to college in Higher Education Institutions in Calapan City , Oriental Mindoro, Philippines . The descriptive correlational and comparative research methods were used in the study. The questionnaires were distrib ut ed t o 357 f reshmen students from selected HEIs. The study determined the relationship between self - esteem and freshmen students’ adjustment to college in Higher Education Institutions in Calapan City , Oriental Mindoro, Philippines . The descriptive correlationa l and comparative research methods were used in the study. The questionnaires were distributed to 357 freshmen students from selected HEIs. The study found out that the respondents had high self - esteem and high level of adjustment to college ; t he two varia bles have a positive correlation. It is recommended that there should be sequential institutional and classroom activities that encourage adjustment of new students and the development of their self - esteem.
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Morea, Jessica M; Friend, Ronald; Bennett, Robert M
2008-12-01
Illness self-concept (ISC), or the extent to which individuals are consumed by their illness, was theoretically described and evaluated with the Illness Self-Concept Scale (ISCS), a new 23-item scale, to predict adjustment in fibromyalgia. To establish convergent and discriminant validity, illness self-concept was compared to self-esteem and optimism in predicting health status, illness intrusiveness, depression, and life satisfaction. The ISCS demonstrated good reliability (alpha = .94; test-retest r = .80) and was a strong predictor of outcomes, even after controlling for optimism or self-esteem. The ISCS predicted unique variance in health-related outcomes; optimism and self-esteem did not, providing construct validation. Illness self-concept may play a significant role in coping with fibromyalgia and may prove useful in the evaluation of other chronic illnesses. (c) 2008 Wiley Periodicals, Inc.
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Self-esteem, social adjustment and suicidality in affective disorders.
Daskalopoulou, E G; Dikeos, D G; Papadimitriou, G N; Souery, D; Blairy, S; Massat, I; Mendlewicz, J; Stefanis, C N
2002-09-01
Self-esteem (SE) and social adjustment (SA) are often impaired during the course of affective disorders; this impairment is associated with suicidal behaviour. The aim of the present study was to investigate SE and SA in unipolar or bipolar patients in relation to demographic and clinical characteristics, especially the presence of suicidality (ideation and/or attempt). Forty-four patients, 28 bipolar and 16 unipolar, in remission for at least 3 months, and 50 healthy individuals were examined through a structured clinical interview. SE and SA were assessed by the Rosenberg self-esteem scale and the social adjustment scale, respectively. The results have shown that bipolar patients did not differ from controls in terms of SE, while unipolar patients had lower SE than bipolars and controls. No significant differences in the mean SA scores were found between the three groups. Suicidality during depression was associated only in bipolar patients with lower SE at remission; similar but not as pronounced was the association of suicidality with SA. It is concluded that low SE lasting into remission seems to be related to the expression of suicidality during depressive episodes of bipolar patients, while no similar pattern is evident in unipolar patients.
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Adjustment to University and Academic Performance: Brief Report of a Follow-Up Study
Petersen, Il-haam; Louw, Johann; Dumont, Kitty; Malope, Nomxolisi
2010-01-01
This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study.…
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Directory of Open Access Journals (Sweden)
Vincenzo eCalvo
2015-09-01
Full Text Available Background: Parenting self-esteem includes two global components, parents’ self-efficacy and satisfaction with their parental role, and has a crucial role in parent-child interactions. The purpose of this study was to develop an integrative model linking adult attachment insecurities, dyadic adjustment, and parenting self-esteem.Methods: The study involved 118 pairs (236 subjects of heterosexual parents of a firstborn child aged 0 to 6 years. They were administered the Experiences in Close Relationships – Revised (ECR-R questionnaire, the Dyadic Adjustment Scale (DAS, and the Parenting Sense of Competence Scale (PSOC.Results: Path analysis was used to design and test a theoretical integrative model, achieving a good fit with the data. Findings showed that dyadic adjustment mediates the negative influence on parenting self-efficacy of both attachment anxiety and attachment avoidance. Parenting satisfaction is positively influenced by parenting self-efficacy and negatively affected by child’s age. Attachment anxiety negatively influences parenting satisfaction. Conclusion: Our findings are in line with the theoretical expectations and have promising implications for future research and intervention programs designed to improve parenting self-esteem.
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Dev, Smitha; Qiqieh, Sura
2016-01-01
The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…
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Interpersonal consequences of seeking self-esteem.
Park, Lora E; Crocker, Jennifer
2005-11-01
This study examines the interactive effects of self-esteem, contingencies of self-worth, and ego threat on supportiveness and liking. Targets high or low in self-esteem and academic contingency receive failure test feedback or no evaluative feedback. Then, targets interact with another participant who discloses a personal problem; afterward, both participants complete questionnaires assessing targets' supportiveness and liking. High self-esteem, highly contingent targets feel less supportive and like partners less after interacting under threat than under no threat. Partners, in turn, perceive these targets to be less supportive and less likeable. Low self-esteem, highly contingent targets show the reverse pattern, although these findings do not reach statistical significance. Further analyses reveal that the interpersonal effects of ego threat were caused by threats in a specific domain of contingency (e.g., academics) rather than being a contingent person in general or having external or internal contingent self-worth. Implications for self-esteem and interpersonal processes are discussed.
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Response to moral choices as a function of self-esteem.
Dai, Yong; Nolan, Rebecca F; White, Barzanna
2002-06-01
This study investigated the relationship between self-reported self-esteem and academic moral choice by 162 middle school students enrolled in Grades 6, 7, and 8 of public institutions. They were presented nine moral situations (five are school-related) and the Coopersmith Self-esteem Inventory (School Form). Analysis indicated that four of the five school-related moral situations were statistically significantly related to scores of self-esteem. Students reporting higher self-esteem were more likely to make a moral choice in a given academic situation. It is recommended that support of academic honesty can be encouraged by increasing youth self-esteem.
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Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R
2017-03-01
The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.
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Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.
Valas, Harald
2001-01-01
Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…
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Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen
2015-01-01
Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…
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Wang, Chia-Chih D. C.; Castaneda-Sound, Carrie
2008-01-01
This study examined the influences of generational status, self-esteem, academic self-efficacy, and perceived social support on 367 undergraduate college students' well-being. Findings showed that 1st-generation students reported significantly more somatic symptoms and lower levels of academic self-efficacy than did non-1st-generation students. In…
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Rubin, Rosalyn; And Others
Scores on the Coopersmith Self-Esteem Inventory were related to scores on achievement and intelligence tests, and to socioeconomic level and to teachers' ratings of student behavior, in order to test the hypothesis that student self esteem would have a positive effect on academic achievement. There was a small but statistically significant…
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Benarkah Self Esteem Mempengaruhi Prestasi Akademik?
Wibowo, Satrio Budi
2016-01-01
Self-esteem determines a person's overall mental development, it can even affect human behavior. The debate arose when researchers try to explain, whether student achievement is influenced by self-esteem? The author conducted a meta-analysis studies in attempt to clarify the relationship between the variables of self-esteem with academic achievement variable. This research analyzed over sixteen research journals, in which there are 29 studies that examine a relationship between self-esteem an...
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Self-esteem in children after traumatic brain injury: an exploratory study.
Hawley, Carol A
2012-01-01
Children with a traumatic brain injury (TBI) often have difficulties in adjusting to their injury and altered abilities, and may be at risk of low self-esteem and loss of confidence. However, few studies have examined self-esteem in this client group. The current study measured the self-esteem of a group of children who were, on average, two years post-TBI and compared this to their performance on other psychometric measures. Participants were 96 children with TBI and 31 peer controls, their parents and teachers. Self-esteem was measured using the Coopersmith Self-esteem Inventory (CSEI). CSEI scores were compared with performance on Wechsler Intelligence Scales (WISC-III), Hospital Anxiety and Depression Scale (HADS); Children's Memory Scale (CMS), Vineland Adaptive Behaviour Scales (VABS) and Parental Stress Index (PSI). Self-esteem was highly correlated with IQ; HADS anxiety and depression; and parental stress (pChildren with TBI had significantly lower self-esteem than controls and population norms (p=0.015). Many children with TBI demonstrate low self-esteem and this is closely linked with anxiety and depression. This may hamper academic performance and could lead to further psychosocial problems. It is recommended that self-esteem is routinely assessed after brain injury and rehabilitation strategies implemented to promote a sense of self-worth.
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Kristjánsson, Alfgeir Logi; Sigfúsdóttir, Inga Dóra; Allegrante, John P
2010-02-01
This study tested a structural equation model to estimate the relationship between health behaviors, body mass index (BMI), and self-esteem and the academic achievement of adolescents. The authors analyzed survey data from the 2000 study of Youth in Iceland , a population-based, cross-sectional sample of 6,346 adolescents in Iceland. The model demonstrated good fit with chi-square of 2685 (n = 5,810, df = 180), p Comparative Fit Index value of .94, and a root mean square error of approximation of .049. Lower BMI, physical activity, and good dietary habits were all associated with higher academic achievement; however, health behavior was positively and robustly associated with greater self-esteem. Self-esteem was positively influenced both through physical activity (beta = .16) and the consumption of fruits and vegetables (beta = .14). In contrast, poor dietary habits negatively influenced self-esteem and academic achievement, and self-esteem was negatively influenced by increasing levels of BMI (beta = -.05).
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Calvo, Vincenzo; Bianco, Francesca
2015-01-01
Background: Parenting self-esteem includes two global components, parents’ self-efficacy and satisfaction with their parental role, and has a crucial role in parent-child interactions. The purpose of this study was to develop an integrative model linking adult attachment insecurities, dyadic adjustment, and parenting self-esteem.Methods: The study involved 118 pairs (236 subjects) of heterosexual parents of a firstborn child aged 0 to 6 years. They were administered the Experiences in Close R...
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Self-esteem among Arab adolescents in Israel.
Abu-Saad, I
1999-08-01
This study examined the level of global self-esteem of Arab adolescents in Israel and its relationship to perceived academic status and aspirations, interpersonal relationships, community type, and various demographic variables. A group of 1,560 11th- and 12th-grade Israeli-Arab adolescents answered the Rosenberg Self-Esteem Scale (M. Rosenberg, 1965). The results revealed significant relationships (a) between global self-esteem and students' evaluations of their scholastic levels, their schools' academic levels, and their plans to take matriculation exams and (b) between self-esteem and family and peer relations. There was a significant relationship between self-esteem and community type. Participants living in cities and villages scored higher than those living in Bedouin townships. There were no significant gender differences or differences among grade levels.
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Little League Baseball and Players' Self-Esteem.
Hawkins, Donna B.; Gruber, Joseph J.
1982-01-01
The effect of a season of little league baseball on the self-esteem of 94 pre-adolescent players was investigated. The Coopersmith Self-esteem Inventory and a newly devised Baseball-Self scale were administered. Significant improvements in players' total Self-esteem, Home-Parents and School-Academic scores were found. (Author/PN)
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Booth, Margaret Zoller; Gerard, Jean M.
2011-01-01
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and…
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Farzaneh Rashidi Fakari; Mahin Tafazzoli
2016-01-01
Introduction: The students’ academic achievement is of paramount significance for their future accomplishments. Academic achievement is associated with various effective factors, one of which is self-esteem. The current study was conducted to assess the correlation between self-esteem and academic achievement of the midwifery students at Mashhad University of Medical Sciences in 2013. Methods: This analytical study was carried out on the midwifery students of Mashhad School of Nursing and...
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Self-esteem in severely burned adults.
Imran Haider Zaidi, Syed Muhammad; Yaqoob, Nazia; Noreen, Sidra
2017-12-01
A cross-sectional study was conducted to investigate the level of and gender difference in self-esteem among adult victims of severe burn injuries. Severely burned adults aged 20 to 40 years participated in this investigation from March 2015 to April 2016 in five hospitals of Faisalabad and Lahore. Purposive sampling technique was used and a self-esteem scale was used to assess different dimensions of self-esteem. Out of 40 patients, there were 25 men (62.5%) and 15 women (37.5%) with mean age of 28.28±4.60 years (range: 20-40 years). A significant positive relationship between subscales of self-esteem scale were found: self-acceptance and self-competence r=0.55, pself-acceptance and academic self-competence r=0.47, pself-acceptance and social and physical acceptance r=0.57, pself-competence and academic self-competence r=0.48, pself-competence and social and physical acceptance r=0.50, pself-competence and social and physical acceptance r=0.45, pself-competence among severely burned men and women (t=2.18; pself-competency component of self-esteem among women victims.
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The relationship between emotional intelligence, self-esteem, gender and educational success
Directory of Open Access Journals (Sweden)
Mina Rahimi
2016-07-01
Full Text Available Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem test pop as well as the mean scores of students were used as academic achievement. To analyze research data, descriptive and inferential statistics were used. The results of data analysis show that emotional intelligence and self-esteem had no significant relationship with achievement. The findings also show that emotional intelligence was not different between male and female students, but the self-esteem of female students was more than male students. Therefore in considering effective factors in academic achievement just psychological constructs such as emotional intelligence, self- esteem cannot be stressed.
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Directory of Open Access Journals (Sweden)
Juliana Batubara
2017-08-01
Full Text Available This study aims to: (1 describe the locus of control, self-esteem and student academic procrastination (2 express the contribution of locus of control and self-esteem to student academic procrastination. This research is conducted by the expost-facto method with questionnaire instrument which has been measured its validity and reliability. The population in this study were BKI FTK IAIN IB Padang students entering 2014, 2013 and 2012 totaling 355 people, the samples used were Stratified Proportional Random Sampling technique so that the sample of 107 students was obtained. Sample amounted to 107 students. The result of the research shows that (1 locus of control is classified moderately, student self-esteem is on average high and student academic procrastination rate is high. (2 there is a significant contribution between locus of control and self-esteem on student academic procrastination jointly equal to 18.8%.
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Tetzner, Julia; Becker, Michael; Maaz, Kai
2017-01-01
This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We…
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Should We Raise Pupils' Self-Esteem?
Maclellan, Effie
2005-01-01
This article argues that the teacher is not well served by relying on the construct of self-esteem. Although an important idea in psychological health, self-esteem is not of direct importance to the teacher. More useful constructs would be those of self-concept and self-efficacy; both of which can be related directly to academic achievement.
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Mugabe, C.; Brug, P.; Catling, J. C.
2016-01-01
The relationship between academic motivation, support structures, self-esteem, and social mobility was assessed between three culturally distinct Higher Education student cohorts. Two-hundred-and-sixty-seven students took part in the study: 64 American undergraduates; 100 British undergraduates; and 103 Ugandan undergraduates. Using a number of…
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Self-Concept and Self-Esteem: A Cross-Cultural Perspective.
Wood, Melinda
1991-01-01
Describes issues of self-concept and self-esteem that arise when people find themselves living in a cross-cultural environment. Discusses Western definition of self-concept and other self-concept models. Discusses self-esteem and integration and adjustment as it relates to bicultural persons. (ABL)
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The relationship between emotional intelligence, self-esteem, gender and educational success
Mina Rahimi
2016-01-01
Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem...
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Directory of Open Access Journals (Sweden)
S. Ghanbari
2012-10-01
Full Text Available Introduction & Objective: Internet has become more widespread, removed borders, and provided the people all over the world with great opportunities. Notwithstanding this, the consequences especially in social and cultural context must not be neglected. One of the harmful aspects of internet is internet addiction disorder. The present study aimed to survey and analyzes internet addiction relationship with depression, social adjustment, and self esteem.Materials & Methods: Our research method is descriptive-correlational. By random sampling and offline method, we have selected a sample consisting of 120 persons from Dubai coffee net users with different native languages, 74males and 46 females, aged at least 18 years old and proficient in the English language. Research tools were young internet addiction test (IAT with reliability α=0.88, Beck depression inventory with reliability α=0.84, Sinha social adjustment with reliability α=0.92 and Eysenck self esteem inventory with reliability α= 0.87. The data was analyzed with path analysis method.Results: The results from analysis showed that the data has goodness of fit with the presented model (χ2=3.17; df=3; P=0.36; GFI= 0.99; AGFI= 0.96; CFI= 1.00; NFI= 0.97; RMSEA=0.02. Scales means in internet addiction was 47.69±17.75; depression 21.29 ± 11.12; social adjustment 19.75±7.91 and self esteem was 15.16±4.16. Path coefficient showed that depression (β= 0.57; t=7.61, social adjustment (β= -0.55; t=13.1 and self esteem (β= -0.32; t=14.8 have significantly predicted internet addiction Conclusion: Internet is an important means in the today’s world, but we have to be fully aware of its dangers .In order to avoid the risks of internet use, vast national and international culture-building activities should be done. The results of our research proved the above-mentioned hypothesis.(Sci J Hamadan Univ Med Sci 2012;19(3:41-48
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Vialle, Wilma; Heaven, Patrick C. L.; Ciarrochi, Joseph
2015-01-01
The relationship between self-esteem and academic achievement is one that is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. Refuting that commonly-held belief, this research examined the relationship between self-esteem and…
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Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad
2016-01-01
Background Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. Objectives The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. Materials and Methods This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demogr...
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Self-Esteem, Study Habits and Academic Performance Among University Students
Chilca Alva, Manuel L.
2017-01-01
This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP) in the third term of 2016, and the sample size numbered 86 students. ...
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Self-Esteem and Emotional Maturity in College Students.
Leung, Jupian J.; Sand, Margaret C.
1981-01-01
Determined if self-esteem is related to emotional maturity. Scores from 200 male and female college students on Coopersmith's Self-Esteem Inventory and on the Washburne Social-Adjustment Inventory were correlated. Students high in self-esteem were found to be more emotionally mature than students low in self-esteem. (Author)
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Awori, Beatrice Bunyasi; Mugo, John K.; Orodho, John A.; Karugu, G. K.
2010-01-01
Several factors had been cited as contributing to the perpetually dismal academic achievement of girls with hearing impairment in Kenya. Personal esteem factors had not been adequately explored. The study used Carl Roger's client-centered theory and an Expost facto design. Rosenberg self-esteem scale was used to measure self-esteem dimensions.…
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Correlation of adolescents' self-concept and self-esteem with some unwholesome behavior
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Renata Marčič
2007-03-01
Full Text Available The purpose of the study was to investigate the correlations between self-image, self-esteem and some unwholesome behavior (alcohol consumption, cigarette and marihuana smoking, overeating at a meal, television watching and computer use in spare time in Slovenian adolescents. We used Offer Self-image Questionnaire for adolescents, Rosenberg Self-esteem Scale and Unwholesome behaviour Questionnaire that was made for the purpose of this research. In the research 392 high school students participated, aged around 15 and 18 years, approximately evenly represented by gender and age. Data was attained in class groups. The results showed low, but statistically significant correlations between some self-concept areas and unwholesome behavior. The highest correlations emerged between the sexual attitudes and all unwholesome behavior. Students with more positive sexual self-concept behave unhealthier. Family self, morals and vocational-educational goals were significantly negatively correlated with most of unwholesome behavior, which suggests that individuals with better family, moral and academic self-concept behave healthier. Significant negative correlations emerged also with coping self: individuals with better self-concept in mastery of the external world and superior adjustment behaved healthier. None of the unwholesome behavior correlated with self-esteem. Results are mainly consistent with previous studies, but also contribute to new comprehensions in psychological theory and practice.
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Wachelka, D; Katz, R C
1999-09-01
Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.
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Régner, Isabelle; Loose, Florence
2006-12-01
The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, perceived parental involvement, acculturation orientations, and ethnic identity were simultaneously investigated in order to discover their respective contribution to grades among these students. Additionally, it was tested whether academic self-esteem mediated the relationship between grades and psychological disengagement. North African French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their grades in the main courses were obtained from the school records. Although perceived parental involvement displayed the strongest contribution to grades, acculturation orientations and ethnic identity still predicted grades, after controlling for parental involvement. Academic self-esteem mediated the influence of grades on both facets of disengagement, while this pattern was less clear for the devaluing process.
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Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve
2013-01-01
Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…
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[Self-esteem predictors in adolescents with diabetes].
Małkowska-Szkutnik, Agnieszka; Gajewski, Jakub; Mazur, Joanna; Gajewska, Katarzyna
2012-01-01
Self-esteem is the conviction concerning self-satisfaction and self-assessment of one's competence. It can influence the overall emotional state, and determine the motivation to take actions of characteristic teenagers. Presentation of the results of research on predictors of self-esteem in healthy adolescents and their peers with diabetes. Is was investigated whether there were differences in factors that determine directly and indirectly the self-esteem within these groups. The survey was conducted during the school year 2010/2011 as a part of cultural and linguistic adaptation of the CHIP-AE questionnaire (Child Health and Illness Profile - Adolescent Edition). Data were collected from 1177 students with average age of 15.4 years, who attended junior high and high schools of different types, in five provinces of Poland. In this group there were 117 adolescents with diabetes and 1060 healthy peers. The CHIP-AE questionnaire consists of six main dimensions: satisfaction, complaints, protective factors, risk factors, achievements and illness. Students are asked to respond mostly from the perspective of the last 4 weeks. Predictors of self-esteem were selected from the following fields of CHIP-AE questionnaire: physical health, self-efficiency, limitation of daily activities, academic achievement, burden of school work, social support, capability of solving social problems, family relationships, relationships with peers and with teachers. Multivariate regression models and structural equitation models were estimated for both the healthy and the ill adolescents. It has been proved that self-esteem of healthy adolescents was determined differently than that of their peers with diabetes. The most important elements forming self-esteem of adolescents with diabetes were as follows: self-assessment of physical fitness, academic achievements and social support. In the studied group an indirect impact of limitations of physical activity on self-perceived fitness and
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[Self-esteem, family function, and school achievement of adolescents].
Gutiérrez-Saldaña, Pedro; Camacho-Calderón, Nicolás; Martínez-Martínez, Martha L
2007-11-01
To determine the relationship between academic achievement, self-esteem and family function in adolescents. Descriptive, cross-sectional study. State secondary school in Querétaro state, Mexico. Seventy-four adolescents of both sexes between the ages of 10 and 17, enrolled in a state secondary school. Two groups of 37 pupils were formed, chosen by simple randomized sampling according to high or low academic achievement. Participants were clinically healthy and prior informed consent for their participation was obtained. Self-esteem based on self-concept format A, family function based on FACES III and academic achievement based on the school evaluation scale. A descriptive statistical analysis and the chi2 test were used (P self-esteem, 68% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); a functional family, 54% (P = .011); were mainly female, 73% (P = .018); age, 13 (60%) (P = .062); school in the morning, 95% (P = .000); and were in second grade, 46% (P = .026). Pupils with low academic achievement had low self-esteem, 78% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); came from borderline-function families, 43% (P = .47); were male, 54% (P = .018; OR, 3.18; 95% CI, 1.08-9.48); age 13, 38% (P = .062); in afternoon school, 76% (P = .00); and were in first grade, 43% (P = .144). Upon establishing a relationship between academic achievement and family dynamics, it was found that family dysfunction is a risk factor (OR, 6.67; 95% CI, 1.42-34). Low self-esteem and family dysfunction are risk factors for low academic achievement.
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Global Self-Esteem: Cognitive Interpretation in an Academic Setting.
Yeung, Alexander Seeshing
Researchers have assumed that global self-esteem (often labeled as general self-concept), being a general aggregate of perceptions of the self, is content free. Recent research has, however, shown that responses to self-esteem survey items are influenced by the context in which the respondents are asked to make their responses--a chameleon effect.…
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Parenting Styles as They Relate to Self-Esteem and Adjustment.
Sigward, Timothy M.; And Others
This study was conducted to examine the relationships between parental styles and the components of self-esteem that correspond to Damon and Hart's conceptualization of the self. Specifically, high levels of both parental control and parent acceptance were hypothesized to be positively related to self-esteem. Undergraduate students (N=225) rated…
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Yoo, Yang Gyeong; Lee, In Soo
2013-01-01
Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits. PMID:23777717
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Hope, Elan C.; Chavous, Tabbye M.; Jagers, Robert J.; Sellers, Robert M.
2013-01-01
Using a person-oriented approach, we explored patterns of self-esteem and achievement among 324 Black college students across the freshman college year and identified four academic identification profiles. Multivariate analyses revealed profile differences in academic and psychological outcomes at beginning and end of freshman year (academic…
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Carranza, Francisco D; You, Sukkyung; Chhuon, Vichet; Hudley, Cynthia
2009-01-01
As the number of Mexican American school-aged children continues to increase, researchers, practitioners, and policymakers are in critical need of information to better understand and serve them. This study used structural equation modeling to examine the relationship among perceived parental educational involvement (PPEI), acculturation, gender, and self-esteem on the academic achievement and aspirations of Mexican American high school students (N = 298). Results revealed direct effects of perceived parental educational involvement, students' level of acculturation, and students' self-esteem on students' achievement and aspirations. Acculturation and self-esteem also revealed indirect effects on aspirations and achievement through parental educational expectations. Implications of these findings are discussed.
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Directory of Open Access Journals (Sweden)
Alfiasari Alfiasari
2011-01-01
Full Text Available Analysis of relation between parenting style perception and academic achievement, social intelligence, and self-esteem become the main issue of the research. This research involved 107 respondents of college students that consist of 55 male and 52 female of 1st grade. Respondents were chosen by proportional random sampling. Authoritative, authority, and permissive choosen as parenting style. Female students had significant correlation with authoritative perception scores. Meanwhile, family income had significant and positive correlation with permissive perception scores. Result showed that higher scores of authoritative that perceived by adolescents then higher scores of social intelligence and self-esteem. In the other hand, higher score of authoritarian that perceived by adolescents then lower scores of sosial intelligence, self-esteem, and academic achievement. Permissive parenting style had positive and significant correlation with academic achievement. Sosial intelligence had positive and significant correlation with self-esteem, meanwhile social intelligence and self-esteem did not had significant correlation with academic achievement.
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Christie, Samuel G.; Saccone, Peter P.
This paper reports the results of a pilot program, "Fitness, Academics, and Self-Esteem Training" (FAST), conducted during the 1984/85 school year at Meridian School to test the hypotheses that a program of aerobic exercise with the focus on running, conducted by the classroom teacher, would result in a higher rate of academic achievement, better…
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Directory of Open Access Journals (Sweden)
Melly Latifah
2011-01-01
Full Text Available The purpose of this research was to analyze the difference of emotional intelligence, social maturity, self-esteem, and academic achievement on Islamic dan nonIslamic boarding graduate students; the correlation between research variables; and influence of graduate students and family’s characteristics, emotional intelligence, social maturity, and self-esteem toward academic achievement. This research involved 100 college students that were selected systematic randomly. Data were collected by interview and self report with questionnaire. The data were analyzed using descriptive, different test, correlation test, and regression test. The results showed that there were no significant differences between emotional intelligence, social maturity, self-esteem, and academic achievement between Islamic boarding and nonIslamic boarding graduate students. Emotional intelligence and social maturity had significant and positive correlation with self-esteem. Academic achievement of Islamic boarding graduate students was influenced by emotional intelligence and social maturity. While in the nonIslamic boarding graduate students, academic achievement was influenced by student activities.
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Henman, Karen
During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.
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Academic Self-Handicapping: The Role of Self-Concept Clarity and Students' Learning Strategies
Thomas, Cathy R.; Gadbois, Shannon A.
2007-01-01
Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…
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Self-Esteem and Achievement of At-Risk Adolescent Black Males.
Howerton, D. Lynn; And Others
The relationship between self-esteem and academic achievement of at-risk adolescent black males was studied for 42 students in grades 6, 7, and 8. The Coopersmith Self-Esteem Inventory (SEI) was used to provide global measures of self-esteem. School grades and scores from the Stanford Achievement Test battery were used to measure academic…
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[Do mastery goals buffer self-esteem from the threat of failure?].
Niiya, Yu; Crocker, Jennifer
2007-12-01
Self-esteem is vulnerable when failure occurs in the domain where people base their self-worth (Crocker & Wolfe, 2001). We tested whether learning orientations can reduce the vulnerability of self-esteem associated with contingent self-worth and encourage persistence following failure. Our past research (Niiya, Crocker, & Bartmess, 2004) indicated that people who base their self-worth on academics maintain their self-esteem following failure when they are primed with an incremental theory of intelligence. Our present study extends these findings by (a) examining whether mastery goals (Elliot & Church, 1997) can also buffer self-esteem from failure, (b) using a different manipulation of success and failure, (c) using a different task, and (d) including a measure of persistence. We found that college students who based their self-esteem on academic competence reported lower self-esteem following failure than following success when they had low mastery goals, but the effect of success and failure was eliminated when students had high mastery goals. Moreover, high mastery students showed greater persistence following failure than low mastery students. The study provided converging evidence that learning orientations buffer self-esteem from failure.
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McKay, Michael T.; Sumnall, Harry R.; Cole, Jon C.; Percy, Andrew
2012-01-01
Cross-sectional and longitudinal studies have reported equivocal findings regarding the association between self-esteem, self-efficacy and adolescent alcohol use. Data were collected from a sample of 11-16-year olds in Northern Ireland (n = 4088) over two consecutive academic years measuring global self-esteem, academic, social and emotional…
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Networking: Addressing Urban Students' Self-Esteem.
Tobias, Randolf; Turner, Thomas M.
1997-01-01
Describes Network in the Schools (NIS), a project to enhance teens' academic achievement and self-esteem, which uses small group classroom discussions regarding self-affirmation, social concerns, self-improvement, and reflection, and meetings for group sharing and self-expression. Presents findings that the program results in enhanced parent…
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A Study on the Self Esteem and Academic Performance among the Students
Laveena D'Mello
2018-01-01
The purpose of self-esteem is to feel and imagine that people nurtured in their mind over time about their self. In simple words, self-esteem is self-assessment; this perception and evaluation can be positive or negative and pleasant or unpleasant. Children with high self-esteem, usually feel good about themselves and better able to resolve their conflicts with other children and are resistant to deal with problems. One of the most important human traits to achieve objectives is self-esteem. ...
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Does adolescent self-esteem predict later life outcomes? A test of the causal role of self-esteem.
Boden, Joseph M; Fergusson, David M; Horwood, L John
2008-01-01
This paper examines the relationship between self-esteem in adolescence and later mental health, substance use, and life and relationship outcomes in adulthood. The investigation analyzed data from a birth cohort of approximately 1,000 New Zealand young adults studied to the age of 25. Lower levels of self-esteem at age 15 were associated with greater risks of mental health problems, substance dependence, and lower levels of life and relationship satisfaction at ages 18, 21, and 25. Adjustment for potentially confounding factors reduced the strength of these associations to either moderate or statistically nonsignificant levels. It was concluded that the effects of self-esteem during adolescence on later developmental outcomes were weak, and largely explained by the psychosocial context within which self-esteem develops.
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Terras, Melody M; Thompson, Lucy C; Minnis, Helen
2009-11-01
Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581-586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies.
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Contribution of Self-Esteem and Collective Self-Esteem in Predicting Depression
Shraddha Sharma; Surila Agarwala
2013-01-01
This research was conducted with the purpose to examine the relationship among self-esteem, collective self-esteem and depression. Anotherobjective was to study the contribution of self-esteem and collective self-esteem in predicting depression. Beck Depression Inventory (1996),Rosenberg Self-Esteem Inventory (1985) and Collective Self-Esteem Inventory by Luhtanen and Crocker (1992) were used to measuredepression, self-esteem and collective self-esteem respectively. Study was carried out on 2...
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Contribution of Self-Esteem and Collective Self-Esteem in Predicting Depression
Directory of Open Access Journals (Sweden)
Shraddha Sharma
2013-04-01
Full Text Available This research was conducted with the purpose to examine the relationship among self-esteem, collective self-esteem and depression. Anotherobjective was to study the contribution of self-esteem and collective self-esteem in predicting depression. Beck Depression Inventory (1996,Rosenberg Self-Esteem Inventory (1985 and Collective Self-Esteem Inventory by Luhtanen and Crocker (1992 were used to measuredepression, self-esteem and collective self-esteem respectively. Study was carried out on 200 subjects in the age range of 17-23 years,selected from Agra city. The results of the research showed that there was significant positive relationship between self-esteem and collectiveself-esteem (p < .01, significant negative relationship between self-esteem and depression (p < .01. It was also found that collective self-esteemwas a significant predictor of depression. This research implies that an optimum level of self-esteem and high collective self-esteem not onlyprevents depression but also enhances the positive aspects of personality.
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Bodroža Bojana
2014-01-01
The aim of this research was to validate two aspects of fragile high self-esteem: a combination of contingent and high (explicit) self-esteem and a combination of high explicit and low implicit self-esteem (i.e. incongruent high self-esteem), as well as to examine the relationship between these aspects of fragile self-esteem and narcissism. No convergence was found between contingent high and incongruent high self-esteem. The result was consistent regardles...
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Bean, Roy A.; Bush, Kevin R.; McKenry, Patrick C.; Wilson, Stephan M.
2003-01-01
Relationships between adolescent functioning and parent support, behavioral control, and psychological control were examined among European American and African American adolescents. A number of correlations were significant, including maternal support and academic achievement and self-esteem, and paternal psychological control and self-esteem.…
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Self-Esteem and Collective Self-Esteem Among Adolescents: An Interventional Approach
Directory of Open Access Journals (Sweden)
Shraddha Sharma
2015-04-01
Full Text Available Present research was conducted with the purpose to study the effectiveness of behavioural intervention program in enhancing the self-esteem and collective self-esteem among adolescents. The research was conducted on 74 subjects in the age range of 17-23 years. Rosenberg Self-esteem Scale (RSE; Rosenberg, 1965 and Collective self-esteem scale developed by Luhtanen and Crocker (1992 were used to measure self-esteem and collective self-esteem respectively. A self-structured behavioural intervention program was administered for three months to enhance low level of self-esteem and low level of collective self-esteem among subjects. In the interventional program, teachers and parents were requested to cooperate. Pre- and post-test design was used. Wilcoxon Signed Rank Test was applied to test the significance of difference between pre-intervention scores and post-intervention scores of self-esteem and collective self-esteem. The results showed that the mean self-esteem score in pre-measure was 11.31, which increased to 17.42 in post measure and Z value was -7.51 that was significant at .01 level. It suggests that there is significant difference between pre-intervention self-esteem score and post-intervention self-esteem score. Further, the results showed that the mean collective self-esteem score was 34.73 in pre-intervention measure which increased to 53.47 in post-intervention measure. The obtained Z value for collective self-esteem was -7.57 that was also significant at .01 level. It suggests that there is significant difference between pre-intervention collective self-esteem scores and post-intervention collective self-esteem scores. Thus, the results proved the effectiveness of interventional program in enhancing self-esteem and collective self-esteem.
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The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*
Topçu, Sevgi; Leana-Tascilar, Marilena Z.
2018-01-01
The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34…
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The Relationship of Student Self-Esteem and Teacher Empathy to Classroom Learning.
Chang, Alice F.; And Others
1981-01-01
Investigated the influence of teacher and student personality on learning. Empathy was evaluated for 12 graduate teaching assistants, while 447 college students completed a self-esteem measure. Positive effects were found between self-esteem and academic performance and between objective and perceived empathy and self-esteem on all criteria.…
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Academic Self-Esteem and Perceived Validity of Grades: A Test of Self-Verification Theory.
Okun, Morris A.; Fournet, Lee M.
1993-01-01
The hypothesis derived from self-verification theory that semester grade point average would be positively related to perceived validity of grade scores among high self-esteem undergraduates and inversely related for low self-esteem students was not supported in a study with 281 undergraduates. (SLD)
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Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.
2009-01-01
This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…
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Influence of hope, social support, and self-esteem in early stage dementia.
Cotter, Valerie T; Gonzalez, Elizabeth W; Fisher, Kathleen; Richards, Kathy C
2018-02-01
Background People in the early stages of dementia adjust to the illness through stages of awareness, coping, and evaluation. Studies have found that hope, social support, and self-esteem facilitate coping, adjustment, and adaptation in chronic illness. Objective The purpose of this descriptive study was to examine the relationships between hope, social support, and self-esteem in individuals with early stage dementia. Methods Data were obtained from 53 individuals with early stage dementia. The scores on the Herth Hope Index, Social Support Questionnaire Short-Form, and the State Self-Esteem Scale were analyzed using linear regression. Results Hope was moderately associated with self-esteem ( r = .49, p self-esteem and was a key component in predicting self-esteem. No significant relationship was found between social support and self-esteem. Conclusion Findings suggest that hope may be an important factor to help individuals manage potential threats to self-esteem in the experience of early stage dementia. Strategies to inspire hope and then enhance self-esteem are promising for individuals living with early stage dementia.
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Gadbois, Shannon A.; Sturgeon, Ryan D.
2011-01-01
Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…
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Recognising self-esteem in our pupils: how do we define and manage it?
Kilbride, Debbie
2014-01-01
This article explores issues surrounding inconsistencies in the identification and the definition of self-esteem as well as querying the very presence of self-esteem in the United Kingdom-based classroom. It seeks to examine how increased self-esteem leads to increased academic achievement and identifies whether there is a mismatch between teachers’ and pupils’ judgements of self-esteem. Furthermore, the way in which low self-esteem is managed within the classroom is discussed, as well as how...
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The development of global and domain-specific self-esteem from age 13 to 31.
von Soest, Tilmann; Wichstrøm, Lars; Kvalem, Ingela Lundin
2016-04-01
This study examines the development of global self-esteem and self-esteem in 6 specific domains across adolescence and young adulthood. Using a cohort-sequential design, we analyzed longitudinal data on 3,116 Norwegian men and women from 13 to 31 years of age by means of growth curve modeling. Questionnaire data provided information on global self-esteem and self-esteem in social, academic, athletic, and appearance domains. Data on important life outcomes was provided by register linkages. Results showed increasing levels of global self-esteem and self-esteem in most domains with increasing age. Being male, higher parental education, and reported higher levels of parental care were related to higher levels of global self-esteem and self-esteem in several domains. Self-esteem in the appearance domain showed high and stable correlations with global self-esteem, whereas in social domains, correlations with global self-esteem increased over age, with a particularly steep increase for romantic appeal self-esteem. As to the prospective relationship between self-esteem and important life outcomes, results showed that participants high in academic self-esteem attained higher education levels and higher income, but most of the relationship was explained by covariates such as parents' socioeconomic status and school grades. Low global self-esteem predicted later prescription of antidepressants, even after controlling for covariates. This study is the first to provide a comprehensive picture of the development of global and domain-specific self-esteem throughout adolescence and young adulthood using long-term longitudinal data. The results underscore the importance of examining development of self-esteem in specific domains in addition to global self-esteem. (c) 2016 APA, all rights reserved).
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Changing self-esteem in children and adolescents: A roadmap for future interventions
Bos, Arjan; Muris, Peter; Mulkens, S.; Schaalma, Herman
2006-01-01
textabstractSelf-esteem is an important construct that is related to academic achievement, social functioning and psychopathology in children and adolescents. Therefore, it is not surprising that many interventions have tried to change levels of self-esteem in this population. In this article a theoretical overview of self-esteem in children and adolescents is presented, in which recent research on different aspects of self-esteem will be discussed. Subsequently, research on treatment and pri...
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THE ROLE OF ETHICAL SENSITIVITY AND SELF-ESTEEM ON ACADEMIC PERFORMANCE IN ACCOUNTING COURSE
Emine Yilmaz Karakoc
2016-01-01
The main objective of the current study is to investigate whether ethical sensitivity and selfesteem affect the academic performance of business students in financial accounting course. Also, the relationships among self-esteem - ethical sensitivity - cynicism were examined. The data was gathered from students in undergraduate business program of one public university in Turkey via questionnaire. Factor, reliability and regression analyses were conducted to analyze the data and to test ...
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Self-Esteem and Collective Self-Esteem Among Adolescents: An Interventional Approach
Shraddha Sharma; Surila Agarwala
2015-01-01
Present research was conducted with the purpose to study the effectiveness of behavioural intervention program in enhancing the self-esteem and collective self-esteem among adolescents. The research was conducted on 74 subjects in the age range of 17-23 years. Rosenberg Self-esteem Scale (RSE; Rosenberg, 1965) and Collective self-esteem scale developed by Luhtanen and Crocker (1992) were used to measure self-esteem and collective self-esteem respectively. A self-structured behavioural interve...
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Association Between Socio-Demographic Background and Self-Esteem of University Students.
Haq, Muhammad Ahsan Ul
2016-12-01
The purpose of this study was to scrutinize self-esteem of university students and explore association of self-esteem with academic achievement, gender and other factors. A sample of 346 students was selected from Punjab University, Lahore Pakistan. Rosenberg self-esteem scale with demographic variables was used for data collection. Besides descriptive statistics, binary logistic regression and t test were used for analysing the data. Significant gender difference was observed, self-esteem was significantly higher in males than females. Logistic regression indicates that age, medium of instruction, family income, student monthly expenditures, GPA and area of residence has direct effect on self-esteem; while number of siblings showed an inverse effect.
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Continuity and Change in Self-Esteem During Emerging Adulthood
Chung, Joanne M.; Robins, Richard W.; Trzesniewski, Kali H.; Noftle, Erik E.; Roberts, Brent W.; Widaman, Keith F.
2014-01-01
The present study examined the development of self-esteem in a sample of emerging adults (N = 295) followed longitudinally over 4 years of college. Six waves of self-esteem data were available. Participants also rated, at the end of their 4th year, the degree to which they thought their self-esteem had changed during college. Rank-order stability was high across all waves of data (Mdn disattenuated correlation = .87). On average, self-esteem levels dropped substantially during the 1st semester (d =−.68), rebounded by the end of the 1st year (d = .73), and then gradually increased over the next 3 years, producing a small (d = .16) but significant mean-level increase in self-esteem from the beginning to the end of college. Individuals who received good grades in college tended to show larger increases in self-esteem. In contrast, individuals who entered college with unrealistically high expectations about their academic achievement tended to show smaller increases in self-esteem, despite beginning college with relatively high self-esteem. With regard to perceived change, 67% reported that their self-esteem increased during college, whereas 12% reported that it declined; these perceptions tended to correspond with actual increases and decreases in their self-esteem scale scores (β= .56). Overall, the findings support the perspective that self-esteem, like other personality characteristics, can change in systematic ways while exhibiting continuity over time. PMID:24377355
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Routledge, Clay; Ostafin, Brian; Juhl, Jacob; Sedikides, Constantine; Cathey, Christie; Liao, Jiangqun
2010-12-01
This research builds on terror management theory to examine the relationships among self-esteem, death cognition, and psychological adjustment. Self-esteem was measured (Studies 1-2, 4-8) or manipulated (Study 3), and thoughts of death were manipulated (Studies 1-3, 5-8) or measured (Study 4). Subsequently, satisfaction with life (Study 1), subjective vitality (Study 2), meaning in life (Studies 3-5), positive and negative affect (Studies 1, 4, 5), exploration (Study 6), state anxiety (Study 7), and social avoidance (Study 8) were assessed. Death-related cognition (a) decreased satisfaction with life, subjective vitality, meaning in life, and exploration; (b) increased negative affect and state anxiety; and (c) exacerbated social avoidance for individuals with low self-esteem but not for those with high self-esteem. These effects occurred only when death thoughts were outside of focal attention. Parallel effects were found in American (Studies 1-4, 6-8) and Chinese (Study 5) samples. PsycINFO Database Record (c) 2010 APA, all rights reserved.
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Poyrazli, Senel; Arbona, Consuelo; Nora, Amaury; McPherson, Robert; Pisecco, Stewart
2002-01-01
Rathus Assertiveness Schedule, Academic Self-Efficacy Scale, The Inventory for Student Adjustment Strain, and UCLA Loneliness Scale were used to examine a total of 122 graduate international students. Findings indicate that English proficiency, assertiveness, and academic self-efficacy contributed uniquely to the variance in students' general…
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Self-esteem of physical education students: sex differences and relationships with intelligence
Directory of Open Access Journals (Sweden)
Monika Guszkowska
2015-11-01
Full Text Available Background The aim of the study was to determine the level of self-esteem of physical education and sport students, its diversification according to sex, as well as relationships between self-esteem and the following variables: fluid intelligence, emotional intelligence, social intelligence, and academic performance. Participants and procedure A total of 385 first-year undergraduates aged 18-26 years studying physical education and sport at the University of Physical Education in Warsaw participated in the study. The following research tools were used: the Multidimensional Self-Esteem Inventory, Raven’s Standard Progressive Matrices Plus, the Emotional Intelligence Questionnaire, and the Social Competence Questionnaire. The average of marks obtained for all courses taken during the first year was adopted as an indicator of academic performance. Results The obtained results attest to the high self-esteem of the first-year students. Male students gave higher ratings for their body appearance and body functioning, personal power and likeability, self-control, and competence. They also indicated a higher level of global self-esteem and identity integration. The highest number of significant positive correlations connected self-esteem and emotional intelligence; slightly fewer correlations existed between self-esteem and social competence. The lowest number of significant relationships was established for fluid intelligence. Only one positive predictor of average evaluations was established in male students (self-control and female students (competence. Conclusions The profile of self-esteem of physical education students demonstrates their high self-esteem, especially in areas related to their field of study. Some variations in the components of self-esteem of male and female students reflect the differences between sexes typical for the Polish adult population.
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Martin, Graham; Richardson, Angela S; Bergen, Helen A; Roeger, Leigh; Allison, Stephen
2005-02-01
There is currently a need for research into indicators that could be used by non-clinical professionals working with young people, to inform the need for referral for further clinical assessment of those at risk of suicide. Participants of this repeated measures longitudinal study, were 2603, 2485, and 2246 school students aged 13, 14, and 15, respectively, from 27 South Australian Schools. Perceived academic performance, self-esteem and locus of control are significantly associated with suicidality. Further, logistic regression of longitudinal results suggests that perceived academic performance, over and above self-esteem and locus of control, in some instances, is a good long-term predictor of suicidality.
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Baudson, Tanja G; Weber, Kira E; Freund, Philipp A
2016-01-01
One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10-19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.
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Baudson, Tanja G.; Weber, Kira E.; Freund, Philipp A.
2016-01-01
One important goal of education is to develop students’ self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students’ self-esteem. PMID:27803681
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Stronge, Sam; Cichocka, Aleksandra; Sibley, Chris G.
2016-01-01
Research into the relationship between self-esteem and narcissism has produced conflicting results, potentially caused by hidden subpopulations that exhibit distinct positive or negative associations. This research uses Latent Profile Analysis to identify profiles within a national panel study (N = 6,471) with differing relationships between psychological entitlement and self-esteem. We identified a narcissistic self-esteem profile (9%) characterised by high entitlement and high self-esteem, ...
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Lahane, Sandeep; Shah, Henal; Nagarale, Vivek; Kamath, Ravindra
2013-09-01
To compare self-esteem and maternal attitude between children with learning disability and their unaffected siblings. This cross sectional study was conducted at a tertiary care hospital in an urban setting. It comprised of 31 pairs of children with a learning disability, their unaffected siblings and input from their mothers. All children were assessed with Rosenberg self-esteem scale. Mothers were asked to fill Index of parental attitude (IPA) and semi structured proforma with demographic data and questionnaire about her children with a learning disability and his/her unaffected sibling. Self-esteem was found to be lower in children with learning disability. They felt they do not have much to be proud of and have a fewer number of good qualities. They are also inclined to consider themselves as failures. In factors affecting self-esteem, index of parental attitude was found to be unfavorable towards children with learning disability. Mothers felt child was interfering with their activities and was getting on their nerves. In addition, they also felt that they do not understand their child, feel like they do not love their child and wished that child was more like others they know off. More academic failures, academic difficulties and negative school report were also perceived by mother as lowering child's self-esteem. Self-esteem was lower in children with learning disability. In factors affecting self-esteem maternal attitude, academic difficulties, academic failure and negative school reports was found to be unfavorable.
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Romera, Eva M; Gómez-Ortiz, Olga; Ortega-Ruiz, Rosario
2016-01-01
There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy) could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34). The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire , the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.
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Directory of Open Access Journals (Sweden)
Eva M. Romera
2016-11-01
Full Text Available There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34. The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire, the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.
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Directory of Open Access Journals (Sweden)
Kobra Dadarigashti
2016-07-01
Full Text Available The study conducted to examine the relationship between psychological adjustment and social protection with academic self-concept and academic achievement among high school female students in Rasht. The research is descriptive correlational. The target population includes all female students studying in Rasht in 2015. By random cluster sampling method and based on the variables, 180 subjects selected. In this study, to collect data, psychological adjustment and social support, academic self-concept and academic achievement questionnaire are used. To test the hypothesis of this research, the parametric statistical Pearson correlation and regression tests are used. Moreover, all statistical operations were analyzed by using SPSS software. The research results showed that the correlation values between psychological adjustment and social support with academic self-concept and academic achievement of high school female students is statistically significant ( 01/0 > p.
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Sylvester Dodzi Nyadanu; Mirrielle Yayra Garglo; Timothy Adampah; Rachel Libline Garglo
2015-01-01
This research examined the effects of lecturer-student relationship on the self-esteem and academic performance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level-clustered random samples indicated two of the lecturer-student relationships, more connectedness and non-threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student-lecturer relationship was an average. With the exception...
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Directory of Open Access Journals (Sweden)
Elisabeth Haug
2016-11-01
Full Text Available Background: Anomalous self-experiences (ASEs aggregate in schizophrenia spectrum disorders, but the relationship between ASEs, and depression has been studied to a limited extent. Lower self-esteem has been shown to be associated with depression in early psychosis. Our hypothesis is that ASEs in early phases of schizophrenia are linked to lower levels of self-esteem, which in turn is associated with depression. Aim: The aim is to examine the relationship between ASEs, self-esteem and depression in first-episode schizophrenia spectrum disorders.Method: ASEs were assessed in 55 patients with first-episode schizophrenia by means of the Examination of anomalous Self-Experience (EASE instrument. Assessment of depression was based on the Calgary Depression Scale for Schizophrenia (CDSS. Self-esteem was measured using the Rosenberg Self-Esteem Scale (RSES. Symptom severity was assessed using the Structured Clinical Interview for the Positive and Negative Syndrome Scale (SCI-PANSS. Substance misuse was measured with the Drug Use Disorder Identification Test (DUDIT, and alcohol use was measured with the Alcohol Use Disorder Identification Test (AUDIT. Data on childhood adjustment were collected using the Premorbid Adjustment Scale (PAS. Data on childhood trauma were collected using the Norwegian version of the Childhood Trauma Questionnaire, short form (CTQ-SF. Results: Analyses detected a significant association between current depression and ASEs as measured by the EASE in women, but not in men. The effect of ASEs on depression appeared to be mediated by self-esteem. No other characteristics associated with depression influenced the relationship between depression, self-esteem and ASEs. Conclusion: Evaluating ASEs can assist clinicians in understanding patients’ experience of self-esteem and depressive symptoms. The complex interaction between ASEs, self-esteem, depression and suicidality could be a clinical target for the prevention of suicidality
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Gender as a moderator of self-esteem in socially adjusted and maladjusted youth
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Hubert Kupiec
2014-06-01
Full Text Available The article presents the results of research into the self-esteem of adolescents. The comparative analysis conducted reveals that the self-esteem of juveniles placed in social rehabilitation institutions is higher than the self-esteem of youth attending public schools and that gender is not a statistically significant differentiating factor. The text also includes a review of empirical studies of other authors dealing with this issue, a discussion of the obtained results, and practical recommendations useful in the social rehabilitation juveniles
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Does low self-esteem predict health compromising behaviours among adolescents?
Mcgee, R; Williams, S
2000-10-01
It is often believed that low self-esteem is associated with such health-compromising behaviours in adolescence as substance use, early sexual activity, eating problems and suicidal ideation. Surprisingly, there is little longitudinal research addressing this issue. This longitudinal study examines the predictive association between both global and academic self-esteem from ages 9 to 13 years, and a variety of health compromising behaviours at age 15, in a large sample of young New Zealanders. Levels of global self-esteem significantly predicted adolescent report of problem eating, suicidal ideation, and multiple health compromising behaviours. Earlier levels of self-esteem were unrelated to later substance use and early sexual activity. The findings are discussed in terms of their implications for efforts to raise self-esteem among young people. Copyright 2000 The Association for Professionals in Services for Adolescents.
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Directory of Open Access Journals (Sweden)
Cemaliye DIREKTOR
2017-12-01
Full Text Available The aim of this study was to investigate the relationship between academic achievement, self-esteem, depression and state-trial anxiety of children who were preparing for college examination. 285 students who were preparing for college examination were recruited in Northern Cyprus. All data were obtained by using Sociodemographical Questionnaire, Rosenberg Self-Esteem Inventory for Children, Childhood Depression Inventory, State and Trait Anxiety Inventory, during 15-23 October 2016. It has been found that male students have a higher academic achievement and self-esteem levels than female students’. There was a significant negative correlation between students’ self-esteem and depression levels. Results showed that self-esteem and depression predicted academic achievement. Also on the area of child education, extensive studies should be carried out on examination, how the national examinations affect psychological problems. Obtained results were discussed in the light of literature
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Myopia, contact lens use and self-esteem.
Dias, Lynette; Manny, Ruth E; Weissberg, Erik; Fern, Karen D
2013-09-01
To evaluate whether contact lens (CL) use was associated with self-esteem in myopic children originally enrolled in the Correction of Myopia Evaluation Trial (COMET), that after 5 years continued as an observational study of myopia progression with CL use permitted. Usable data at the 6-year visit, one year after CL use was allowed (n = 423/469, age 12-17 years), included questions on CL use, refractive error measurements and self-reported self-esteem in several areas (scholastic/athletic competence, physical appearance, social acceptance, behavioural conduct and global self-worth). Self-esteem, scored from 1 (low) to 4 (high), was measured by the Self-Perception Profile for Children in participants under 14 years or the Self-Perception Profile for Adolescents, in those 14 years and older. Multiple regression analyses were used to evaluate associations between self-esteem and relevant factors identified by univariate analyses (e.g., CL use, gender, ethnicity), while adjusting for baseline self-esteem prior to CL use. Mean (±S.D.) self-esteem scores at the 6-year visit (mean age = 15.3 ± 1.3 years; mean refractive error = -4.6 ± 1.5 D) ranged from 2.74 (± 0.76) on athletic competence to 3.33 (± 0.53) on global self-worth. CL wearers (n = 224) compared to eyeglass wearers (n = 199) were more likely to be female (p self-esteem or CL use. COMET participants who chose to wear CLs after 5 years of eyeglass use had higher self-esteem compared to those who remained in glasses both preceding and following CL use. This suggests that self-esteem may influence the decision to wear CLs and that CLs in turn are associated with higher self-esteem in individuals most likely to wear them. © 2013 The Authors Ophthalmic & Physiological Optics © 2013 The College of Optometrists.
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Increasing Self-Esteem and School Connectedness through a Multidimensional Mentoring Program.
King, Keith A.; Vidourek, Rebecca; Davis, Beth; McClellan, Warren
2002-01-01
Examines findings from a multidisciplinary mentoring program for fourth graders. Students were admitted to the program based on responses to a survey on self-esteem; school, peer, and family connectedness; and risk taking behavior. The program emphasized relationship building, self-esteem enhancement, goal setting, and academic assistance.…
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Directory of Open Access Journals (Sweden)
Tanja Gabriele Baudson
2016-10-01
Full Text Available One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure towards perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence, the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10–19 years responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber & Freund, 2016. We examined which self-concept aspects predict self-esteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < .01 and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.
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Jordan, Christian H; Spencer, Steven J; Zanna, Mark P
2005-05-01
There is increasing recognition that high self-esteem is heterogeneous. Recent research suggests that individuals who report having high self-esteem (i.e., have high explicit self-esteem) behave more defensively to the extent that they have relatively low implicit self-esteem. The current studies test whether individuals with high explicit self-esteem are more likely to discriminate ethnically, as a defensive technique, to the extent that they have relatively low implicit self-esteem. The results support this prediction. Among participants with high explicit self-esteem, all of whom were threatened by negative performance feedback, those with relatively low implicit self-esteem recommended a more severe punishment for a Native, but not a White, student who started a fist-fight. In Study 2, this pattern was not apparent for participants with relatively low explicit self-esteem.
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Directory of Open Access Journals (Sweden)
Isabelle Roskam
2007-05-01
Full Text Available In a longitudinal study conducted on 1130 adolescents (557 male and 573 female in the 1st-6th grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem and environmental determinants (parenting and class environment of academic achievement (grades in mathematics, language arts and GPA at three points in time. Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.
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Relationship Among Achievement Motivation, Self-Esteem, Locus of ...
African Journals Online (AJOL)
The thrust of the study was to examine the relationship among achievement motivation, self-esteem, locus of control and academic performance of university students in a Nigerian University. The purpose was to determine the extent university student\\'s academic performance was influenced by these criterion variables.
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Directory of Open Access Journals (Sweden)
Soo Youn, Lee
2012-01-01
Full Text Available Thisstudyexaminedthe effect ofmiddle school students’perceived parentingstyle on their schoollifeadjustment focusing on the mediation effect of self-esteem andlearning attitude.The author carried outanalysis ofcovariancestructure using the 1stwave(2010 data ofKorean Children and Youth PanelSurvey(KCYPSconducted by the National Youth Policy Instituteandconsists of2,351first yearmiddle schoolstudents and their parents.The results indicated that whenmiddle school studentsperceived their parents’parenting style positively, thelevelof their self-esteem andself-directedlearningattitudewere high,and this,in turn,had positive effects on their school lifeadjustment. Especially, self-esteem andlearning attitudemediated the effect ofmiddle school students’perceived parenting style on school life adjustment. Theseresults demonstrate that the mothers’ affectionate,monitoryandrationalparentingstyle will contribute greatly to the successfulstudents’school lifewith a sense ofself-esteem andself-directedlearningattitude.
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Klassen, Robert M.; Krawchuk, Lindsey L.; Rajani, Sukaina
2008-01-01
This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination,…
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Influence of Self Esteem, Self Efficacy and Interest in Schooling on ...
African Journals Online (AJOL)
Using a correlational design, this study investigated the influence of interest in schooling, academic self efficacy and self esteem on reading comprehension among 300 selected students in Oyo State. Four standardized and valid scales were used to retrieved data from participants. Three research hypotheses were raised ...
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Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S
2016-01-01
Keeping students back in the same grade - retention - has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students
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Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul
2009-01-01
Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a three-year longitudinal study of adolescents from three diverse American Indian cultural groups in the wester...
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Leung, Chi-hung; Choi, Eudora
2010-01-01
Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving…
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Cavallo, Justin V; Holmes, John G; Fitzsimons, Gráinne M; Murray, Sandra L; Wood, Joanne V
2012-09-01
This article explores how self-esteem and executive resources interact to determine responses to motivational conflict. One correlational and 3 experimental studies investigated the hypothesis that high and low self-esteem people undertake different self-regulatory strategies in "risky" situations that afford opportunity to pursue competing goals and that carrying out these strategies requires executive resources. When such resources are available, high self-esteem people respond to risk by prioritizing and pursuing approach goals, whereas low self-esteem people prioritize avoidance goals. However, self-esteem does not influence responses to risk when executive resources are impaired. In these studies, risk was operationalized by exposing participants to a relationship threat (Studies 1 and 2), by using participants' self-reported marital conflict (Study 3), and by threatening academic competence (Study 4). Executive resources were operationalized as cognitive load (Studies 1 and 2), working memory capacity (Study 3), and resource depletion (Study 4). When executive resources were ample, high self-esteem people responded to interpersonal risk by making more positive relationship evaluations (Studies 1, 2, and 3) and making more risky social comparisons following a personal failure (Study 4) than did low self-esteem people. Self-esteem did not predict participants' responses when executive resources were impaired or when risk was absent. The regulatory function of self-esteem may be more resource-dependent than has been previously theorized.
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Changing self-esteem in children and adolescents: A roadmap for future interventions
A.E.R. Bos (Arjan); P.E.H.M. Muris (Peter); S. Mulkens; H.P. Schaalma (Herman)
2006-01-01
textabstractSelf-esteem is an important construct that is related to academic achievement, social functioning and psychopathology in children and adolescents. Therefore, it is not surprising that many interventions have tried to change levels of self-esteem in this population. In this article a
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Kaplan, Julie Bass
2015-01-01
The concept of aesthetic self-esteem was explored for utilization in the medical spa environment. The aims and purposes of the analysis were outlined. The literature review identified various uses of the self-esteem concept as well as published definitions of the word. Defining attributes were also explored and examined, including positive and negative connotations of self-esteem. Two tools were utilized to help aesthetic nurse specialists assess patients for self-esteem and assess for a possible mental illness that may present as low self-esteem. A culturally sensitive theoretical definition of self-esteem was constructed to fit the needs and environment of medical spas. A model case of this definition, as well as a borderline and contrary case, was presented. Antecedents and consequences, as well as empirical referents of the concept, were explored.
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Academic self-handicapping and their correlates in adolescence
Directory of Open Access Journals (Sweden)
Cocoradă, E.
2011-01-01
Full Text Available The self-handicapping has been examined as a self-protectivestrategy, used by adults and young, males and females, in different situations assessed as threatening for the positive self-esteem. The purpose of this study is to explore the relations between self-handicapping and some variables relevant in the academic field as learning motivation, academic results, selfesteem. Age and gender are the criteria of our analysis. The results suggestthe males and later adolescents (males and females self-handicap more that the females and the young adolescents. Self-esteem and some components of learning motivation are the variables that influence self-handicapping at significant levels.
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Low and decreasing self-esteem during adolescence predict adult depression two decades later.
Steiger, Andrea E; Allemand, Mathias; Robins, Richard W; Fend, Helmut A
2014-02-01
Previous studies revealed that low self-esteem is prospectively associated with depression. However, self-esteem has been shown to change over time. We thus hypothesized that not only level but also change in self-esteem affect depression. Using data from a 23-year longitudinal study (N = 1,527), we therefore examined the prospective effects of global and domain-specific self-esteem (physical attractiveness, academic competence) level and change on depressive symptoms 2 decades later. Self-esteem was assessed annually from age 12 to 16, and depression was assessed at age 16 and 35. Results from latent growth curve analyses demonstrated that both level and change in self-esteem served as predictors for adult depression. Individuals who entered adolescence with low self-esteem, and/or whose self-esteem declined further during the adolescent years, were more likely to exhibit symptoms of depression 2 decades later as adults; this pattern held both for global and domain-specific self-esteem. These findings highlight the importance of adolescent self-esteem development for mental health outcomes in adulthood. PsycINFO Database Record (c) 2014 APA, all rights reserved.
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Haug, Elisabeth; Øie, Merete G; Andreassen, Ole A; Bratlien, Unni; Romm, Kristin L; Møller, Paul; Melle, Ingrid
2016-01-01
Background: Anomalous self-experiences (ASEs) aggregate in schizophrenia spectrum disorders, but the relationship between ASEs, and depression has been studied to a limited extent. Lower self-esteem has been shown to be associated with depression in early psychosis. Our hypothesis is that ASEs in early phases of schizophrenia are linked to lower levels of self-esteem, which in turn is associated with depression. Aim: The aim is to examine the relationship between ASEs, self-esteem and depression in first-episode schizophrenia spectrum disorders. Method: ASEs were assessed in 55 patients with first-episode schizophrenia by means of the Examination of anomalous Self-Experience (EASE) instrument. Assessment of depression was based on the Calgary Depression Scale for Schizophrenia (CDSS). Self-esteem was measured using the Rosenberg Self-Esteem Scale (RSES). Symptom severity was assessed using the Structured Clinical Interview for the Positive and Negative Syndrome Scale (SCI-PANSS). Substance misuse was measured with the Drug Use Disorder Identification Test (DUDIT), and alcohol use was measured with the Alcohol Use Disorder Identification Test (AUDIT). Data on childhood adjustment were collected using the Premorbid Adjustment Scale (PAS). Data on childhood trauma were collected using the Norwegian version of the Childhood Trauma Questionnaire, short form (CTQ-SF). Results: Analyses detected a significant association between current depression and ASEs as measured by the EASE in women, but not in men. The effect of ASEs on depression appeared to be mediated by self-esteem. No other characteristics associated with depression influenced the relationship between depression, self-esteem and ASEs. Conclusion: Evaluating ASEs can assist clinicians in understanding patients' experience of self-esteem and depressive symptoms. The complex interaction between ASEs, self-esteem, depression and suicidality could be a clinical target for the prevention of suicidality in this
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The Development of Global and Domain-Specific Self-Esteem From Age 13 to 31
von Soest, Tilmann; Wichstrøm, Lars; Kvalem, Ingela Lundin
2015-01-01
This study examines the development of global self-esteem and self-esteem in 6 specific domains across adolescence and young adulthood. Using a cohort-sequential design, we analyzed longitudinal data on 3,116 Norwegian men and women from 13 to 31 years of age by means of growth curve modeling. Questionnaire data provided information on global self-esteem and self-esteem in social, academic, athletic, and appearance domains. Data on important life outcomes was provided by register linkages. Re...
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Dancers' Body Esteem, Fitness Esteem, and Self-Esteem in Three Contexts
Van Zelst, Laura; Clabaugh, Alison; Morling, Beth
2004-01-01
Sixty-two college-aged, ballet and modern dancers evaluated their bodies and themselves in different dance and non-dance settings. In a self-report survey design, dancers' body esteem, fitness esteem, and self-esteem (an overall self-evaluation) were measured in three different contexts. Dancers rated their body esteem, fitness esteem, and…
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Kita, Yosuke; Inoue, Yuki
2017-01-01
The present study aimed to reveal the influences of attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms on self-esteem and self-perception during early adolescence and to clarify the spillover effect of self-esteem on depressive symptoms. ADHD symptoms in 564 early adolescents were evaluated via teacher-rating scales. Self-esteem and depressive symptoms were assessed via self-reported scales. We analyzed the relationships among these symptoms using structural equation modeling. Severe inattentive symptoms decreased self-esteem and hyperactive-impulsive symptoms affected self-perception for non-academic domains. Although these ADHD symptoms did not directly affect depressive symptoms, low self-esteem led to severe depression. ODD symptoms had a direct impact on depression without the mediating effects of self-esteem. These results indicated that inattentive symptoms had a negative impact on self-esteem and an indirect negative effect on depressive symptoms in adolescents, even if ADHD symptoms were subthreshold. Severe ODD symptoms can be directly associated with depressive symptoms during early adolescence.
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Self-Esteem and the Acute Effect of Anxiety on Ambulatory Blood Pressure.
Edmondson, Donald; Arndt, Jamie; Alcántara, Carmela; Chaplin, William; Schwartz, Joseph E
2015-09-01
Recent research suggests that self-esteem may be associated with improved parasympathetic nervous system functioning. This study tested whether high self-esteem is associated with decreased ambulatory systolic blood pressure (ASBP) reactivity to anxiety in healthy adults during the waking hours of a normal day. Each of 858 participants completed a short version of the Rosenberg Self-Esteem Scale and then wore an ABP monitor that took two blood pressure readings per hour for 24 hours. Immediately after each blood pressure reading, participants completed an electronic diary report that included an anxiety rating on a 100-point visual analog scale. Using multilevel models, we assessed the association of momentary anxiety, high trait self-esteem, and their interaction on momentary ASBP, with adjustment for age, sex, race, ethnicity, and body mass index. Sensitivity analyses were conducted examining psychological factors associated with self-esteem: sense of mastery, optimism, social support, and depressive symptoms. On average, a 1-point increase in cube root-transformed anxiety was associated with a 0.80-mm Hg (standard error = 0.09, p self-esteem and momentary anxiety was significant, such that this effect was 0.48 (standard error = 0.20, p = .015) less in individuals with high self-esteem compared with all others. Results for self-esteem remained significant when adjusting for sex and psychological factors. Momentary increases in anxiety are associated with acute increases in ASBP, and high self-esteem buffers the effect of momentary anxiety on blood pressure. Thus, high self-esteem may confer cardiovascular benefit by reducing the acute effects of anxiety on systolic blood pressure.
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Shin, Jihae
2011-01-01
The purpose of this study was to examine how I Am A Dreamer Musician Program (IDMP) affected academic self-concept and self-esteem of middle school students in low-income communities. During the seven weeks of the weekly music workshops, students participated in different musical activities including playing percussion instruments, singing,…
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Self-Esteem and Self-Concept Examination among Gifted Students with ADHD
Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison
2012-01-01
Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…
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... Staying Safe Videos for Educators Search English Español Self-Esteem KidsHealth / For Kids / Self-Esteem Print en español Sobre la autoestima What Is Self-Esteem? Self-esteem is a way of thinking and ...
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Association between television viewing and self-esteem in children.
Tin, Sze Pui Pamela; Ho, Daniel Sai Yin; Mak, Kwok Hang; Wan, Ka Leung; Lam, Tai Hing
2012-07-01
Few studies have examined the effect of excess television (TV) viewing on specific mental health outcomes, such as self-esteem. We explored the cross-sectional association between TV viewing hours and self-esteem in young children. A total of 70,210 primary 4 (US grade 4) participants of the Department of Health Student Health Service, Hong Kong, in 1998-2000 reported TV viewing hours in a standardized questionnaire. Self-esteem was assessed using the Culture-Free Self-Esteem Inventories for Children (SEI) with 4 subscales. Multivariate linear regression yielded beta coefficients (β) for SEI subscale scores by TV hours, adjusting for age, sex, body mass index, lifestyle characteristics, and highest parental education and occupational status. Only 10.9% of children watched >4 hours per day, while 45.3% watched TV for 1 to ≤2 hours per day. Compared with children who watched Children who watched >2 hours of TV per day had lower SEI scores than those who watched self-esteem among young children. The development of self-esteem among children who report little or excessive TV viewing should be further studied.
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[Self-esteem and giftedness: a Rorschach Comprehensive System study].
Kostogianni, N; Andronikof, A
2014-02-01
According to empirical literature, low self-esteem is highly correlated to behavioural and emotional problems in gifted children and adolescents. Since self-esteem is an indicator of social and emotional adjustment, it would be interesting to better understand the meaning of this construct, as it is evaluated explicitly with the use of self-report questionnaires. In order to explore the psychological processes underlying the explicit self-esteem, we studied the relation of a self-report questionnaire and an indirect measure of self and interpersonal perception using the Rorschach Comprehensive System (CS). The participants were 93 children, aged between 9 and 15 years old, with an IQ≥130. They were attending regular classes (no curriculum difference). Self-esteem was evaluated using the Coopersmith Self-Esteem Inventory (SEI). We used the Rorschach CS measures of self and interpersonal perception. The results showed no significant correlation between self-esteem and high IQ. A negative correlation between self-esteem evaluated on the SEI and the Rorschach Vista responses was found, which reflected self-critical introspection and painful self-appraisal. Then a positive correlation was observed between self-esteem and reflection answers on the Rorschach (Fr+rF>0), which are related to narcissistic-like features of personality. We also found a positive correlation between self-esteem and the Rorschach egocentricity index (EGO), which provides an estimate of self-concern. Finally, the strongest correlation was found between self-esteem and the dominance of good over poor human representations (GHR>PHR), which reveals effective interpersonal behaviour. The psychological processes which seem to be related to low self-esteem in gifted children and adolescents are maladaptive interpersonal behaviours, painful experience of introspection focusing on perceived negative aspects of the self, absence of narcissistic-like features of the personality and low self-concern. These
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Students' Self-Esteem at School: The Risk, the Challenge, and the Cure
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Prihadi Kususanto
2012-01-01
Full Text Available As one of the most important elements in students’ psychological well-being, self-esteem is often neglected at school. In schools where students are grouped based on their academic abilities (Between Class Ability Grouping or BCAG, or tracking, teachers are likely to have different expectancies toward different group of students; towards high-achieving students, they tend to be academically supportive, while towards low-achieving students, they tend to control students’ behavior in order to avoid disciplinary problems. In turn, students observe their teachers’ classroom behavior and develop different perception towards their teachers’ expectancy. Eventually, self-esteem of the students is affected by their perceived teachers’ expectancy (PTE, where the effect is not always positive. In other words, while most teachers would rather not to teach in mixed classrooms, the practice of BCAG might contribute negative effect to students’ self-esteem. Therefore, any strategy to improve students’ self-esteem might not be able to produce long-lasting result, because teachers’ expectancy towards the students is strongly influenced by the classroom segregation. However, it was discovered recently that Locus of Control (LoC mediates the effect of PTE on students’ self-esteem. In the light of that, there is a hope to develop or maintain students’ self-esteem levels by developing some strategies based on Behavior Modification Theories to alter students’ LoC.
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Adolescents’ Self-Esteem in Single and Two-Parent Families
Alami, Ali; Khosravan, Shahla; Sadegh Moghadam, Leila; Pakravan, Fateme; Hosseni, Fateme
2014-01-01
Background: Self-esteem is one of the basic needs for all individuals especially in adolescence. The aim of this study was to determine associations between adolescents’ self-esteem and perceived maternal parenting styles as well as its dimensions in terms of family type. Methods: In this analytic cross-sectional study, 356 high school students (250 two-parent nuclear family and 106 single-parent family) participated and filled out the Coppersmith self-esteem and the Robinson and colleagues (2001) perceived parenting styles questionnaires. Data were analyzed by SPSS software, version 18. To assess the relationship between participants’ self-esteem and parenting styles and dimensions, Mantel–Haenszel Chi-square test was used to adjust the effect of potential confounder variables. P≤0.05 was considered statistically significant. Results: From a total of 370 questionnaires, 356 questionnaires were completed. The mean±SD of the participants’ self-esteem score was 38.49±6.55. Mean±SD of self-esteem score among the two-parent and single-parent students was 39.06±6.36 and 37.42±7.28, respectively (P=0.034). Dominant parenting style in both families was authoritative style. There were significant associations between the respondents’ self-esteem and their perceived parenting styles, after matching sex, family income, level of education, and parents job (Pparenting styles and improve self-esteem. Therefore, considering the relationship between child-rearing style and adolescent self-esteem, assessing other relating factors with adolescent self-esteem especially in single-parent family, such as father absence stigma, is suggested. PMID:25349847
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Adolescents' self-esteem in single and two-parent families.
Alami, Ali; Khosravan, Shahla; Sadegh Moghadam, Leila; Pakravan, Fateme; Hosseni, Fateme
2014-04-01
Self-esteem is one of the basic needs for all individuals especially in adolescence. The aim of this study was to determine associations between adolescents' self-esteem and perceived maternal parenting styles as well as its dimensions in terms of family type. In this analytic cross-sectional study, 356 high school students (250 two-parent nuclear family and 106 single-parent family) participated and filled out the Coppersmith self-esteem and the Robinson and colleagues (2001) perceived parenting styles questionnaires. Data were analyzed by SPSS software, version 18. To assess the relationship between participants' self-esteem and parenting styles and dimensions, Mantel-Haenszel Chi-square test was used to adjust the effect of potential confounder variables. P≤0.05 was considered statistically significant. From a total of 370 questionnaires, 356 questionnaires were completed. The mean±SD of the participants' self-esteem score was 38.49±6.55. Mean±SD of self-esteem score among the two-parent and single-parent students was 39.06±6.36 and 37.42±7.28, respectively (P=0.034). Dominant parenting style in both families was authoritative style. There were significant associations between the respondents' self-esteem and their perceived parenting styles, after matching sex, family income, level of education, and parents job (Pparenting styles and improve self-esteem. Therefore, considering the relationship between child-rearing style and adolescent self-esteem, assessing other relating factors with adolescent self-esteem especially in single-parent family, such as father absence stigma, is suggested.
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Academic Self-Handicapping and Achievement: A Meta-Analysis
Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda
2014-01-01
Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation…
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Explaining the “how” of self-esteem development : The self-organizing self-esteem model
de Ruiter, Naomi M.P.; van Geert, Paul L.C.; Kunnen, E. Saskia
2017-01-01
The current article proposes a theoretical model of self-esteem called the Self-Organizing Self-Esteem (SOSE) model. The model provides an integrative framework for conceptualizing and understanding the intrinsic dynamics of self-esteem and the role of the context across 3 levels of development: The
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Effects of Parental Verbal Aggression on Children's Self-Esteem and School Marks.
Solomon, C. Ruth; Serres, Francoise
1999-01-01
A study of 144 children (age 10) investigated whether parental verbal violence had negative effects on self-esteem and academic achievement. Results found parental verbal aggression alone, as separate and distinct from physical punishment, contributed to low self-esteem and school achievement. The need for parent education on child rearing is…
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[Assessment of self-esteem in pregnant women using Rosenberg's Self-Esteem Scale].
Maçola, Ligia; do Vale, Ianê Nogueira; Carmona, Elenice Valentim
2010-09-01
The objective of this descriptive, cross-sectional study was to evaluate the self-esteem of 127 pregnant women seen in a prenatal care program conducted in a public school hospital. Data collection was performed using the Rosenberg's Self-esteem Scale; unsatisfactory self-esteem was related to socio-demographic and health variables of the pregnant woman, and to the presence or absence of support systems. Descriptive and univariate statistical analysis were used to assess possible associations. Pregnant women who had low scores for self-esteem were 60% of all subjects. As for the sociodemographic data, women with fewer years of education presented higher frequency of lower self-esteem scores, which disagrees with other studies. Pregnant women who report having an unplanned pregnancy presented higher prevalence of low self-esteem than those who reported having planned their pregnancy. The lack of support from the partner to look after the baby was also associated to the pregnant women's low self-esteem. Other associations between variables were not statistically significant.
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Wang, Kenneth T
2012-01-01
An increasing number of perfectionism studies have been conducted across different countries outside of the Western framework. Using an international egalitarian approach that adopts indigenous frameworks and concepts from the cultural context of the population studied is imperative. This study examines different groups of perfectionists with a sample of 348 Taiwanese college students, emphasizing the collectivistic culture. In particular, this is a follow-up study to further explore characteristics of a group with low standards/high discrepancy--a feeling that they are not good enough despite having low standards--found in a previous study with Taiwanese students. More specifically, this study investigates whether the source of the high discrepancy scores among this group is related to having higher perfectionistic standards from their family. Perfectionism was examined not only from a personal/individualistic perspective, but also from a familistic dimension to reflect Taiwanese collectivistic cultural values. Results partially supported the hypotheses--this group reported having higher family discrepancy, but not family standards, than nonperfectionists. However, this group of participants reported lower academic grades, which implies the possibility of their discrepancy being associated with poorer performance. Four cluster groups--adaptive perfectionists, maladaptive perfectionists, nonperfectionists, and those with low standards/high discrepancy--were compared on their levels of depression, self-esteem, achievement motivation, and academic grades. Maladaptive perfectionists reported the highest depression level, while adaptive perfectionists reported the highest self-esteem. Results also show that aspects of personal perfectionism and family perfectionism related to self-esteem differently among this sample. Findings and implications are discussed with consideration of the collectivistic cultural context in Taiwan.
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Obese Chinese Primary-School Students and Low Self-Esteem: A Cross-Sectional Study.
Xue-Yan, Zhang; Dong-Mei, Li; Dan-Dan, Xu; Le-Shan, Zhou
2016-08-01
The aim of this study was to examine several factors related to low self-esteem among obese Chinese primary-school students. A cross-sectional study was conducted between June 2009 and June 2010. A total of 1,410 primary-school students (China grades 4 - 6) in Changsha city were divided into normal weight (n = 1,084), overweight (n = 211), and obese groups (n = 115) according to world health organization (WHO) growth standards for body mass index (BMI). The students were assessed using the self-esteem scale (SES) and a general situation questionnaire. Caregivers completed questionnaires about their child's weight status. Self-esteem levels were explored; any factors related to low self-esteem were analyzed using logistic regression analysis. The average self-esteem score among overweight or obese primary-school students was found to be lower than that of normal-weight students. The proportion of students with low self-esteem in the obese group was more than that in the normal-weight and overweight groups. Multiple logistic regression analysis showed that obesity status (odds ratio [OR], 3.74; 95% confidence interval [CI], 2.25 - 6.22), overweight status (OR, 2.60; 95% CI, 1.71 - 3.95), obesity considered by children's grandparents (OR, 1.76; 95% CI, 1.05 - 2.96), dissatisfaction with height (OR, 1.55; 95% CI, 1.11 - 2.18), and dissatisfaction with weight (OR, 1.45; 95% CI, 1.05 - 2.01) were the risk factors for low self-esteem for primary-school students, while satisfaction with academic performance was a protective factor (OR, 0.22; 95% CI, 0.07 - 0.71). For Chinese primary-school students, low self-esteem is associated with higher weight status and self-perceived body shape and academic performance. In addition, grandparental opinion of a child's weight also contributes to low self-esteem.
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Obese Chinese Primary-School Students and Low Self-Esteem: A Cross-Sectional Study
Xue-Yan, Zhang; Dong-Mei, Li; Dan-Dan, Xu; Le-Shan, Zhou
2016-01-01
Objectives The aim of this study was to examine several factors related to low self-esteem among obese Chinese primary-school students. Methods A cross-sectional study was conducted between June 2009 and June 2010. A total of 1,410 primary-school students (China grades 4 - 6) in Changsha city were divided into normal weight (n = 1,084), overweight (n = 211), and obese groups (n = 115) according to world health organization (WHO) growth standards for body mass index (BMI). The students were assessed using the self-esteem scale (SES) and a general situation questionnaire. Caregivers completed questionnaires about their child’s weight status. Self-esteem levels were explored; any factors related to low self-esteem were analyzed using logistic regression analysis. Results The average self-esteem score among overweight or obese primary-school students was found to be lower than that of normal-weight students. The proportion of students with low self-esteem in the obese group was more than that in the normal-weight and overweight groups. Multiple logistic regression analysis showed that obesity status (odds ratio [OR], 3.74; 95% confidence interval [CI], 2.25 - 6.22), overweight status (OR, 2.60; 95% CI, 1.71 - 3.95), obesity considered by children’s grandparents (OR, 1.76; 95% CI, 1.05 - 2.96), dissatisfaction with height (OR, 1.55; 95% CI, 1.11 - 2.18), and dissatisfaction with weight (OR, 1.45; 95% CI, 1.05 - 2.01) were the risk factors for low self-esteem for primary-school students, while satisfaction with academic performance was a protective factor (OR, 0.22; 95% CI, 0.07 - 0.71). Conclusions For Chinese primary-school students, low self-esteem is associated with higher weight status and self-perceived body shape and academic performance. In addition, grandparental opinion of a child’s weight also contributes to low self-esteem. PMID:27713806
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Directory of Open Access Journals (Sweden)
Yosuke Kita
2017-07-01
Full Text Available The present study aimed to reveal the influences of attention-deficit hyperactivity disorder (ADHD and oppositional defiant disorder (ODD symptoms on self-esteem and self-perception during early adolescence and to clarify the spillover effect of self-esteem on depressive symptoms. ADHD symptoms in 564 early adolescents were evaluated via teacher-rating scales. Self-esteem and depressive symptoms were assessed via self-reported scales. We analyzed the relationships among these symptoms using structural equation modeling. Severe inattentive symptoms decreased self-esteem and hyperactive–impulsive symptoms affected self-perception for non-academic domains. Although these ADHD symptoms did not directly affect depressive symptoms, low self-esteem led to severe depression. ODD symptoms had a direct impact on depression without the mediating effects of self-esteem. These results indicated that inattentive symptoms had a negative impact on self-esteem and an indirect negative effect on depressive symptoms in adolescents, even if ADHD symptoms were subthreshold. Severe ODD symptoms can be directly associated with depressive symptoms during early adolescence.
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Kita, Yosuke; Inoue, Yuki
2017-01-01
The present study aimed to reveal the influences of attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms on self-esteem and self-perception during early adolescence and to clarify the spillover effect of self-esteem on depressive symptoms. ADHD symptoms in 564 early adolescents were evaluated via teacher-rating scales. Self-esteem and depressive symptoms were assessed via self-reported scales. We analyzed the relationships among these symptoms using structural equation modeling. Severe inattentive symptoms decreased self-esteem and hyperactive–impulsive symptoms affected self-perception for non-academic domains. Although these ADHD symptoms did not directly affect depressive symptoms, low self-esteem led to severe depression. ODD symptoms had a direct impact on depression without the mediating effects of self-esteem. These results indicated that inattentive symptoms had a negative impact on self-esteem and an indirect negative effect on depressive symptoms in adolescents, even if ADHD symptoms were subthreshold. Severe ODD symptoms can be directly associated with depressive symptoms during early adolescence. PMID:28824468
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Zeigler-Hill, Virgil; Myers, Erin M
2011-04-07
The provision of information appears to be an important property of self-esteem as evidenced by previous research concerning the status-tracking and status-signaling models of self-esteem. The present studies examine whether there is an implicit theory of self-esteem that leads individuals to assume targets with higher levels of self-esteem possess more desirable characteristics than those with lower levels of self-esteem. Across 6 studies, targets with ostensibly higher levels of self-esteem were generally rated as more attractive and as more desirable relationship partners than those with lower levels of self- esteem. It is important to note, however, that this general trend did not consistently emerge for female targets. Rather, female targets with high self-esteem were often evaluated less positively than those with more moderate levels of self-esteem. The present findings are discussed in the context of an extended informational model of self-esteem consisting of both the status-tracking and status-signaling properties of self-esteem.
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Directory of Open Access Journals (Sweden)
Virgil Zeigler-Hill
2011-04-01
Full Text Available The provision of information appears to be an important property of self-esteem as evidenced by previous research concerning the status-tracking and status-signaling models of self-esteem. The present studies examine whether there is an implicit theory of self-esteem that leads individuals to assume targets with higher levels of self-esteem possess more desirable characteristics than those with lower levels of self-esteem. Across 6 studies, targets with ostensibly higher levels of self-esteem were generally rated as more attractive and as more desirable relationship partners than those with lower levels of self-esteem. It is important to note, however, that this general trend did not consistently emerge for female targets. Rather, female targets with high self-esteem were often evaluated less positively than those with more moderate levels of self-esteem. The present findings are discussed in the context of an extended informational model of self-esteem consisting of both the status-tracking and status-signaling properties of self-esteem.
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Self-esteem and the acute effect of anxiety on ambulatory blood pressure
Edmondson, Donald; Arndt, Jamie; Alcántara, Carmela; Chaplin, William; Schwartz, Joseph E
2015-01-01
Objective Recent research suggests that self-esteem may be associated with improved parasympathetic nervous system functioning. This study tested whether high self-esteem is associated with decreased ambulatory systolic blood pressure (ASBP) reactivity to anxiety in healthy adults during the waking hours of a normal day. Methods Each of 858 participants completed a short version of the Rosenberg Self-Esteem Scale and then wore an ABP monitor which took two blood pressure readings per hour for 24 hours. Immediately after each blood pressure reading, participants completed an electronic diary report that included an anxiety rating on a 100-point visual analog scale (VAS). Using multilevel models, we assessed the association of momentary anxiety, high trait self-esteem, and their interaction on momentary ASBP, with adjustment for age, sex, race, ethnicity, and body mass index. Sensitivity analyses were conducted examining psychological factors associated with self-esteem: sense of mastery, optimism, social support, and depressive symptoms. Results On average, a 1-point increase in cube root-transformed anxiety was associated with a 0.80 mmHg (SE=0.09, pself-esteem and momentary anxiety was significant, such that this effect was 0.48 (SE=0.20, p=0.015) less in individuals with high self-esteem compared to all others. Results for self-esteem remained significant when adjusting for sex and psychological factors. Conclusions Momentary increases in anxiety are associated with acute increases in ASBP, and high self-esteem buffers the effect of momentary anxiety on blood pressure. Thus, high self-esteem may confer cardiovascular benefit by reducing the acute effects of anxiety on systolic blood pressure. PMID:26230481
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Directory of Open Access Journals (Sweden)
Teresa I. Jiménez
2011-04-01
Full Text Available The aim of the present study is to analyse the direct and indirect relationships among quality of family environment, multidimensional self-esteem (family, academic, social and physical self-esteem and substance use (cigarettes, alcohol and marijuana. The study participants were 414 Spanish adolescents aged 12 to 17 years old, drawn from state secondary schools. Statistical analyses were carried out using structural equation modeling and the procedure of mediation effects analysis (Holmbeck, 1997. Results showed a significant mediational effect of self-esteem on the relation between family functioning and adolescent substance use. Moreover, results showed, on the one hand, a protection effect of family and academic self-esteem and, on the other hand, a risk effect of social and physical self-esteem on substance use. Findings are discussed in relation to previous research. As a conclusion, this investigation confirms that family environment is a relevant precedent of adolescent self-evaluation and that it is necessary to adopt a multidimensional perspective when analyse the self-esteem of substance use adolescents.
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Gender differences in implicit self-esteem following a romantic partner's success or failure.
Ratliff, Kate A; Oishi, Shigehiro
2013-10-01
This research examined the influence of a romantic partner's success or failure on one's own implicit and explicit self-esteem. In Experiment 1, men had lower implicit self-esteem when their partner did well at a "social intelligence" task than when their partner did poorly. Women's implicit self-esteem was unaffected by partner performance. Experiments 2 and 3 showed that Dutch men's implicit self-esteem was negatively affected by their romantic partner's success. In Experiment 4, we replicated Experiments 1-3 in both the academic and social domains, and in Experiment 5, we demonstrated that men's implicit self-esteem is negatively influenced by thinking about a romantic partner's success both when the success is relative and when it is not. In sum, men's implicit self-esteem is lower when a partner succeeds than when a partner fails, whereas women's implicit self-esteem is not. These gender differences have important implications for understanding social comparison in romantic relationships.
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Images of the Self and Self-Esteem: Do Positive Self-Images Improve Self-Esteem in Social Anxiety?
Hulme, Natalie; Hirsch, Colette; Stopa, Lusia
2012-01-01
Negative self-images play an important role in maintaining social anxiety disorder. We propose that these images represent the working self in a Self-Memory System that regulates retrieval of self-relevant information in particular situations. Self-esteem, one aspect of the working self, comprises explicit (conscious) and implicit (automatic) components. Implicit self-esteem reflects an automatic evaluative bias towards the self that is normally positive, but is reduced in socially anxious individuals. Forty-four high and 44 low socially anxious participants generated either a positive or a negative self-image and then completed measures of implicit and explicit self-esteem. Participants who held a negative self-image in mind reported lower implicit and explicit positive self-esteem, and higher explicit negative self-esteem than participants holding a positive image in mind, irrespective of social anxiety group. We then tested whether positive self-images protected high and low socially anxious individuals equally well against the threat to explicit self-esteem posed by social exclusion in a virtual ball toss game (Cyberball). We failed to find a predicted interaction between social anxiety and image condition. Instead, all participants holding positive self-images reported higher levels of explicit self-esteem after Cyberball than those holding negative self-images. Deliberate retrieval of positive self-images appears to facilitate access to a healthy positive implicit bias, as well as improving explicit self-esteem, whereas deliberate retrieval of negative self-images does the opposite. This is consistent with the idea that negative self-images may have a causal, as well as a maintaining, role in social anxiety disorder. PMID:22439697
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[The relationship between self-esteem and self-disclosure of negative information].
Katayama, M
1996-12-01
Although self-disclosure after a negative experience may be good for our adjustment, we also feel hesitant to do so. This study investigated the relationship between self-esteem and hesitancy to disclose negative information about one's self. One hundred and fifty-five undergraduates imagined self-disclosure to a friend of high or low intimacy. They then answered a questionnaire concerning hesitancy to self-disclose negative information to friends, as well as expected negative consequences of such self-disclosure. Main results were: (1) Low intimacy strongly affected the hesitancy. (2) Factor analysis of the negative consequences found three factors: interpersonal and intra-personal negative-effect, and no positive expectation. (3) Hesitancy of high self-esteem students was most affected by the interpersonal factor. Impression management may be the reason. (4) On the other hand, low students tended to feel hurt after negative self-disclosure. Theirs was affected by the intra-personal and no positive expectation factors. Defensiveness may be the reason. The results were discussed from the viewpoint of adjustment when people have had a negative experience.
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Lau, Eva Yi Hung; Chan, Kevin Ka Shing; Lam, Chun Bun
2018-01-01
Although the contribution of family support and peer support to university adjustment has been examined separately, few attempts have been made to explore the mechanism underlying this relation. This is the first study in the Asian context to test the role of self-esteem in mediating the effect of social support on first-year university adjustment…
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Maternal self-esteem, exposure to lead, and child neurodevelopment.
Surkan, Pamela J; Schnaas, Lourdes; Wright, Rosalind J; Téllez-Rojo, Martha M; Lamadrid-Figueroa, Héctor; Hu, Howard; Hernández-Avila, Mauricio; Bellinger, David C; Schwartz, Joel; Perroni, Estela; Wright, Robert O
2008-03-01
The notion that maternal personality characteristics influence cognitive development in their children has been grounded in stress moderation theory. Maternal personality traits, such as self-esteem, may buffer maternal stressors or lead to improved maternal-child interactions that directly impact neurodevelopment. This can be extended to suggest that maternal personality may serve to attenuate or exacerbate the effects of other neurotoxicants, although this has not been studied directly. We examined whether mothers' self-esteem had a direct or main effect on their children's cognitive outcomes. We also explored the modifying effects of maternal self-esteem on the association between exposure to lead and neurodevelopment in these children. Study participants included 379 mother-child pairs from Mexico City. Data included the Coopersmith Self-Esteem Scale in mothers, children's Bayley's Scale of Infant Development (BSID) scores, and sociodemographic information. Linear regression was used to model the relationship between maternal self-esteem and the Bayley's Mental Development Index (MDI) and Psychomotor Development Index (PDI) scores at age 24 months using models stratified by levels of maternal self-esteem. In adjusted models, each point increase in maternal self-esteem was associated with children having 0.2 higher score on the Bayley's MDI (p=0.04). Similar results were observed using the PDI outcome. Moreover, there was evidence that maternal self-esteem attenuated the negative effects of lead exposure, although the interaction fell short of conventional levels of statistical significance.
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Tremolada, Marta; Taverna, Livia; Bonichini, Sabrina; Basso, Giuseppe; Pillon, Marta
2017-05-24
Adolescents with cancer may demonstrate problems in their self-esteem and schooling. This study aims to screen the preadolescents and adolescents more at risk in their self-esteem perception and schooling difficulties post-five years from the end of therapy. Twenty-five paediatric ex-patients healed from leukaemia were recruited at the Haematology-Oncologic Clinic (University of Padua). The mean age of the children was 13.64 years (Standard Deviation (SD)) = 3.08, range = 10-19 years), most were treated for acute lymphoblastic leukaemia (ALL) (84%) and relatively equally distributed by gender. They filled in the Multidimensional Self-Esteem Test, while parents completed a questionnaire on their child's schooling. Global self-esteem was mostly below the 50 percentile (58.5%), especially regarding interpersonal relationships (75%). An independent sample t -test showed significant mean differences on the emotionality scale ( t = 2.23; degree of freedom (df) = 24; p = 0.03) and in the bodily experience scale ( t = 3.02; df = 24; p = 0.006) with survivors of Acute Myeloid Leukaemia (AML) having lower scores. An Analysis of Variance (ANOVA ) showed significant mean differences in the bodily experience scale ( F = 12.31; df = 2, p = 0.0001) depending on the survivors' assigned risk band. The parent reports showed that 43.5% of children had difficulties at school. Childhood AML survivors with a high-risk treatment were more at risk in their self-esteem perceptions. Preventive interventions focusing on self-esteem and scholastic wellbeing are suggested in order to help their return to their normal schedules.
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Altmann, Tobias; Roth, Marcus
2018-01-01
Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826), we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism) and dyadic outcomes (relationship satisfaction in self- and partner ratings) through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability.
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Altmann, Tobias; Roth, Marcus
2018-01-01
Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826), we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism) and dyadic outcomes (relationship satisfaction in self- and partner ratings) through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability. PMID:29487551
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[Poor self-esteem is correlated with suicide intent, independently from the severity of depression].
Perrot, C; Vera, L; Gorwood, P
2018-04-01
Suicide is a major Public Health concern, and low self-esteem might represent a major risk factor. Our main objective was to assess the correlation between self-esteem and suicide intent. More specifically, we aimed to examine the relationship between the different dimensions of self-esteem (total, general, familial, professional and social) and suicide intent. We also sought the role of depression in the relationship of self-esteem to suicide intent. This retrospective cross-sectional study was conducted at a suicide prevention department at the CMME (Sainte-Anne Hospital, Paris, France). We included patients aged 15 and older and admitted for suicide attempt over a 3-year period from January 2008 to December 2010. Self-esteem was assessed with the Coopersmith's Self-Esteem Inventory (SEI) scale that takes into account several domains of self-esteem. Subjects scoring over 5 points on the lie scale were excluded. Our primary endpoint was the correlation between self-esteem and suicide intent. Our secondary endpoint was the same correlation adjusted for depression severity (using the Hamilton scale). Suicide intent was estimated using Beck's Suicide Intentionality Scale (SIS). We examined the Pearson's correlation coefficients between self-esteem and suicide intent. These analyses were adjusted for the severity of depressive symptoms assessed with the Hamilton Depression Rating Scale (17 items). Overall, 132 patients were included. Suicide intent was correlated with total self-esteem (r=-0.227, P=0.009), social self-esteem (r=-0.331, Pself-esteem (r=-0.260, P=0.003). These results remained significant after adjusting for the level of depression for total score (r=-0.181, P=0.038), and the social (r=-0.282, P=0.001) and familial (r=-0.237, P=0.006) dimensions. Self-esteem (and especially social and familial dimensions) is likely to be associated with suicide intent, at least in part independently of the severity of depression, in a population of subjects
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[Self-esteem Level in Scholarized Adolescents of the Rural Area of Pereira, Colombia].
González, Iris Tatiana Montes; Ramírez, Viviana Escudero; Martínez, José William
2012-09-01
To assess the level of self-esteem of adolescents in a rural school of a district of Pereira. Students were called upon to participate, 292 agreed to undergo the test, while 20 abstained. After a previous reliability test analysis, we found that 47.9% of students had low and very low self esteem. A multivariate model reported that self-esteem was reduced as age increased. The academic community and the family must work together in order to improve self-esteem among teenagers in general. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.
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Self-esteem is associated with perceived stress in multiple sclerosis patients.
N Ifantopoulou, Parthena; K Artemiadis, Artemios; Triantafyllou, Nikolaos; Chrousos, George; Papanastasiou, Ioannis; Darviri, Christina
2015-07-01
Previous studies have showed that perceived stress (PS) in patients with multiple sclerosis (MS) constitutes an important factor for disease onset, relapse, symptomatology and psychological adjustment. The aim of this pilot cross-sectional study was to examine the role of self-esteem in PS, after controlling for sociodemographical characteristics, depression and personality in MS patients. Sixty-six relapsing-remitting MS patients (66.67% females, mean age of 40 ± 11.1 years old, mean duration of disease 133.6 ± 128.8 months) were studied. Perceived stress, self-esteem, depression and personality type were assessed using self-administered questionnaires. Hierarchical multivariate regression modelling was used. Higher education and depression and lower self-esteem were independently and significantly associated with increased PS, accounting for 40.5% of its variance. Univariate analyses revealed that low extroversion and openness and higher neurotism were associated with higher PS, although no significant after adjusting for other factors. Although our findings need further confirmation, psychological interventions targetting self-esteem are strongly encouraged.
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MENTORING, PROFESSIONAL: A STRATEGY TO PROMOTE TEACHER TRAINING FROM THE DEVELOPMENT OF SELF-ESTEEM
Directory of Open Access Journals (Sweden)
Flor Naela Ahumada-García
2015-07-01
Full Text Available This present document gives the results of an investigation carried out in San Luis Potosí, México, focused on teacher trainees of basic education. Part of the tutorial interest lies in identifying strategies that would allow to attend students’ needs and favor the achievement of competencies for teachers of basic education, taking into account not only the cognitive aspect, but also in one of the essential parts of the human being, which is self-esteem; this indicates the need to question the relation that exists between student academic development with their self-esteem, in light of the application of a structured test of forty items, denominated as a self-examination. Within the results it was notorious that there was greater vulnerability in students that have a lower academic status; and a low self-esteem and its repercussions in a low academic performance, in other words they showed low motivation, lack of organization and did not dedicate sufficient time to study.
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Virgil Zeigler-Hill; Erin M. Myers
2011-01-01
The provision of information appears to be an important property of self-esteem as evidenced by previous research concerning the status-tracking and status-signaling models of self-esteem. The present studies examine whether there is an implicit theory of self-esteem that leads individuals to assume targets with higher levels of self-esteem possess more desirable characteristics than those with lower levels of self-esteem. Across 6 studies, targets with ostensibly higher levels of self-esteem...
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Tobias Altmann; Marcus Roth
2018-01-01
Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studie...
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The Self-esteem Stability Scale (SESS for Cross-Sectional Direct Assessment of Self-esteem Stability
Directory of Open Access Journals (Sweden)
Tobias Altmann
2018-02-01
Full Text Available Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS, a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826, we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism and dyadic outcomes (relationship satisfaction in self- and partner ratings through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability.
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Csapo, Marg
1991-01-01
This evaluation of 16 children (ages 7-12) with achondroplasia from Transkei, Hungary, and Nigeria found that, compared to controls, subjects had more behavior problems and less self-esteem. Subjects were socially withdrawn, internalized emotional problems, had lower academic performance, found less adaptive solutions to frustration, and faced…
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The Coopersmith Self-Esteem Inventory: A Construct Validation Study.
Johnson, Brian W.
1983-01-01
Regression analyses indicated that the Coopersmith Self-Esteem Inventory has convergent validity with regard to the Piers-Harris Children's Self-Concept Scale and the Coopersmith Behavioral Academic Assessment Scale, has discriminant validity with regard to the Children's Social Desirability Scale, is sensitive to differences in achievement level,…
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Kernis, Michael H
2005-12-01
In this article, I report on a research program that has focused on the joint roles of stability and level of self-esteem in various aspects of psychological functioning. Stability of self-esteem refers to the magnitude of short-term fluctuations that people experience in their current, contextually based feelings of self-worth. In contrast, level of self-esteem refers to representations of people's general, or typical, feelings of self-worth. A considerable amount of research reveals that self-esteem stability has predictive value beyond the predictive value of self-esteem level. Moreover, considering self-esteem stability provides one way to distinguish fragile from secure forms of high self-esteem. Results from a number of studies are presented and theoretical implications are discussed.
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DEFF Research Database (Denmark)
Strandell, Jacob
2017-01-01
Self-esteem research has been in “crisis” during the last decade, due to the lack of strong, consistent correlations between self-esteem and behavioral outcomes. Some researchers have interpreted this as indicating that self-esteem is inconsequential in many important areas of life. However, the ......-construction, and thus performative. Future self-esteem research and theory should therefore focus on how people seek to enact, maintain, or defend a desired identity through performative actions....
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Decomposing global self-esteem.
Tafarodi, Romin W; Milne, Alan B
2002-08-01
We argue in this paper for distinguishing two dimensions of global self-esteem, self-competence and self-liking. Studies 1 and 2 identify a corresponding pair of factors in Rosenberg's (1965) Self-Esteem Scale. Studies 3 and 4 examine the predictive value of the two-dimensional approach to self-esteem as reflected in the unique associations of self-competence and self-liking with negative life events and word recognition.
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Contingent Self-Esteem and Race: Implications for the Black Self-Esteem Advantage
Zeigler-Hill, Virgil
2007-01-01
Previous research has found that despite being aware of negative stereotypes about their group and experiencing prejudice and discrimination, Blacks tend to report higher levels of self-esteem than Whites. Despite the robust nature of the Black self-esteem advantage, an adequate explanation for the higher self-esteem of Blacks relative to Whites…
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Nagyova, I.; Stewart, R.E.; Macejova, Z.; van Dijk, J.P.; van den Heuvel, W.J.
The aim of this study was to determine whether self-esteem and adjustment to disease can mediate the association between pain and psychological well-being in patients with Rheumatoid Arthritis (RA). Coefficients of correlation, multiple linear regressions and Structural Equation Model (SEM) were
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Fleischmann, Otakar
2008-01-01
In the research we focus on problems of self-esteem and aggress. The aim was to discover and describe if by university students an important relation between self-esteem and aggress exists, if there are some differences in self-esteem and aggress between women and men and individuals with pedagogical and non-pedagogical professional polarization. The self-esteem was followed on different levels- general, low, medium and high level as well as aggress levels. Besides general aggress we followed...
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Missouri Univ., Columbia. Missouri LINC.
The paper examines self-esteem, what contributes to it, why it is important, and ways to build it in children, especially those with disabilities. Definitions of four basic terms (self-esteem, body image, unconditional acceptance, and active-reflective listening) are offered. Guidelines for teachers and parents are then offered in the form of…
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Stability of Self-Esteem Ratings and Their Relation to Academic Achievement: A Longitudinal Study
Rubin, Rosalyn A.
1978-01-01
In a sample of 380 children, self-esteem as measured by the Coopersmith Self-Esteem Inventory became more stable and more highly correlated with school achievement as the children grew older. Children's self-perceptions appear less firmly established, and therefore may be more responsive to intervention, at earlier ages. (Author)
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Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M
2015-01-01
Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg's self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people.
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Du, Hongfei; King, Ronnel B.; Chi, Peilian
2017-01-01
Previous studies have shown that self-esteem is an important predictor of subjective well-being. However, the majority of research has focused on self-esteem at the individual and the collective level, but has mostly ignored self-esteem at the relational level. According to social identity theory, individuals can maintain and enhance self-esteem through personal traits (personal self-esteem, PSE), relationships with significant others (relational self-esteem, RSE), and relationships with larg...
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Branden, Nathaniel
By "self-esteem" is meant more than an innate sense of self-worth that presumably is a human birthright. Self-esteem is individuals' experience that they are appropriate to life and to the requirements of life. More specifically, self-esteem is confidence in the ability to think; confidence in the ability to cope with the challenges of life; and…
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Directory of Open Access Journals (Sweden)
Francisco Peixoto
2016-10-01
Full Text Available Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders of a larger group of students followed over a three-year project. The students were assigned to four groups according to their retention-related status over time: 1 students with past and recent retention; 2 students with past but no recent retention; 3 students with no past but recent retention; 4 students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA were collected for all students.Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones.Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can
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Steffenhagen, R. A.
Alfred Adler's Individual Psychology theory is actually a theory of self-esteem psychology. For Adler the most important motivating force for behavior is a striving for superiority. A self-esteem theory of deviance was developed with the underlying proposition being that low self-esteem is the basic psychodynamic mechanism underlying deviance. For…
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Self-esteem of pregnant substance abusers.
Higgins, P G; Clough, D H; Wallerstedt, C
1995-01-01
To explore patterns and levels of self-esteem of pregnant substance abusers. A descriptive prospective study to describe the self-esteem of pregnant substance abusers. Subjects (N = 31) were abusing and dependent on three or more legal and/or illegal substances. Subjects were asked one open-ended question regarding their self-esteem, then the Rosenberg Self-Esteem Inventory (RSI) was administered. Subjects gave 46 responses to the open-ended question. Overall, they used a single word to describe self-esteem. The most frequent response on the RSI was "low" for self-esteem, 23 subjects used positive terms, 20 used negative terms, and 3 reported a neutral term. The RSI confirmed the aspects of low self-esteem. Problems with low self-esteem were evident. Intervention strategies need to be developed to increase self-esteem in pregnant substance abusers.
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SELF SYSTEMS, ANOMIE AND SELF ESTEEM,
The perceived social self and the ratings of the Dymond Scale were used as measures of selfesteem. As hypothesized, on both measures of self - esteem System...3, 4 and 2. Thus persons functioning in terms of the more abstract level of System 4 were higher in self - esteem than were Ss of the other systems...addition to showing that self - esteem does not depend on internalization of or adherence to dominant social norms, these results were interpreted as
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Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.
2010-01-01
This study tested a structural equation model to estimate the relationship between health behaviors, body mass index (BMI), and self-esteem and the academic achievement of adolescents. The authors analyzed survey data from the 2000 study of "Youth in Iceland", a population-based, cross-sectional sample of 6,346 adolescents in Iceland.…
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Assessment of self-reported self-esteem in healthy and diabetic children and adolescents in Greece.
Vlachioti, Efrosini; Petsios, Konstantinos; Boutopoulou, Barbara; Chrisostomou, Anthi; Galanis, Petros; Matziou, Vasiliki
2010-06-01
The aim of the present study was to evaluate any possible negative effect of diabetes on the self-esteem of children and adolescents with diabetes. Self-esteem was evaluated using the Culture-Free Self-Esteem Inventory (CFSEI-2) in 144 patients with Type 1 diabetes mellitus (T1DM; 7-18 years of age) treated in a diabetes center and compared against that of 136 healthy children and adolescents. Self-esteem was correlated with age (P = 0.017), but not with diabetes (P = 0.886). The median CFSEI-2 score for both healthy and diabetic children was 22. There was no significant correlation between self-esteem and sex, body mass index (BMI), physical exercise, HbA1c or parental educational level. According to Spearman's rank correlation coefficient (r(s)), there was a significant association between age and self-esteem (r(s) = -0.15). Conversely, although BMI (r(s) = -0.09) and treatment duration (r(s) = -0.107) had a slight negative effect on self-esteem and the duration of physical exercise (r(s) = 0.11) and parental education (r(s) = 0.07) seemed to have a positive effect, the associations did not reach statistical significance. Self-esteem in diabetic children is mainly affected by their age, level of physical activity and level of family support. These findings emphasize the need to discriminate between glycemic control and diabetic adjustment. © 2010 Ruijin Hospital, Shanghai Jiaotong University School of Medicine and Blackwell Publishing Asia Pty Ltd.
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A social work study on the effects of self-esteem games on elementary female self-esteem
Directory of Open Access Journals (Sweden)
Samaneh Moein
2013-10-01
Full Text Available Researchers and clinicians from many disciplines are interested in learning more about the effects of self-esteem. Self-esteem affects motivation, functional behavior, and life satisfaction, and it is associated with well-being throughout life, significantly. What individuals choose to do and the way they do it in part may depend on their self-esteem and it can also fulfill the aims of mental health. This paper presents an investigation to determine the effect of play on children’s self-esteem and surveys appropriate interventions in this area. This study was semi experimental and the sample was 3rd grade elementary students who were randomly assigned into control (n=15 and experimental (n=15 groups. The instrument was Rosenberg self-esteem scale [Rosenberg, M. (1965. Rosenberg self-esteem scale (RSE. Acceptance and Commitment Therapy. Measures Package, 61.]. Independent variable was 12 group sessions of self-esteem games executed among experimental group. Data was analyzed with univariate analysis of covariance. Results showed that self-esteem games in α ≤ 0.05 were affected on self-esteem of children. Self-esteem game can be effective intervention for children self-esteem that with them control of factors such as time and children interactions with parent and teachers in future investigations could lead to greater confidence in its effectiveness discussed.
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The Lifespan Self-Esteem Scale: Initial Validation of a New Measure of Global Self-Esteem.
Harris, Michelle A; Donnellan, M Brent; Trzesniewski, Kali H
2018-01-01
This article introduces the Lifespan Self-Esteem Scale (LSE), a short measure of global self-esteem suitable for populations drawn from across the lifespan. Many existing measures of global self-esteem cannot be used across multiple developmental periods due to changes in item content, response formats, and other scale characteristics. This creates a need for a new lifespan scale so that changes in global self-esteem over time can be studied without confounding maturational changes with alterations in the measure. The LSE is a 4-item measure with a 5-point response format using items inspired by established self-esteem scales. The scale is essentially unidimensional and internally consistent, and it converges with existing self-esteem measures across ages 5 to 93 (N = 2,714). Thus, the LSE appears to be a useful measure of global self-esteem suitable for use across the lifespan as well as contexts where a short measure is desirable, such as populations with short attention spans or large projects assessing multiple constructs. Moreover, the LSE is one of the first global self-esteem scales to be validated for children younger than age 8, which provides the opportunity to broaden the field to include research on early formation and development of global self-esteem, an area that has previously been limited.
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Romero, Nuria; Sanchez, Alvaro; Vázquez, Carmelo; Valiente, Carmen
2016-08-30
This study examines the relationships between explicit and implicit self-esteem and self-referent memory biases in depression. We specifically tested the hypothesis that implicit self-esteem would influence depression-related memory biases via its association with explicit self-esteem. Self-esteem was assessed in patients with a current Major Depressive Disorder (MDD; n=38) and in a control group of participants who had never experienced depression (ND; n=40) by using explicit (Rosenberg Self-esteem Questionnaire) and implicit (Go/No-go Association Task) measures. A self-referent processing task of negative and positive adjectives was used to assess memory bias. Our analyses revealed that participants diagnosed with MDD showed lower levels of both explicit and implicit self-esteem in comparison to ND participants. MDD compared to ND participants also recalled a greater number of depressed self-referent adjectives and lower recall of positive self-referent information. Mediation analyses showed an indirect effect of explicit self-esteem on the relationship between implicit self-esteem and depression-related memory biases in the MDD group. These findings suggest an association between implicit and explicit self-esteem in depression that may result in negative cognitive processing, as reflected by self-referent memory biases. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
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Sweets, Sex, or Self-Esteem? Comparing the Value of Self-Esteem Boosts with Other Pleasant Rewards
Bushman, Brad J.; Moeller, Scott J.; Crocker, Jennifer
2011-01-01
Many people ascribe great value to self-esteem, but how much value? Do people value self-esteem more than other pleasant activities, such as eating sweets and having sex? Two studies of college students (Study 1: N=130; Study 2: N=152) showed that people valued boosts to their self-esteem more than they valued eating a favorite food and engaging in a favorite sexual activity. Study 2 also showed that people valued self-esteem more than they valued drinking alcohol, receiving a paycheck, and seeing a best friend. Both studies found that people who highly valued self-esteem engaged in laboratory tasks to boost their self-esteem. Finally, personality variables interacted with these value ratings. Entitled people thought they were more deserving of all pleasant rewards, even though they did not like them all that much (both studies); and people who highly value self-esteem pursue potentially maladaptive self-image goals, presumably to elevate their self-esteem (Study 2). PMID:21950264
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Sex role identity, academic stress and wellbeing of first-year ...
African Journals Online (AJOL)
Sex role identity, academic stress and wellbeing of first-year university students. ... and perceived academic stress, psychological wellbeing and self-esteem. ... personal attributes and how these can aid or hinder adjustment to university life.
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Self-esteem and Individual Wealth
Chatterjee, Swarn; Finke, Michael; Harness, Nathaniel
2008-01-01
Self-esteem measures confidence in one’s abilities. Prior literature has shown that higher self-esteem can also affect individual financial decision making through an increased willingness to invest in risky assets and motivation to enhance self image through wealth accumulation. However, self-esteem can also lead to wealth-destroying investment behaviors due to overconfidence and an unwillingness to accept inevitable losses. Using the Rosenberg Self-esteem Scale included in the National Long...
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Wouters, S.; Duriez, B.; Luykx, K.; Klimstra, T.A.; Colpin, H.; Soenens, B.; Verschueren, K.
2013-01-01
The present study tested longitudinal relations between depressive symptoms and two aspects of self-esteem in university freshmen: (1) students’ level of self-esteem, and (2) the degree to which students’ self-esteem is dependent on meeting particular standards (i.e., contingent self-esteem). Using
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[Self-stigma, self-esteem and self-efficacy of mentally ill].
Pasmatzi, E; Koulierakis, G; Giaglis, G
2016-01-01
The way that the social stigma of mental illness is related with the self-stigma, which in turn affects self-esteem and self-efficacy of mental patients was investigated. A sample of 66 patients in the Adult Psychiatric Clinic of the Thessaloniki General Hospital "G. Papanikolaou" was participated in this descriptive association study, with cross-sectional comparisons. The sample comprised of patients who were hospitalized or visited the Clinic as out-patients during the period that the study was undertaken. A tool for measuring the basic demographic, social and clinical characteristics of the participants was designed and used. Additionally, the Self-Stigma of Mental Illness Scale, SSMIS, Rosenberg's Self-Esteem Scale, RSE and the General Self-Efficacy Sherer Scale, GSESH were used for measuring self-stigma, self-esteem and self-efficacy respectively. Results showed that self-esteem and self-efficacy were highly associated with each another. Self-esteem and self-efficacy co varied. Greater self-stigma was associated with lower self-esteem and selfefficacy confirming the power of this relationship which is connected with patients' psychological empowerment and acts as mediator between patients' self-categorization as "mentally ill" and their self-esteem and self-efficacy. Additionally, a mild negative association between self-esteem, self-efficacy and age was found while higher educational level was associated with greater selfefficacy. Greater self-stigma along with lower educational level were the most significant predictors of both self-esteem and self-efficacy of mental patients, as shown by regression analysis. Some of our results, such as the percentage of low self-esteem (30.3%), were different from previous relevant data (9.1-24%), probably due to differences in sample's cultural characteristics and composition, research tools used, and the degree of mentally ill patients' reaction to social stigma perception. Despite its methodological limitations, the
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The Pursuit of Self-Esteem and Its Motivational Implications
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Jolene van der Kaap-Deeder
2016-07-01
Full Text Available Although recent studies have found contingent self-esteem (CSE to be negatively related to individuals’ well-being, research concerning its implications for motivation and engagement is scarce. In two studies, we investigated the relation between CSE, motivation, and engagement in achievement-related situations. A first cross-sectional study among second year high school students ('N' = 641; 54.1% female confirmed the hypothesized motivational ambiguity associated with academic CSE. Beyond the contribution of academic self-esteem, academic CSE was positively related to behavioral and emotional engagement, but also to emotional disaffection and test anxiety. These associations could partially be explained by motivational quality, as CSE was also positively related to both autonomous and controlled types of motivation. In a second experimental study among university students ('N' = 72; 70.8% female, who participated in a tangram puzzle task under varying feedback circumstances, global CSE related to more tension, while predicting less behavioral task perseverance. These effects were not moderated by the type of feedback provided (i.e., positive vs. negative. Theoretical and practical implications of these results are discussed.
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Rodolfo Acosta Padrón; José Alfonso Hernández
2005-01-01
The present article gives a panoramic view about self-esteem as a characteristic of the human psyche, and as a social product which is developed in man-world interaction. It also presents some derived results of the researches carried out by the authors about the impact that self-esteem has in the work with individual's self-esteem in the pedagogic contexts.
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Peixoto, Francisco; Monteiro, Vera; Mata, Lourdes; Sanches, Cristina; Pipa, Joana; Almeida, Leandro S.
2016-01-01
Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine
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Vickery, Chad D; Evans, Clea C; Sepehri, Arash; Jabeen, Linsa N; Gayden, Monee
2009-08-01
Explore the relationship of self-esteem level, self-esteem stability, and other moderating variables with depressive symptoms in acute stroke rehabilitation. One hundred twenty participants completed measures of state self-esteem, perceived recovery, hospitalization-based hassles, impairment-related distress, and tendency to overgeneralize negative self-connotations of bad events. Self-report of depressive symptoms was collected at admission and on discharge. Four regression analyses explored the relationship of self-esteem level and stability and each of 4 moderating variables (perceived recovery, hassles, impairment-related distress, and overgeneralization) with depressive symptoms at discharge. Analyses indicated significant 3-way interactions in the 4 regression models. In general, individuals with unstable high self-esteem endorsed greater depressive symptoms under conditions of vulnerability (e.g., lower perceived recovery) than did individuals with stable high self-esteem. Under conditions of vulnerability, participants with stable low self-esteem indicated the highest levels of depressive symptoms. Self-esteem level and stability interact with psychological, environmental, and stroke-specific variables to predict depressive symptoms at discharge from stroke rehabilitation. This suggests the viability of self-esteem stability in exploring depressive symptoms in this setting and the complexity of emotional adjustment early after stroke. (c) 2009 APA
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Aspinwall, L G; Taylor, S E
1993-05-01
Two studies explored the conditions under which social comparisons are used to manage negative affect and naturalistic threats. Study 1 examined induced mood and dispositional self-esteem as determinants of affective responses to upward and downward comparisons. Consistent with a mood repair prediction, only low-self-esteem Ss in whom a negative mood had been induced reported improved mood after exposure to downward comparison information. Study 2 examined the impact of naturalistic threats on responses to comparison information. Relative to a no-comparison baseline, low-self-esteem Ss who had experienced a recent academic setback reported more favorable self-evaluations and greater expectations of future success in college after exposure to downward comparison information. These results remained significant after controlling statistically for general distress. Implications for downward comparison theory are discussed.
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[assessment Of Self-esteem In Pregnant Women Using Rosenberg's Self-esteem Scale].
Maçola, Ligia; do Vale, Ianê Nogueira; Carmona, Elenice Valentim
2015-01-01
The objective of this descriptive, cross-sectional study was to evaluate the self-esteem of 127 pregnant women seen in a prenatal care program conducted in a public school hospital. Data collection was performed using the Rosenberg's Self-esteem Scale; unsatisfactory self-esteem was related to socio-demographic and health variables of the pregnant woman, and to the presence or absence of support systems. Descriptive and univariate statistical analysis were used to assess possible associations...
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Enhancing Self-Esteem through Self-Management Strategies.
Valett, Robert E.
Self-esteem, well managed, is a powerful force for effective learning. Research has shown that good self-esteem is associated with analytical thinking, persistence, creative ability, social independence, stability and high expectations, and that the antecedents of positive self-esteem are found in parental models who provide firm guidance in the…
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Improving Self-Esteem in General Music
Culp, Mara E.
2016-01-01
Positive self-esteem helps students succeed in and outside of music classrooms. High self-esteem is associated with a positive self-image and fine musicianship. Conversely, low self-esteem is associated with a negative self-image and poorer musicianship. Because students' self-esteem may affect their participation in music classes, the music…
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Self-esteem in adolescent females.
Biro, Frank M; Striegel-Moore, Ruth H; Franko, Debra L; Padgett, Justina; Bean, Judy A
2006-10-01
Self-esteem is a major "predictor" of satisfaction with life. This longitudinal study examined mean and individual changes in self-esteem, and how self-esteem is affected by race and body mass. Girls were recruited at ages 9 and 10 years, and followed to age 22 years. The Harter Self-Perception Profile was administered every other year, analyzing scores from the Global Self-Worth Scale, by age or developmental phase: ages 9-12 (I), 13-16 (II), and 17-22 (III). Regression modeling included main effects and interactions between age/phase, race, and body mass index (BMI). Self-worth was greater in black than white women, and greater with lower BMI in both races. In the model with age ("traditional model") (with race and BMI), significant variables included BMI (inverse relationship) and the interactions between age and race, race and BMI, and the triple interaction between age, race, and BMI. In the model with phase ("transitional model") (with race and BMI), BMI, and the interactions between BMI and race, and race and phase, were significant. For example, self-worth was generally lower in Phase II (middle adolescence) for white women. Self-esteem tracked significantly (correlation 0.22, p self-esteem in adolescent girls, race and BMI are important predictors of self-esteem. Self-esteem is consistent across the phases of adolescence, and comparable with other personality traits. As noted by others, lower levels of self-esteem may increase the vulnerability of adolescents to risky behaviors.
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Ullman, Chana; Tatar, Moshe
2001-01-01
Examined self-concept, self-esteem, and life satisfaction among 119 immigrants to Israel from the former Soviet Union and 135 Israeli classmates. Immigrant adolescents reported less satisfaction with their lives and less congruence between their self-concept and the ways in which they were perceived by others. (SLD)
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The effects of a self-esteem program incorporated into health and physical education classes.
Lai, Hsiang-Ru; Lu, Chang-Ming; Jwo, Jiunn-Chern; Lee, Pi-Hsia; Chou, Wei-Lun; Wen, Wan-Yu
2009-12-01
Self-esteem, a key construct of personality, influences thoughts, actions, and feelings. Adolescence is a critical stage to the development of self-esteem. Taiwan currently offers no self-esteem building curriculum in the public education system. Therefore, incorporating self-esteem-related teaching activities into the existing curriculum represents a feasible approach to enhance self-esteem in middle school students. This study aimed to explore the effects on junior high school students' self-esteem of a self-esteem program incorporated into the general health and physical education curriculum. A quasi-experimental research design was used, and 184 seventh-grade students at two junior high schools in Taipei City were randomly selected and separated into two groups. The experimental group received one 32-week self-esteem program incorporated into their regular health and physical education curriculum, which was administered in three 45-minute-session classes each week. The control group received the regular health and physical education with no specially designed elements. During the week before the intervention began and the week after its conclusion, each participant's global and academic, physical, social, and family self-esteem was assessed. Data were analyzed using analysis of covariance. For all participants, the experimental group was significantly superior to the control group in respect to physical self-esteem (p = .02). For girls, the experimental group was significantly superior to the control group in family self-esteem (p = .02). However, there was no significant difference between the two groups in terms of global self-esteem. This study provides preliminary evidence that incorporating self-esteem activities into the regular school health and physical education curriculum can result in minor effects in students' physical self-esteem and family self-esteem. Findings may provide teachers and school administrators with information to help them design
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Evaluation of a program on self-esteem and ego-identity for Korean nursing students.
Choi, Yun-Jung
2016-09-01
Nursing students with high levels of self-esteem and a strong ego-identity maintain a level of self-integrity that enables them to participate successfully in shared group values and interests while simultaneously meeting their own needs. Self-esteem and ego-identity are associated with academic achievement, major (area of study) satisfaction, and life satisfaction in undergraduate students. This study evaluated a brief group program for Korean nursing students that focused on promoting positive self-esteem and ego-identity development. Twenty-three Korean nursing school students participated. Changes in the students' ego-identity and self-esteem were quantitatively examined. Scores for ego-identity and self-esteem increased significantly for the students who participated in the group, while scores in the control group remained the same. The program is judged as an effective method for nursing educators or college mental health providers to utilize in order to promote affirmative ego-identity and self-esteem in nursing students. Additionally, the program contributes to helping students achieve developmental goals during their college life. © 2016 John Wiley & Sons Australia, Ltd.
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Developing Your Child's Self-Esteem
... for Educators Search English Español Developing Your Child's Self-Esteem KidsHealth / For Parents / Developing Your Child's Self-Esteem ... their ability to do well at things Why Self-Esteem Matters When children feel good about themselves, it ...
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perrot, Clémence
2015-01-01
Introduction: Suicide is a major Public Health concern and self-esteem is given growing interest in our society.Objectives: To assess the correlation between self-esteem and suicidal intent, independently of depression, and to examine the relationship between the different dimensions of self-esteem (total, general, familial, professional and social). We also studied whether poor self-esteem was predictive of suicidal risk.Methods: Two studies were conducted among a Suicide Prevention Departme...
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Body Type, Self-Esteem and Assertiveness among High School Students in Ghana
Directory of Open Access Journals (Sweden)
Daniel Bruce
2016-08-01
Full Text Available The aim of this study was to examine the relationship between body type, self-esteem and assertiveness among adolescents of ages between 13 and 19 years. To achieve this aim, the study sampled 56 male and 94 female adolescents of the Senior High School in Accra, Ghana. Results showed that, higher self-esteem leads to assertiveness. Results also showed that body type perception affects self-esteem. It is, therefore, recommended that Guidance and Counselling officers in our schools should educate adolescent students on the three body types and the advantages associated with being one of these body types. This may help prevent developing body dysmorphic disorder, low self-esteem and non-assertiveness among students with negative perceptions of their body types and the possible effects on their personal relationships with peers, general academic performance and in- school and out-of- school life.
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Witherspoon, Dawn; Latta, Laura; Wang, Yan; Black, Maureen M
2013-11-01
To examine how psychosocial factors vary by body weight and gender among African-American adolescents. A community sample of 235 low-income, predominantly African-American adolescents completed measures of depression, self-esteem, body-esteem, and eating attitudes. Measured weight and height were converted to body mass index (kg/m(2)) age and gender-adjusted z-scores. Data were analyzed using 2-factor multivariate analysis of variance. Obese youths had significantly worse scores on all psychosocial domains than normal weight youths, with no differences between overweight and normal weight youths. Obese youths had significantly worse scores than overweight youths on body-esteem and self-esteem. Female adolescents had significantly worse scores than males on depressed mood, body-esteem, and eating attitudes. Among a community sample of predominantly African-American adolescents, obesity, not overweight, was associated with poor psychosocial health. Findings suggest that overweight may be perceived as normative, and that weight-related programs consider adolescents' psychosocial functioning.
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Cigman, Ruth
2004-01-01
Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four homes: the self-help industry, social science, therapy and education. It is…
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Cameron, Jessica J; Granger, Steve
2018-02-01
Self-esteem promises to serve as the nexus of social experiences ranging from social acceptance, interpersonal traits, interpersonal behavior, relationship quality, and relationship stability. Yet previous researchers have questioned the utility of self-esteem for understanding relational outcomes. To examine the importance of self-esteem for understanding interpersonal experiences, we conducted systematic meta-analyses on the association between trait self-esteem and five types of interpersonal indicators. To ensure our results were not due to self-esteem biases in perception, we focused our meta-analyses to 196 samples totaling 121,300 participants wherein researchers assessed interpersonal indicators via outsider reports. Results revealed that the association between self-esteem and the majority of objective interpersonal indicators was small to moderate, lowest for specific and distal outcomes, and moderated by social risk. Importantly, a subset of longitudinal studies suggests that self-esteem predicts later interpersonal experience. Our results should encourage researchers to further explore the link between self-esteem and one's interpersonal world.
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Building Self-Esteem in the Early Years
Setiawan, Jenny Lukito
2005-01-01
This article looks at the practical ways of building self-esteem in the early years. It describes the concepts of self-esteem and characteristics of children with high self-esteem and those with low self-esteem. The practical ways of building self-esteem are discussed under the five essential components of self-esteem pointed out by Reasoner and Dusa (1991), which include sense of security, identity, belonging, purpose, and personal competence.Key words: self-esteem, sense of security, sense ...
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Lecomte, Tania; Corbière, Marc; Laisné, François
2006-06-30
Studies investigating self-esteem in individuals with severe mental illness, either as a treatment goal, outcome or correlate to other variables, have increased over the past few years. One of the main difficulties in assessing self-esteem is the assessment itself, often measuring global and stable self-esteem as in the Rosenberg Self-Esteem Scale, or requiring extensive training and long interviews. The present article aims at demonstrating the relevance of the French and English versions of the Self-Esteem Rating Scale-Short Form with individuals with severe mental illness. The instrument's reliability and validity were investigated in a sample of 250 French Canadian college students, 247 British college students and three samples of English- or French-speaking individuals with severe mental illness (N=254, N=150 and N=171). Confirmatory factor analysis revealed that a shorter version of the instrument (20 items), with a positive and a negative self-esteem factor, had a great validity for all the samples studied. The Self-Esteem Rating Scale-Short Form, with its positive and negative self-esteem subscales, appears to be a valid and reliable self-esteem measure for individuals with mental health problems. Limitations of this study and future directions are discussed.
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Gaspard, Mae B.; Burnett, Michael F.; Gaspard, Camile P.
2011-01-01
The primary purpose of this study was to determine the influence of self-esteem and selected demographic characteristics on academic achievement among students at the freshman level in the College of Agriculture at Louisiana State University. The sample of the study was all students at Louisiana State University enrolled in the Introduction to…
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Ito, Masaya; Kawasaki, Naoki; Kodama, Masahiro
2011-02-01
Previous research and theory (Crocker & Wolfe, 2001; Kernis, 2003) suggests that adaptive self-esteem stems from just being oneself, and is characterized by a sense of authenticity (SOA). Maladaptive self-esteem is derived from meeting external standards and social comparisons, and is characterized by a sense of superiority (SOS). Thus, the qualitative difference between SOA and SOS depends on the sources of self-esteem. We hypothesized that SOA is related to internal sources of self-esteem, while SOS is related to external sources. In order to control for covariance, global self-esteem was also examined in a questionnaire survey of self-esteem that was administered to 273 university students. The results of a partial correlation analysis showed that SOA was positively correlated with internal sources of self-esteem such as committed activities and efforts for self-development. In contrast, SOS was positively correlated with external sources of self-esteem such as approval from others and appearance. These results mainly support our hypotheses.
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Directory of Open Access Journals (Sweden)
Hongfei Du
Full Text Available Previous studies have shown that self-esteem is an important predictor of subjective well-being. However, the majority of research has focused on self-esteem at the individual and the collective level, but has mostly ignored self-esteem at the relational level. According to social identity theory, individuals can maintain and enhance self-esteem through personal traits (personal self-esteem, PSE, relationships with significant others (relational self-esteem, RSE, and relationships with larger groups (collective self-esteem, CSE. The current research investigated whether RSE and CSE can predict subjective well-being beyond PSE among Chinese college students. With four cross-sectional studies and one longitudinal study (N = 847, we found that, when controlling for PSE, RSE was associated with greater life satisfaction, positive affect, meaning in life, happiness, and subjective vitality (Studies 1-5, but CSE was not (Studies 2-5. Implications are discussed.
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Du, Hongfei; King, Ronnel B; Chi, Peilian
2017-01-01
Previous studies have shown that self-esteem is an important predictor of subjective well-being. However, the majority of research has focused on self-esteem at the individual and the collective level, but has mostly ignored self-esteem at the relational level. According to social identity theory, individuals can maintain and enhance self-esteem through personal traits (personal self-esteem, PSE), relationships with significant others (relational self-esteem, RSE), and relationships with larger groups (collective self-esteem, CSE). The current research investigated whether RSE and CSE can predict subjective well-being beyond PSE among Chinese college students. With four cross-sectional studies and one longitudinal study (N = 847), we found that, when controlling for PSE, RSE was associated with greater life satisfaction, positive affect, meaning in life, happiness, and subjective vitality (Studies 1-5), but CSE was not (Studies 2-5). Implications are discussed.
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Du, Hongfei; King, Ronnel B.; Chi, Peilian
2017-01-01
Previous studies have shown that self-esteem is an important predictor of subjective well-being. However, the majority of research has focused on self-esteem at the individual and the collective level, but has mostly ignored self-esteem at the relational level. According to social identity theory, individuals can maintain and enhance self-esteem through personal traits (personal self-esteem, PSE), relationships with significant others (relational self-esteem, RSE), and relationships with larger groups (collective self-esteem, CSE). The current research investigated whether RSE and CSE can predict subjective well-being beyond PSE among Chinese college students. With four cross-sectional studies and one longitudinal study (N = 847), we found that, when controlling for PSE, RSE was associated with greater life satisfaction, positive affect, meaning in life, happiness, and subjective vitality (Studies 1–5), but CSE was not (Studies 2–5). Implications are discussed. PMID:28841716
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Self-esteem and delusion proneness.
Warman, Debbie M; Lysaker, Paul H; Luedtke, Brandi; Martin, Joel M
2010-06-01
The present study was an examination of global self-esteem and various types of unusual beliefs in a nonclinical population. Individuals with no history of psychotic disorder (N = 121) completed a measure of delusion-proneness and also a measure of self-esteem. Results indicated high delusion prone individuals had lower self-esteem than low delusion prone individuals (p = 0.044). In addition, higher levels of paranoid ideation and suspiciousness were associated with lower self-esteem (p low self-esteem and higher levels of beliefs related to thought disturbances, catastrophic ideation/thought broadcasting, and ideation of reference/influence. The significance of these findings as they relate to theories of delusion formation is discussed.
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Li, Yan; Costanzo, Philip R; Putallaz, Martha
2010-01-01
The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.
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Sowislo, Julia Friederike; Orth, Ulrich; Meier, Laurenz L
2014-11-01
A growing body of longitudinal studies suggests that low self-esteem is a risk factor for depression. However, it is unclear whether other characteristics of self-esteem, besides its level, explain incremental or even greater variance in subsequent depression. We examined the prospective effects of self-esteem level, instability (i.e., the degree of variability in self-esteem across short periods), and contingency (i.e., the degree to which self-esteem fluctuates in response to self-relevant events) on depressive symptoms in 1 overarching model, using data from 2 longitudinal studies. In Study 1, 372 adults were assessed at 2 waves over 6 months, including 40 daily diary assessments at Wave 1. In Study 2, 235 young adults were assessed at 2 waves over 6 weeks, including about 6 daily diary assessments at each wave. Self-esteem contingency was measured by self-report and by a statistical index based on the diary data (capturing event-related fluctuations in self-esteem). In both studies self-esteem level, but not self-esteem contingency, predicted subsequent depressive symptoms. Self-esteem instability predicted subsequent depressive symptoms in Study 2 only, with a smaller effect size than self-esteem level. Also, level, instability, and contingency of self-esteem did not interact in the prediction of depressive symptoms. Moreover, the effect of self-esteem level held when controlling for neuroticism and for all other Big Five personality traits. Thus, the findings provide converging evidence for a vulnerability effect of self-esteem level, tentative evidence for a smaller vulnerability effect of self-esteem instability, and no evidence for a vulnerability effect of self-esteem contingency.
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van Baarsen, Berna
2002-01-01
This longitudinal study focused on the role of self-esteem and social support in adjustment to loneliness experienced by bereaved elderly persons. This study also examined the contributions of a general and a specific coping theory toward explaining loneliness. A distinction has been made between emotional loneliness and social loneliness/perceived support. The theory of mental incongruity predicts that the presence of more favorable conditions, such as higher self-esteem or more social support, results in less loneliness (i.e., less incongruity). According to the theory of relational loneliness, the partner's death leads to a loss of identity, thus increasing emotional loneliness, and social support does not mitigate emotional loneliness following a loss. In total, 101 participants, aged 55-89 years, were interviewed before and after their partners' deaths. Findings were ambiguous with regard to both theories. As hypothesized, partner loss lowered self-esteem, resulting in higher emotional loneliness and social loneliness, that is, perception of less support. Supportive personal relations reduced emotional loneliness. The presence of close friends, however, seemed to increase emotional and social loneliness (i.e., decrease perceived support) in the long term, particularly among bereaved participants with lower self-esteem. The findings highlight the need to integrate theoretical concepts. In explaining adjustment to a partner's death, attention should be paid to underlying mechanisms relevant to the restoration process (e.g., identity change) and the ways in which the adjustment process can be improved (e.g., intimate relationships) or impeded (e.g., dependency-sustaining relationships).
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Separating narcissism from self-esteem
Brummelman, E.; Thomaes, S.; Sedikides, C.
2016-01-01
Narcissism is a personality trait characterized by a sense of superiority and a desire for respect and admiration from others. A common belief, both in psychology and in popular culture, is that narcissism represents a form of excessive self-esteem. Psychologists, including ourselves, have labeled narcissism as “an exaggerated form of high self-esteem,” “inflated self-esteem,” and “defensive high self-esteem.” We review research that challenges this belief by showing that narcissism differs m...
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Lahav, Orit; Apter, Alan; Ratzon, Navah Z.
2013-01-01
This study evaluates how much the effects of intervention programs are influenced by pre-existing psychological adjustment and self-esteem levels in kindergarten and first grade children with poor visual-motor integration skills, from low socioeconomic backgrounds. One hundred and sixteen mainstream kindergarten and first-grade children, from low…
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Keefektifan Layanan Bimbingan Kelompok dengan Media Film dalam Meningkatkan Self Esteem
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Kamaludin Reza Sauqi
2017-08-01
Full Text Available The purpose from this research is to see the effectiveness of group guidance service within increase child self esteem at Yayasan Setara, Semarang. This type of research is experimental research with pre experimental design with a kind of one group pre test and post test design. Subject of this research is 5 grade student of PL Servatius Elementary School. Collecting data technique in this research using a psychological scale and collecting data tool using likert scale with 42 number of declaration point that has been tested before. Data analysis methods is using with wilcoxon test. Research has done to see self esteem before group guidance with film media given show that self esteem criteria in middle level (67,91%. Child self esteem after group guidance with film media given counted to high criteria (80,43%. Self esteem increased 12,52% after group guidance with film media given. Highest increase occurred in self improvement indicator with 16% percentage. Lowest increase indicator with 10,67% is self adjustment indicator. Wilcoxon test result tcount= 55 and ttable= 8, tcount> ttable, so Ho rejected and Ha accepted.
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Sok, Sohyune R; Shin, Sung Hee
2010-06-01
This study was done to compare factors influencing children's self-esteem between two parent families and single parent families. The participants were 692 children aged 11 to 13 yr (388 in two parent families and 304 in single parent families) recruited from 20 community agencies and 5 elementary schools in Gyeonggi Province and Seoul City, South Korea. Data were collected from May to July, 2007 using a survey questionnaire containing items on self-esteem, internal control, problematic behavior, school record, family hardiness, parent-child communication and social support. The data were analyzed using SPSS 15.0 program and factors affecting children's self-esteem were analyzed by stepwise multiple regression. Scores for the study variables were significantly different between the two groups. The factors influencing children's self-esteem were also different according to family type. For two parent families, internal control, problematic behavior, school record, and parent-child communication significantly predicted the level of self-esteem (adjusted R(2)=.505, psingle parent families, social support, family hardiness, internal control, problematic behavior, school record, and parent-child communication significantly predicted the level of self-esteem (adjusted R(2)=.444, p<.001). Nurse working with children should consider family type-specific factors influencing their self-esteem.
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Jarry, Josée L; Kossert, Amy L
2007-03-01
This study examined the effect of a self-esteem threat combined with exposure to thin images on body image (BI) satisfaction and investment. Female participants (N=94) received a self-esteem threat consisting of false failure feedback or received false success feedback on an intellectual task allegedly highly predictive of academic and professional success. They then viewed media images featuring thin models or products. After viewing thin models, women who had received failure feedback declared themselves more satisfied about their appearance and less invested in it than did women who had received success feedback. These results suggest that exposure to the thin ideal may inspire women experiencing self-esteem threats to use appearance as an alternative source of worth, thus maintaining their global esteem through BI compensatory self-enhancement. Potential long-term implications of this strategy, such as a paradoxical increase in BI investment and the development of eating pathology, are discussed.
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Feinberg, M E; Neiderhiser, J M; Simmens, S; Reiss, D; Hetherington, E M
2000-01-01
This study employs findings from social comparison research to investigate adolescents' comparisons with siblings with regard to parental treatment. The sibling comparison hypothesis was tested on a sample of 516 two-child families by examining whether gender, self-esteem, and emotionality-which have been found in previous research to moderate social comparison-also moderate sibling comparison as reflected by siblings' own evaluations of differential parental treatment. Results supported a moderating effect for self-esteem and emotionality but not gender. The sibling comparison process was further examined by using a structural equation model in which parenting toward each child was associated with the adjustment of that child and of the child's sibling. Evidence of the "sibling barricade" effect-that is, parenting toward one child being linked with opposite results on the child's sibling as on the target child-was found in a limited number of cases and interpreted as reflecting a sibling comparison process. For older siblings, emotionality and self-esteem moderated the sibling barricade effect but in the opposite direction as predicted. Results are discussed in terms of older siblings' increased sensitivity to parenting as well as the report of differential parenting reflecting the child's level of comfort and benign understanding of differential parenting, which buffers the child against environmental vicissitudes evoking sibling comparison processes.
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Orsini, Cesar A; Binnie, Vivian I; Tricio, Jorge A
2018-01-01
To determine dental students' motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students' academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students' motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students' motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.
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Androgyny, Masculinity, and Self-Esteem.
Lundy, Allan; Rosenberg, Judy A.
1987-01-01
Administered Coopersmith Self-Esteem Inventory and Bem Sex Role Inventory to 194 adults. Found androgyny scale emphasizing masculinity was most predictive of self-esteem, due to strong correlation found between masculinity and self-esteem. Found no effects due to femininity, interaction of femininity and masculinity, or sex. (Author/NB)
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Predictors of Mental Health Symptoms, Automatic Thoughts, and Self-Esteem Among University Students.
Hiçdurmaz, Duygu; İnci, Figen; Karahan, Sevilay
2017-01-01
University youth is a risk group regarding mental health, and many mental health problems are frequent in this group. Sociodemographic factors such as level of income and familial factors such as relationship with father are reported to be associated with mental health symptoms, automatic thoughts, and self-esteem. Also, there are interrelations between mental health problems, automatic thoughts, and self-esteem. The extent of predictive effect of each of these variables on automatic thoughts, self-esteem, and mental health symptoms is not known. We aimed to determine the predictive factors of mental health symptoms, automatic thoughts, and self-esteem in university students. Participants were 530 students enrolled at a university in Turkey, during 2014-2015 academic year. Data were collected using the student information form, the Brief Symptom Inventory, the Automatic Thoughts Questionnaire, and the Rosenberg Self-Esteem Scale. Mental health symptoms, self-esteem, perception of the relationship with the father, and level of income as a student significantly predicted automatic thoughts. Automatic thoughts, mental health symptoms, participation in family decisions, and age had significant predictive effects on self-esteem. Finally, automatic thoughts, self-esteem, age, and perception of the relationship with the father had significant predictive effects on mental health symptoms. The predictive factors revealed in our study provide important information to practitioners and researchers by showing the elements that need to be screened for mental health of university students and issues that need to be included in counseling activities.
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Kristjansson, Kristjan
2007-01-01
This paper develops a thread of argument from previous contributions to this journal by Richard Smith and Ruth Cigman about the educational salience of self-esteem. It is argued--contra Smith and Cigman--that the social science conception of self-esteem does serve a useful educational function, most importantly in undermining the inflated…
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Drago, Francesco
2008-01-01
Recent research in economics suggests a positive association between self-esteem and earnings. A major problem in this literature is that from simple cross-sectional wage regressions it is not possible to conclude that self-esteem has a causal impact on earnings. While classical measurement error leads to an attenuation bias, reverse causality and omitted variable are likely to drive the OLS coefficient on self-esteem upward. Using the National Longitudinal Survey of Youth (NLSY) that adminis...
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elham fathi
2015-05-01
Full Text Available The aim of this study was to investigate the effectiveness of self-forgiveness group training program based on the Quran concepts on the self-esteem of adolescent boys. The statistical population of this study consisted of adolescent boys in the first grade of high school in Esfahan city in the academic year of 2013-2014, 20 high school students with low self-esteem were selected by accessible sampling. . In a quasi- experimental design with control group and follow up session were randomly assigned (each group 20. The program was administered in 8 sessions of 90 minutes to the participants in the experimental group. The instruments were General Mental Health Screening Scale of educational office and The Cooper Smith Self-esteem Scale. Data were analyzed by the analysis of covariance. Posttest scores of participant's self-esteem in the experimental group significantly increased. The results indicate that forgiveness group training program based on the Quran concepts was effective in increasing the adolescent boys’ self-esteem.
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Self-Esteem: Justifying Its Existence.
Street, Sue; Isaacs, Madelyn
1998-01-01
The role of self-esteem as a professional and personality construct has been obscured by its panacea role. Definitions of self-esteem and related terms are distinguished. Self-esteem is discussed as a developmental construct, a personality construct, and as a therapeutic goal. Therapeutic, educational, and counseling implications are discussed.…
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Factors associated with self-esteem following acquired brain injury in adults: A systematic review.
Curvis, William; Simpson, Jane; Hampson, Natalie
2018-01-01
Self-esteem is potentially a key factor in psychological and psychosocial well-being following acquired brain injury (ABI). The current review aimed to identify, synthesise and appraise all existing quantitative empirical studies on predictors or correlates of self-esteem following ABI in adulthood. In total, 27 papers met the inclusion criteria. A range of clinical factors were related to self-esteem after ABI, including the degree of physical and functional impairment. It is unclear if cognitive impairment is related to high or low self-esteem. Additionally, psychological variables such as coping styles, adjustment and perception of problems or rehabilitation are related to self-esteem following ABI. Depression is strongly associated with low self-esteem, alongside anxiety, psychological distress and quality of life. Limitations of the available research and recommendations for clinical practice and further research are discussed. In particular, there is a need to engage with contemporary theoretical understandings of self-esteem, integrated with and supported by developments in how self-esteem is conceptualised and measured over time in an ABI population. The findings of the review suggest that self-esteem is an important factor to consider following ABI, particularly in the context of developing individualised, formulation-driven rehabilitation interventions that take into account biological, social and psychological factors.
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Correlation of self-concept and self-esteem with aggressiveness
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Renata Marčič
2010-01-01
Full Text Available We were interested in the correlation of aggressiveness with independent self-concept, codependent self-concept and level of self-esteem. Some previous research gave contradictory results about correlations between aggressiveness, self-concept and self-esteem. Researchers report of negative correlation, but also of positive and no correlation. One hundred and fifty-eight participants, aged from 19 to 51, with average age of 21 participated in the research. Fifty participants were males and 108 were females. Self-concept was measured with the Adult Sources of Self-Esteem Inventory – ASSEI (Elovson & Fleming, 1989, level of self-esteem with the Rosenberg Self-Esteem Scale – RSES (Rosenberg, 1965 and aggressiveness with The Aggression Questionnaire – AQ (Buss & Perry, 1992. The results showed that aggressiveness is negatively correlated with co-dependent self-concept, but is not correlated with independent self-concept, even if we control for the level of self-esteem. The level of self-esteem is negatively correlated with anger, hostility, and overall aggression, but not with physical and verbal aggression, even if we control for the self-concept. We can conclude that only certain areas of self-concept are relevant in the research of the relationship between self-concept and aggressiveness, and that the level of self-esteem is to be taken into account only in some forms of aggressiveness, like anger and hostility, but not in physical and verbal aggression.
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Self-esteem and counterfactual thinking.
Roese, N J; Olson, J M
1993-07-01
Two studies examined the relation between self-esteem and counterfactual thinking (consideration of "might-have-been" alternatives to reality). Ss imagined themselves in scenarios with another actor that resulted in either success or failure. Ss then "undid" the outcome by altering events that preceded the outcome. Following success, high self-esteem (HSE) Ss were more likely than low self-esteem (LSE) Ss to mutate their own actions. Following failure, LSE Ss were more likely than HSE Ss to mutate their own actions. Also, the structure of counterfactuals was influenced by outcome valence but not by self-esteem: Subtractive structures (in which antecedents are removed) were elicited by success, whereas additive structures (in which antecedents are added) were elicited by failure. The importance of the self and individual differences in self-esteem to counterfactual thinking is discussed.
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Classroom Management and Students' Self-Esteem: Creating Positive Classrooms
Demirdag, Seyithan
2015-01-01
Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…
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Self-Esteem and Classroom Participation
Morrison, Thomas L.; Thomas, M. Duane
1975-01-01
According to the subscale of the Coopersmith Inventory specifically related to school self-esteem, college students with low self-esteem (1) say less in class, (2) contribute a smaller portion of their thoughts to class discussion, and (3) sit farther back in the classroom than the students with high self-esteem. (RC)
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Wagner, Jenny; Lüdtke, Oliver; Jonkmann, Kathrin; Trautwein, Ulrich
2013-01-01
Several recent studies have illustrated a general increase in self-esteem from after adolescence until midlife. However, the specific pattern and possible conditions of self-esteem development from the important transition out of high school into young adulthood are still not well understood. In a longitudinal study (Transformation of the Secondary School System and Academic Careers; TOSCA), German students were interviewed 4 times beginning with their senior high school year (at Time 1 [T1]: N = 4,532; age: M = 19.6 years, SD = 0.9; 55% female). Conditional latent change models were applied and established 3 main findings. First, self-esteem showed a gradual increase across the transition, with both the self-esteem intercept and slope indicating substantial interindividual variability in the transition to young adulthood. Second, structural (having a partnership) as well as personality (Big Five) characteristics were substantially related to self-esteem development in emerging adulthood. Third, there were gender-specific associations between self-esteem and partnership status as well as between self-esteem and neuroticism and agreeableness. Findings point to a general upward development of self-esteem yet show interdependencies with the accomplishment of age-specific challenges in the transition to young adulthood.
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Self-Esteem and threats to self: implications for self-construals and interpersonal perceptions.
Vohs, K D; Heatherton, T F
2001-12-01
In 4 studies, the authors examined interpersonal perceptions as a function of self-construals and ego threats for those with high and low self-esteem. Previous research (T. F. Heatherton & K. D. Vohs, 2000a) found that after threat, high self-esteem people were rated as less likable by an unacquainted dyad partner, whereas low self-esteem people were rated as more likable. Study I showed that after threat, high self-esteem people seek competency feedback, whereas low self-esteem people seek interpersonal feedback. Study 2 showed that high self-esteem people become more independent after threat, whereas low self-esteem people become more interdependent. Study 3 linked differences in independence versus interdependence to interpersonal evaluations. Study 4 found that differences in independent and interdependent self-construals statistically accounted for differences in likability and personality perceptions of high and low self-esteem people after threat. Thus, the combination of threat and self-esteem alters people's focus on different self-aspects, which consequently leads to different interpersonal appraisals.
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How Low Self-Esteem Affects Adult Learners.
James, Kathryn
2003-01-01
Defines global self-esteem (sense of efficacy, purpose, responsibility, self-acceptance) and trait self-esteem (confidence in specific abilities or talents). Gives examples of how low self-esteem impedes participation in learning and how learning can raise self-esteem. (SK)
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Orth, Ulrich; Robins, Richard W; Meier, Laurenz L; Conger, Rand D
2016-01-01
A growing body of research supports the vulnerability model of low self-esteem and depression, which states that low self-esteem is a risk factor for depression. The goal of the present research was to refine the vulnerability model, by testing whether the self-esteem effect is truly due to a lack of genuine self-esteem or due to a lack of narcissistic self-enhancement. For the analyses, we used data from 6 longitudinal studies consisting of 2,717 individuals. In each study, we tested the prospective effects of self-esteem and narcissism on depression both separately for each construct and mutually controlling the constructs for each other (i.e., a strategy that informs about effects of genuine self-esteem and pure narcissism), and then meta-analytically aggregated the findings. The results indicated that the effect of low self-esteem holds when narcissism is controlled for (uncontrolled effect = -.26, controlled effect = -.27). In contrast, the effect of narcissism was close to zero when self-esteem was controlled for (uncontrolled effect = -.06, controlled effect = .01). Moreover, the analyses suggested that the self-esteem effect is linear across the continuum from low to high self-esteem (i.e., the effect was not weaker at very high levels of self-esteem). Finally, self-esteem and narcissism did not interact in their effect on depression; that is, individuals with high self-esteem have a lower risk for developing depression, regardless of whether or not they are narcissistic. The findings have significant theoretical implications because they strengthen the vulnerability model of low self-esteem and depression. (c) 2016 APA, all rights reserved).
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Self-esteem, general and sexual self-concepts in blind people.
Salehi, Mehrdad; Azarbayejani, Abas; Shafiei, Katayoun; Ziaei, Tayebe; Shayegh, Bahar
2015-10-01
People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-concept using Eysenck self-esteem and Rogers' self-concept questionnaires. The correlation between above two variables was measured using Statistical Package for the Social Sciences (SPSS) software by Pearson correlation test. Mean [± standard deviation (SD)] age of patients was 30.9 ± 8 years. The mean (±SD) of general self-concept score was 11 ± 5.83. The mean (±SD) of self-esteem score was 16.62 ± 2.85. Pearson correlation results showed a significant positive correlation between self-esteem and general self-concept (r = 0.19, P = 0.025). The mean of sexual self-concept scores in five subscales (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear, and sexual depression) were correspondingly 11 ± 4.41, 19.53 ± 4.53, 12.96 ± 4.19, 13.48 ± 1.76, and 5.38 ± 2.36. Self-esteem and self-concept had significant positive correlation with sexual anxiety (r = 0.49; P Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem.
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MULTIDIMENSIONAL ANALYSIS OF SELF-ESTEEM IN A GROUP OF CHILDREN WITH ADHD
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Marco Lamberti
2012-03-01
Full Text Available Attention Deficit Hyperactivity Disorder (ADHD is characterised by low levels of internalizing symptoms and self-efficacy which causes low self-esteem, while externalizing behaviours appear to be related to high levels of stress in the parents. The purpose of this research is to analyze the impact of ADHD on self-esteem and parental stress. A multidimensional assessment of self-esteem was performed using the MSCS (Multidimensional Self-Concept Scale in a group of 12 male patients with ADHD (age range 9-11 years. Parental stress was investigated using the Parenting Stress Index (PSI. These results were compared with a group of 12 healthy children (age 9-11 years, with both parametric statistics and correlation statistics. The comparison between ADHD children and control subjects, performed by a calculation to rank with the Mann-Whitney, showed a high significance in two dimensional components of self-esteem: social relationships (Z -2.028 p 0.045 and academic success (Z - 2.166 p 0.028. The total self-esteem score differed significantly between the two groups (Z -2.227 p 0.024. Parental stress increaseed with the level of the child‟s oppositional symptoms (p 0.790 but it did not correlate with the other scores (cognitive problems / inattention p 0.381; hyperactivity p 0.414; ADHD index p 0.324. The present study shows that self-esteem is impaired among children with ADHD.
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The moderating impact of self-esteem on self-affirmation effects.
Düring, Camilla; Jessop, Donna C
2015-05-01
This study explored whether self-esteem would moderate the effectiveness of a self-affirmation manipulation at increasing openness to personally relevant health-risk information. The study employed a prospective experimental design. Participants (N = 328) completed either a self-affirmation manipulation or a control task, prior to reading information detailing the health-related consequences of taking insufficient exercise. They then completed a series of measures assessing their cognitions towards exercise and their derogation of the information. Exercise behaviour was assessed at 1-week follow-up. Self-esteem moderated the impact of self-affirmation on the majority of outcomes. For participants with low self-esteem, the self-affirmation manipulation resulted in more positive attitudes and intentions towards exercise, together with lower levels of derogation of the health-risk information. By contrast, there was no effect of the self-affirmation manipulation on outcomes for participants with high self-esteem. Findings suggest that self-affirmation manipulations might be of particular benefit for those with low self-esteem in terms of promoting openness towards health-risk information. This is promising from a health promotion perspective, as individuals with low self-esteem often represent those most in need of intervention. Statement of contribution What is already known on this subject? Self-affirmation has been shown to result in more open processing of personally relevant health-risk information. Individuals low in self-esteem tend to process such information more defensively than those high in self-esteem. What does this study add? It explores whether self-esteem moderates the impact of self-affirmation on responses to health-risk information. Findings suggest that individuals with low self-esteem benefit most from the self-affirmation manipulation. This has important applied implications, as individuals with low self-esteem may be most in need of
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ATİK, Gökhan
2006-01-01
This study aimed at determining the prevalence rate of bullying and victimization among middle school students and investigating the role of locus of control, self- esteem, parenting style, loneliness, and academic achievement in predicting participation in bullying and victimization. The sample consisted of 742 participants recruited from 6th
Wild, Lauren G; Flisher, Alan J; Lombard, Carl
2004-12-01
This study aimed to disentangle the influence of depression and self-esteem on suicidal behaviour in adolescence. Grades 8 and 11 students in Cape Town, South Africa (n = 939) completed questionnaires assessing suicidal ideation and behaviour, depression, and self-esteem with respect to family, peers, school, sports/athletics, body image and global self-worth. Data were analysed using a series of multinomial logistic regression models adjusted for gender, grade, race and the sampling strategy. Results indicated that depression and low self-esteem in the family context were independently associated with suicide ideation and attempts. Moreover, low family self-esteem significantly differentiated suicide attempters from ideators. Screening for depression and low self-esteem in the family context is discussed as a possible strategy for helping to identify adolescents at risk for suicide attempts.
Wegener, Ingo; Geiser, Franziska; Alfter, Susanne; Mierke, Jan; Imbierowicz, Katrin; Kleiman, Alexandra; Koch, Anne Sarah; Conrad, Rupert
2015-04-01
Self-esteem has been claimed to be an important factor in the development and maintenance of depression. Whereas explicit self-esteem is usually reduced in depressed individuals, studies on implicitly measured self-esteem in depression exhibit a more heterogeneous pattern of results, and the role of implicit self-esteem in depression is still ambiguous. Previous research on implicit self-esteem compensation (ISEC) revealed that implicit self-esteem can mirror processes of self-esteem compensation under conditions that threaten self-esteem. We assume that depressed individuals experience a permanent threat to their selves resulting in enduring processes of ISEC. We hypothesize that ISEC as measured by implicit self-esteem will decrease when individuals recover from depression. 45 patients with major depression received an integrative in-patient treatment in the Psychosomatic University Hospital Bonn, Germany. Depression was measured by the depression score of the Hospital Anxiety and Depression Scale (HADS-D). Self-esteem was assessed explicitly using the Rosenberg Self-Esteem Scale (RSES) and implicitly by the Implicit Association Test (IAT) and the Name Letter Test (NLT). As expected for a successful treatment of depression, depression scores declined during the eight weeks of treatment and explicit self-esteem rose. In line with our hypothesis, both measures of implicit self-esteem decreased, indicating reduced processes of ISEC. It still remains unclear, under which conditions there is an overlap of measures of implicit and explicit self-esteem. The results lend support to the concept of ISEC and demonstrate the relevance of implicit self-esteem and self-esteem compensation for the understanding of depression. Copyright © 2014 Elsevier Inc. All rights reserved.
Baumeister, Roy F; Campbell, Jennifer D; Krueger, Joachim I; Vohs, Kathleen D
2003-05-01
Self-esteem has become a household word. Teachers, parents, therapists, and others have focused efforts on boosting self-esteem, on the assumption that high self-esteem will cause many positive outcomes and benefits-an assumption that is critically evaluated in this review. Appraisal of the effects of self-esteem is complicated by several factors. Because many people with high self-esteem exaggerate their successes and good traits, we emphasize objective measures of outcomes. High self-esteem is also a heterogeneous category, encompassing people who frankly accept their good qualities along with narcissistic, defensive, and conceited individuals. The modest correlations between self-esteem and school performance do not indicate that high self-esteem leads to good performance. Instead, high self-esteem is partly the result of good school performance. Efforts to boost the self-esteem of pupils have not been shown to improve academic performance and may sometimes be counterproductive. Job performance in adults is sometimes related to self-esteem, although the correlations vary widely, and the direction of causality has not been established. Occupational success may boost self-esteem rather than the reverse. Alternatively, self-esteem may be helpful only in some job contexts. Laboratory studies have generally failed to find that self-esteem causes good task performance, with the important exception that high self-esteem facilitates persistence after failure. People high in self-esteem claim to be more likable and attractive, to have better relationships, and to make better impressions on others than people with low self-esteem, but objective measures disconfirm most of these beliefs. Narcissists are charming at first but tend to alienate others eventually. Self-esteem has not been shown to predict the quality or duration of relationships. High self-esteem makes people more willing to speak up in groups and to criticize the group's approach. Leadership does not stem
Piyavhatkul, Nawanant; Aroonpongpaisal, Suwanna; Patjanasoontorn, Niramol; Rongbutsri, Somchit; Maneeganondh, Somchit; Pimpanit, Wijitra
2011-07-01
To compare the validity and reliability of the Thai version of the Rosenberg Self-Esteem Scale with the Self-Esteem Visual Analog Scale. The Rosenberg Self-Esteem Scale was translated into Thai and its content-validity checked by bacA translation. The reliability of the Rosenberg Self-Esteem Scale compared with the Self-Esteem Visual Analog Scale was ther tested between February and March 2008 on 270 volunteers, including 135 patients with psychiatric illness and 135 normal volunteers. The authors analyzed the internal consistency and factor structure of the Rosenberg Self-Esteem Scale-Thai version and the correlation between it and the Visual Analog Scale. The Cronbach's Alpha for the Rosenberg Self-Esteem scale-Thai version was 0.849 and the Pearson's correlation between it and the Self-Esteem Visual Analog Scale 0.618 (p = 0.01). Two factors, viz, the positively and negatively framea items, from the Rosenberg Self-Esteem Scale-Thai version accounted for 44.04% and 12.10% of the variance, respectively. The Rosenberg Self-Esteem Scale-Thai version has acceptable reliability. The Self-Esteem Visual Analog Scale provides an effective measure of self-esteem.
Self-esteem and suicide ideation in psychiatric outpatients.
Bhar, Sunil; Ghahramanlou-Holloway, Marjan; Brown, Gregory; Beck, Aaron T
2008-10-01
Depression, hopelessness, and low self-esteem are implicated as vulnerability factors for suicide ideation. The association of self-esteem with suicide ideation after controlling for depressed mood and hopelessness was examined. Adult psychiatric outpatients (N = 338) completed measures of self-esteem, suicide ideation, hopelessness, and depression. Self-esteem was operationalized as beliefs about oneself (self-based self-esteem) and beliefs about how other people regard oneself (other-based self-esteem). Each dimension of self-esteem was negatively associated with suicide ideation after controlling for depression and hopelessness. Of the two dimensions of self-esteem, other-based self-esteem was the more robust predictor of suicide ideation. These findings suggest that even in the context of depression and hopelessness, low self-esteem may add to the risk for suicide ideation.
Ma, Xin
2002-11-01
The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.
Investigating The Self-Esteem of Elemantary Boarding Scholls' Students
SEÇER, İsmail; İLBAY, Azmi; AY, İsmail; ÇİFTÇİ, Muhammet
2013-01-01
In this study, the second-tier regional boarding primary schools, students are receiving education and self-esteem levels of age, gender, type of study, academic achievement and significant differences according to the variables whether or not to take disciplinary action were investigated. 2010-2011 academic research in the regional boarding primary schools are receiving education in Erzurum, which was carried out on 428 students. Piers and Harris to collect data from the study (1964), devel...
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Self-Esteem and Couples Counseling.
Palisi, Anthony T.
1992-01-01
The components of the self system include self-concept, self-esteem, and self-efficacy. Learning that adds to identity augments self-concept. Learning that leads to self-appraisal relates to self-esteem. Learning that leads to prediction of achievement belongs to self-efficacy. Courage to persist when confronted by a "Gulp!" experience…
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Wang, Hui; Leung, Gabriel M; Schooling, C Mary
2015-02-01
Self-esteem is an important determinant of adolescent mental health. Prior adiposity may be a factor in the development of self-esteem. However, the association of adiposity with self-esteem is inconsistent, perhaps because adiposity and self-esteem tend to be socially patterned, making it unclear whether observed associations are biologically based or contextually specific. Multivariable partial least squares regression was used to assess the adjusted association of birth weight and childhood body mass index (BMI) z-score at 3 and 9 months and at 3, 7, 9 and 11 years and changes in BMI z-score with self-esteem at ∼11 years, assessed from the self-reported Culture Free Self-Esteem Inventory in a population-representative Chinese birth cohort, which has little social patterning of adiposity. Whether the associations varied by sex also was assessed. Self-esteem score was available for 6,520 girls and boys (78.5% follow-up). Birth weight z-score, BMI z-scores at 3 and 9 months and at 3, 7, 9, and 11 years, and successive BMI z-score changes had little association with self-esteem at ∼11 years, adjusted for socio-economic position. In a developed, non-Western setting, life course BMI does not appear to be a factor in the development of self-esteem in early adolescence, suggesting that observed associations to date may be contextually specific rather than biologically based. © 2014 The Obesity Society.
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Is self-esteem a "double edged sword"? Self-esteem and the onset of adolescent sexual activity
Favara, Marta
2013-01-01
Self-esteem has been conceptualized as a "social vaccine". The belief is that high self-esteem can inoculate young people, against vulnerability to a wide range of social illnesses. This study gives a contribution in the understanding of the causal relation between self-esteem and sexual behaviour among American adolescents. I analyzes the impact of different levels of early self-esteem on a wide set of risky sexual behaviours. I use data from the National Longitudinal Study of Adolescent Hea...
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Streaming and Students’ Self-Esteem: A Qualitative Study on Teachers’ Correspondence Bias
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Prihadi Kususanto Chin Sook Fui
2013-02-01
Full Text Available This study was aimed to investigate the effect of students’ streaming practice in Malaysian secondary on students’ self-esteem through teachers’ expectancy. 17 teachers and 20 students from art and science streams of secondary schools in Penang, Malaysia were participated in this study. Unstructured interviews were used on teachers to collect the qualitative data of teachers’ expectancy. The participating students were from the fourth year of secondary school in Malaysian school system (between 16-17 years old, 10 from science stream and 10 from arts stream were interviewed in order to collect the qualitative data of teachers’ perceived behavior and self-esteem. Result of this study shown that teachers expected science stream students to have good academic performance but expected arts stream students to be involved in disciplinary problems. Furthermore, science stream students perceived that their teachers were academically supportive but arts stream students perceived that their teachers were focusing on controlling their behavior. On the other hand, findings of this study also revealed that science stream students possed higher level of self-esteem than arts stream students. Accordingly, it was indicated that teachers’ perceived behavior and teachers’ expectancy are correlated to one another, and teachers’ perceived behavior predicts students’ self-esteem. It was discovered that teachers expected science stream students to be eager to improve their academic performance, and students from arts stream class were likely to be involved in disciplinary problems. Students were found to be aware of their teachers’ expectancy
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Self-Esteem: Models and Implications for Management
1993-12-01
self - esteem is significantly correlated with a number of behaviors. In comparison to an individual with low self - esteem , an individual with high self ...seems to look at himself and say "I like what I see and I am going to give it its desires and needs," whereas the low self - esteem person seems to say...that May identified with low self - esteem . Therefore, high self - esteem will exist with those who have a recognized and
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Maternal self-esteem after successful treatment for infertility.
Cox, Sara Jane; Glazebrook, Cris; Sheard, Charlotte; Ndukwe, George; Oates, Margaret
2006-01-01
To [1] investigate self-esteem during pregnancy after previous infertility and [2] establish the relationship among self-esteem, anxiety during pregnancy, and parenting self-efficacy. Limited prospective study. A regional infertility clinic and antenatal clinic. Seventy women who had conceived through assisted reproductive technology and 111 women who had conceived naturally. Measures of self-esteem, anxiety, and parenting self-efficacy. Self-esteem, anxiety, and parenting self-efficacy. Women who had conceived through IVF treatment did not differ in terms of self-esteem during pregnancy from those who had conceived naturally. All of the women in the present study displayed levels of self-esteem that were within the normal range. Self-esteem increased as pregnancy progressed. Self-esteem was negatively correlated with anxiety during pregnancy. As self-esteem increased, anxiety decreased. Self-esteem at the start of pregnancy (18 weeks) and anxiety in the early stages of parenthood (6 weeks postpartum) predicted parenting self-efficacy. Self-esteem in the early stages of pregnancy, for both women who conceived through IVF and women who conceived naturally, is related to self-reported levels of parenting efficacy. Coaching and mentoring through antenatal clinics in the early stages of pregnancy should be tailored to incorporate advice regarding self-esteem in addition to management of pregnancy and psychological well-being.
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Ahmed, Wondimu; Bruinsma, Marjon
2006-01-01
The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were…
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Witherspoon, Dawn; Latta, Laura; Wang, Yan; Black, Maureen M.
2013-01-01
Objective To examine how psychosocial factors vary by body weight and gender among African-American adolescents. Methods A community sample of 235 low-income, predominantly African-American adolescents completed measures of depression, self-esteem, body-esteem, and eating attitudes. Measured weight and height were converted to body mass index (kg/m2) age and gender-adjusted z-scores. Data were analyzed using 2-factor multivariate analysis of variance. Results Obese youths had significantly wo...
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Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.
Chen, Zuosong; Sun, Kaihong; Wang, Kun
2017-01-01
This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.
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Self-esteem and evaluative beliefs in paranoia.
Valiente, Carmen; Cantero, Dolores; Sánchez, Alvaro; Provencio, María; Wickham, Sophie
2014-06-01
Psychological models have implicated negative self-esteem as an important factor underlying paranoia. However, research investigating the role of self-esteem in paranoia suffers from poor conceptual and methodological understanding, resulting in conflicting findings. Central to this problem is the use of measures investigating global self-esteem and self-evaluative beliefs interchangeably. In the present study we aimed to analyze differences in self-esteem domains and self-evaluation. The present study used interviews and questionnaires to compare a clinical sample of participants who were currently paranoid (n = 55) with healthy controls (n = 57) on global self-esteem domains and negative evaluative beliefs, in order to investigate the multi-faceted role of "the self". There was no significant difference in self-esteem domains between groups, highlighting that self-esteem is preserved in currently paranoid individuals. However, the paranoid group had significantly more negative evaluative beliefs. Interestingly, our global measures of self-esteem and measures of negative evaluative beliefs were uncorrelated, highlighting the importance of understanding the differences underlying these concepts. This study does not address dynamic aspects of self-esteem and self-evaluation. The present study provides undeniable evidence to investigate self-concept dimensions separately. These findings must be considered by researchers interested in the role of the self in the onset and maintenance of paranoia. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Demeyer, Ineke; Romero, Nuria; De Raedt, Rudi
2018-04-01
The interplay between actual and ideal self-esteem may be a key component in emotional disorders. Since automatic self-evaluations are not always consciously accessible, assessment through implicit measures is necessary. Given the lack of implicit self-esteem measures in late life, we aimed to identify a reliable measure and to clarify the role of actual and ideal self-esteem in mood and depressive symptoms in older adults. Forty-nine older adults completed two adapted Go/No go Association tasks measuring implicit actual and ideal self-esteem and measures of mood and depressive symptoms. The two Go/No go Association tasks showed satisfactory internal consistency. Moderation analyses revealed that lower actual self-esteem in older adults is related to higher levels of sad mood when ideal self-esteem is high. Moreover, lower actual self-esteem is related to more anxious mood. Given the role of self-esteem in emotional well-being, a reliable measure for older adults is crucial to improve age-appropriate diagnostics and treatment.
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The foundation of self-esteem.
Bailey, Joseph A
2003-05-01
Self-esteem is a simplistic term for varied and complex mental states pertaining to how one views oneself. It takes but little research in the voluminous literature to see the vagueness and inconsistencies in its various definitions. Even more problematic is the uncertainty concerning its foundational components. The importance of having a solid definition and specific ideas about the foundational components of self-esteem is that both pave the way to recognizing its causes; to predicting effects from those causes; and to organizing the trouble-shooting process for locating those philosophical flaws or psychological scars which lead to low self-esteem. The purpose of this paper is to offer a common ground for thinking about self-esteem at its most basic level. In order to distinguish the "basic level" from the rest of the components of self-esteem, let us liken it to a skyscraper building. Here, the focus is on the building's "underground foundation" and the base upon which that foundation rests. The base is a definition that allows for the assessment of the foundation. The underground foundation itself consists of the mental building blocks called self-meaning, self-identity, self-image, and self-concepts. To help illustrate their interactions, a few of the "masks" and "faces" of self-esteem will be mentioned. What is not being addressed is the "above ground structure"--those theories and manifestations dealt with by most mental health specialists.
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Perceived appraisals by others, self-esteem, and anxiety.
Lundgren, D C; Schwab, M R
1977-11-01
Questionnaire data from 595 male and female college students were used to test four hypotheses regarding interpersonal sources of anxiety--i.e., that high anxiety occurs as a function of (a) low subjective public-esteem (perceived negative appraisals of self by others); (b) low self-esteem; (c) discrepancies where subjective public-esteem is more negative than self-esteem; and (d) absolute discrepancies between subjective public-esteem and self-esteem, regardless of evaluative direction. The results suggested that level of self-esteem and absolute discrepancies between subjective public-esteem and self-esteem are important and relatively independent factors in anxiety.
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Wellingham-Jones, P
1987-10-01
Self-esteem has long been considered an essential component of good mental health. Coopersmith's Self-esteem Inventory and Wellingham-Jones Self-esteem Values List applied to handwritings were given to 15- to 19-yr.-old students to explore the former's usefulness in designing programs to enhance self-esteem. Students were from 4 high schools representing the socioeconomic range of a small rural California city. Handwritings of the 25 students scoring highest and the 25 scoring lowest on self-esteem were graphometrically evaluated. Chi squared showed total agreement between the two tests in 62% of the cases, partial agreement in 30%, complete disagreement in 8%. This suggests Coopersmith's inventory may be a useful tool for school administrators, provided its limitations are understood. Similarities and differences between and within the high and low self-esteem groups were discussed.
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The relationships among ADHD, self-esteem, and test anxiety in young adults.
Dan, Orrie; Raz, Sivan
2015-03-01
The comorbidity of adult ADHD with test anxiety (TA) has not been previously reported. This comorbidity can potentially affect clinical and academic interventions among individuals with ADHD. The present study investigated the relationships among ADHD, self-esteem, and three subscales of TA among young adults: Cognitive Obstruction, Social Derogation, and Tenseness. A total of 25 female participants diagnosed with ADHD and 30 female controls without ADHD of comparable age and education completed an Online Continuous Performance Test, an ADHD questionnaire, a self-esteem inventory, and a TA questionnaire. Participants with ADHD exhibited significantly higher levels of TA on all three subscales and lower levels of self-esteem compared with controls. Self-esteem served as a partial mediator between ADHD and cognitive obstruction TA and as a full mediator between ADHD and social derogation TA, but had no mediation effect in the relationships between ADHD and tenseness TA. The findings of this study suggest that TA, well known to affect success on tests, is correlated with ADHD. Therefore, interventions for ADHD should include components aimed at reducing TA. © 2012 SAGE Publications.
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Original article Self-esteem and achievement motivation level in overweight and obese adolescents
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Wioletta Radziwiłłowicz
2014-07-01
Full Text Available Background The increase in the prevalence of obesity and overweight is a global trend, whereas the number of studies devoted to the psycho-social functioning of the overweight young is comparatively small. The objective of this study was to investigate the correlations between the occurrence of overweight and obesity during adolescence and achievement motivation and self-esteem levels, taking into consideration the sex and age of subjects. Participants and procedure Altogether, 72 subjects were included in the study. Of them, 36 were overweight (n = 16; BMI = 25-29.9 or obese (n = 20; BMI ≥ 30, whereas the control group (n = 36 comprised individuals with standard body weight. Both the overweight/obese group and the control group were composed of 18 females and 18 males. The age range of subjects was 14-21 (M = 17.32; SD = 2.61. The M. Rosenberg Self-Esteem Scale, the Questionnaire of Measuring Achievement Motivation (by M. Widerszal-Bazyl, and also a socio-demographic survey, were applied. Results Overweight and obese individuals are characterized by lower (average or low self-esteem and achievement motivation (they are characterized by a lower perseverance level while performing tasks, perceive time in a less dynamic way, are less future-oriented, and their self-confidence level is lower than individuals with standard body weight, and who are characterized by high self-esteem and average achievement motivation. In the scope of school mark average, and also of planning higher academic education, there are no intergroup differences. Sex, and also age, does not differentiate overweight or obese individuals in the scope of self-esteem or achievement motivation. Differences occur in the case of comparing individuals of the same sex. Overweight or obese women are characterized by a lower self-esteem level than those whose body mass index is normal. Overweight or obese men are characterized by a lower self-esteem and achievement motivation
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Children's self-esteem based on their sex
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Antonio Serrano Muñoz
2015-10-01
Full Text Available The following study proposes describing the levels of self-esteem in children and analyzing whether there are differences based on their sex. The sample consists of 1,757 children aged from 3 to 7. For self-esteem assessment, the EDINA questionnaire was administrated, which shows an appropriate reliability rate (0.803. The self-esteem of girls and boys studied is high. Statistical analyzes showed: a significantly higher scores on self-esteem of girls; b a decrease on self-esteem associated to age of children; c significant differences depending on the socioeconomic status; and d higher level of self-esteem in children when they have a woman as advisor of class group. In future researches, we suggest the need to study in depth the evolution of sex differences in relation to self-esteem.
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Patchin, Justin W.; Hinduja, Sameer
2010-01-01
Background: This article examines the relationship between middle school students' experience with cyberbullying and their level of self-esteem. Previous research on traditional bullying among adolescents has found a relatively consistent link between victimization and lower self-esteem, while finding an inconsistent relationship between offending…
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Damaged Self-Esteem is Associated with Internalizing Problems.
Creemers, Daan H M; Scholte, Ron H J; Engels, Rutger C M E; Prinstein, Mitchell J; Wiers, Reinout W
2013-01-01
Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation, and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation, and loneliness were examined. Participants were 95 young female adults (M = 21.2 years, SD = 1.88) enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem) was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem) was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness.
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Damaged Self-Esteem is Associated with Internalizing Problems
Creemers, Daan H. M.; Scholte, Ron H. J.; Engels, Rutger C. M. E.; Prinstein, Mitchell J.; Wiers, Reinout W.
2013-01-01
Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation, and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation, and loneliness were examined. Participants were 95 young female adults (M = 21.2 years, SD = 1.88) enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem) was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem) was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness. PMID:23565101
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Damaged Self-Esteem is Associated with Internalizing Problems
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Daan eCreemers
2013-04-01
Full Text Available Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation and loneliness were examined. Participants were 95 young female adults (M= 21.2 years, SD = 1.88 enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness.
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Sweets, sex, or self-esteem? Comparing the value of self-esteem boosts with other pleasant rewards
Bushman, B.J.; Moeller, S.J.; Crocker, J.
2011-01-01
Many people ascribe great value to self-esteem, but how much value? Do people value self-esteem more than other pleasant activities, such as eating sweets and having sex? Two studies of college students (Study 1: N=130; Study 2: N=152) showed that people valued boosts to their self-esteem more than
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Perceived parental behaviour, self-esteem and happiness.
Furnham, A; Cheng, H
2000-10-01
This study set out to determine to what extent recalled parental rearing styles (authoritarian, authoritativeness, permissiveness), personality (extraversion, neuroticism, psychoticism, lie), and self-esteem predicted self-rated happiness in a normal, nonclinical, population of young people in their late teens and early 20s. Each participant completed a few questionnaires: the Eysenck Personality Questionnaire (revised), the Rosenberg Self-Esteem Scale, the Parental Authority Questionnaire and the Oxford Happiness Inventory. It was predicted that sex, extraversion, neuroticism, self-esteem and both maternal and paternal authoritativeness would be significant predictors of happiness. Regressional and path analysis showed self-esteem to be the most dominant and powerful predictor of happiness. The effect of sex on happiness was moderated by neuroticism, which related to self-esteem, which directly influenced happiness. Stability, extraversion and maternal authoritativeness were significant predictors of self-esteem accounting for one-third of the variance. The results are considered in terms of the distinct literature on the relation between personality and happiness and on the relation between parental styles and self-esteem. Self-esteem was both a direct and a moderator variable for young people's self-reported happiness. Extraversion had both direct and indirect predictive power of happiness, whereas neuroticism predicted happiness mediating through self-esteem. Maternal authoritativeness was the only direct predictor of happiness when paternal and maternal rearing styles were examined together, suggesting that a reasonable discipline exercised by mothers towards their children was particularly beneficial in enhancing the offsprings' self-esteem.
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Trait self-esteem and claimed self-handicapping motives in sports situations.
Finez, Lucie; Berjot, Sophie; Rosnet, Elisabeth; Cleveland, Christena; Tice, Dianne M
2012-12-01
We examined the relationship between physical self-esteem and claimed self-handicapping among athletes by taking motives into consideration. In Study 1, 99 athletes were asked to report their tendency to engage in claimed self-handicapping for self-protective and self-enhancement motives (trait measures). Low self-esteem athletes reported a higher tendency to engage in claimed self-handicapping for these two motives compared with high self-esteem athletes. Neither low nor high self-esteem athletes reported a preference for one motive over the other. In Study 2, 107 athletes participated in a test that was ostensibly designed to assess high physical abilities - and thus to encourage self-handicapping for self-enhancement motives (success-meaningful condition) - or to assess low physical abilities, and thus to encourage self-handicapping for self-protective motives (failure-meaningful condition). Before starting the test, athletes were given the opportunity to claim handicaps that could impair their performance. Low self-esteem athletes claimed more handicaps than high self-esteem athletes in both conditions. Findings suggest that low physical self-esteem athletes engage more in claimed handicapping regardless of motives, relative to high physical self-esteem athletes.
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The impact of size of cooperative group on achievement, social support, and self-esteem.
Bertucci, Andrea; Conte, Stella; Johnson, David W; Johnson, Roger T
2010-01-01
The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.
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Peculiarities of college students' self - esteem
Goštautas, Antanas; Grigaitė, Bronislava; Klasavičienė, Rima
2004-01-01
Self-esteem of college students of Lithuania was examined inadequately. Three researches were made and data of 228 students' answers were analyzed, 170 females and 58 males. It was found out that reduced self-esteem dominates among the female as well as male students. Having made the factorial analysis of the data, five main factors of self-esteem of males and females were found out. The legalized and not legalized drugs are used among males irrespectively of self-esteem. Females with low sel...
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Change in adult self-esteem: a longitudinal assessment.
Schafer, R B; Keith, P M
1999-09-01
This is a longitudinal investigation of self-esteem change in an adult population. The analysis addresses two limitations in earlier studies: the use of convenience samples of children and adolescents, and cross-sectional or short-duration longitudinal studies of self-esteem change. Participants are 97 randomly selected married couples interviewed at two points in time separated by 13 years. Two components of the self were measured: self-esteem and reflected appraisals (perception of others' evaluation). Contrary to previous research on self-esteem change, a significant decline was found in all components of the self for both husbands and wives. The decline in self-esteem was not a function of age, education or income. The decline was more likely to occur for high, rather than low, self-esteem participants. This finding is attributed to the demands on higher self-esteem participants to maintain or enhance self-esteem and the caution of low self-esteem participants to engage in behaviours that would threaten the self.
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Self-Esteem and Anger in Borderline Patients With Self-Injury Behavior.
Almeida, Carla Maria; Horta, Maria Purificação
2018-04-01
Anger and low self-esteem characterize borderline individuals, yet little is known about their role and impact in the presence or absence of self-injury behavior. The present study aimed to investigate the impact of anger and self-esteem in borderline patients and whether these variables distinguish these patients with and without self-injury. Patients were recruited from a psychiatric service and were evaluated for self-esteem and anger. Additionally, impulsivity and symptoms were assessed. Two groups were compared, one with self-injurious behavior (n = 18) and another one without it (n = 23). Those who injure themselves seem to have a lower self-esteem (p < 0.001), yet the strengthening of self-esteem seems to have different outcomes, according to the presence or absence of self-injury. Anger and self-esteem seem to influence the severity of diagnosis, but only in patients who self-injure. Anger and self-esteem may influence borderline patients differently according to the presence or absence of self-injury.
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Self-esteem deficits and suicidal tendencies among adolescents.
Overholser, J C; Adams, D M; Lehnert, K L; Brinkman, D C
1995-07-01
Self-esteem can play an important role in suicidal tendencies among adolescents. The present study was designed to examine the relationship between self-esteem deficits and suicidal tendencies in 254 adolescent psychiatric inpatients and 288 high school students. The direct relationship between self-esteem and suicidal tendencies was examined by assessing suicidal ideation and history of suicide attempts. An indirect relationship between self-esteem and suicidality was examined by assessing depression and hopelessness. Differences were found across gender and hospitalization status, with males reporting higher self-esteem than females and high school students scoring higher in self-esteem than psychiatric inpatients. However, correlations among variables remained similar across gender and hospitalization status. Thus, low self-esteem was related to higher levels of depression, hopelessness, suicidal ideation, and an increased likelihood of having previously attempted suicide. Furthermore, self-esteem added to the understanding of suicidal ideation beyond what could be explained by depression and hopelessness. Low self-esteem was closely related to feelings of depression, hopelessness, and suicidal tendencies. Assessment of adolescents should include an evaluation of self-esteem, and therapy should attempt to address any self-esteem deficits.
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Accuracy of Self-Esteem Judgments at Zero Acquaintance.
Hirschmüller, Sarah; Schmukle, Stefan C; Krause, Sascha; Back, Mitja D; Egloff, Boris
2018-04-01
Perceptions of strangers' self-esteem can have wide-ranging interpersonal consequences. Aiming to reconcile inconsistent results from previous research that had predominantly suggested that self-esteem is a trait that can hardly be accurately judged at zero acquaintance, we examined unaquainted others' accuracy in inferring individuals' actual self-esteem. Ninety-nine target participants (77 female; M age = 23.5 years) were videotaped in a self-introductory situation, and self-esteem self-reports and reports by well-known informants were obtained as separate accuracy criteria. Forty unacquainted observers judged targets' self-esteem on the basis of these short video sequences (M = 23s, SD = 7.7). Results showed that both self-reported (r = .31, p = .002) and informant-reported self-esteem (r = .21, p = .040) of targets could be inferred by strangers. The degree of accuracy in self-esteem judgments could be explained with lens model analyses: Self- and informant-reported self-esteem predicted nonverbal and vocal friendliness, both of which predicted self-esteem judgments by observers. In addition, observers' accuracy in inferring informant-reported self-esteem was mediated by the utilization of targets' physical attractiveness. Besides using valid behavioral information to infer strangers' self-esteem, observers inappropriately relied on invalid behavioral information reflecting nonverbal, vocal, and verbal self-assuredness. Our findings show that strangers can quite accurately detect individuals' self-reported and informant-reported self-esteem when targets are observed in a public self-presentational situation. © 2017 Wiley Periodicals, Inc.
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Schmeichel, Brandon J; Gailliot, Matthew T; Filardo, Emily-Ana; McGregor, Ian; Gitter, Seth; Baumeister, Roy F
2009-05-01
Three studies tested the roles of implicit and/or explicit self-esteem in reactions to mortality salience. In Study 1, writing about death versus a control topic increased worldview defense among participants low in implicit self-esteem but not among those high in implicit self-esteem. In Study 2, a manipulation to boost implicit self-esteem reduced the effect of mortality salience on worldview defense. In Study 3, mortality salience increased the endorsement of positive personality descriptions but only among participants with the combination of low implicit and high explicit self-esteem. These findings indicate that high implicit self-esteem confers resilience against the psychological threat of death, and therefore the findings provide direct support for a fundamental tenet of terror management theory regarding the anxiety-buffering role of self-esteem. Copyright (c) 2009 APA, all rights reserved.
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Cambron, M Janelle; Acitelli, Linda K; Steinberg, Lynne
2010-03-01
This research examines the role of friendship contingent self-esteem (FCSE), or self-esteem that is dependent on the quality of one's friendships, in predicting depressive symptoms. In Study 1, the authors developed a measure of FCSE. Both FCSE and others' approval correlated with self-esteem and depressive symptoms, but when entered simultaneously in a regression equation, only FCSE significantly predicted self-esteem and depressive symptoms. Study 2 showed that dependency and close friendship competence predicted depressive symptoms only for those high in FCSE. In Study 3, a diary study, FCSE predicted self-esteem instability. Self-esteem instability, in turn, predicted depressive symptoms. Furthermore, a three-way interaction of rumination, FCSE, and the valence of the event predicted momentary self-esteem. Findings are discussed with regard to the importance of considering FCSE when investigating interpersonal risk for depression.
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Self-efficacy and self-esteem in third-year pharmacy students.
Yorra, Mark L
2014-09-15
To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (pself-esteem (pself-esteem. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.
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Impact of parenting styles on adolescents' self-esteem and internalization of values in Spain.
Martínez, Isabel; García, José Fernando
2007-11-01
The relationship of parenting styles with adolescents' outcomes was analyzed within a sample of Spanish adolescents. A sample of 1456 teenagers from 13 to 16 years of age, of whom 54.3% were females, reported on their parents' child-rearing practices. The teenagers' parents were classified into one of four groups (authoritative, authoritarian, indulgent, or neglectful). The adolescents were then contrasted on two different outcomes: (1) priority given to Schwartz's self-transcendence (universalism and benevolence) and conservation (security, conformity, and tradition) values and (2) level of self-esteem (appraised in five domains: academic, social, emotional, family and physical). The results show that Spanish adolescents from indulgent households have the same or better outcomes than adolescents from authoritative homes. Parenting is related with two self-esteem dimensions--academic and family--and with all the self-transcendence and conservation values. Adolescents of indulgent parents show highest scores in self-esteem whereas adolescents from authoritarian parents obtain the worst results. In contrast, there were no differences between the priority given by adolescents of authoritative and indulgent parents to any of the self-transcendence and conservation values, whereas adolescents of authoritarian and neglectful parents, in general, assign the lowest priority to all of these values.
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A Factor Analytic Study of the Coopersmith Self-Esteem Inventory Adult Short Form.
Haines, Janet; Wilson, George V.
1988-01-01
A factor analysis was conducted on the Coopersmith Self-Esteem Inventory-Adult Short Form using 237 college students and 43 female office workers in Australia. Factors were found corresponding with three of the four subscales: general self, social self-peers, and home-parents (family). No factor related to the school-academic (work) subscale. (SLD)
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[Self esteem : concept analysis.
Doré, Christina
2017-06-01
Self-esteem is an inner attitude at the base of the construction of personality and psychic balance in addition to be responsible of adaptive processes over the course of life. The concept of self-esteem is commonly used in several disciplines however, it seems that the consensus on its conceptualization and its operationalization is not yet reached. In this context, the concept analysis allows to address a phenomenon and to understand its use and its evolution from a unique disciplinary perspective. The aim of this article is therefore to analyze the concept of self esteem from a nursing perspective to identify : definitions of the term and related terms, attributes, model and limit cases proposed here within the community of mental health nurses, antecedents and consequents as well as the empirical references using the Walker and Avant method. The attributes identified allowing a deeper understanding of the concept are : the self-value, the self-acceptance, the self-efficacy, attitude towards oneself and finally, self-respect.
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The Educational Importance of Self-Esteem
Ferkany, Matt
2008-01-01
Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment…
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Self esteem, dependency, self-efficacy and self-criticism in social anxiety disorder.
Iancu, Iulian; Bodner, Ehud; Ben-Zion, Itzhak Z
2015-04-01
Social anxiety disorder (SAD) is characterized by fear and avoidance in social situations where one perceives being in danger of scrutiny by others. Low self-esteem, low self-efficacy, high self-criticism and high dependency are additional potential features of SAD, and thus their examination is warranted, as is the elucidation of their inter-relationship. Thirty-two SAD subjects diagnosed with the Mini-International Neuropsychiatric Interview and 30 healthy controls, were administered the Liebowitz Social Anxiety Scale (LSAS), the Rosenberg Self Esteem Scale, the Depressive Experiences Questionnaire (DEQ) that assesses self-criticism, dependency and self-efficacy, and a socio-demographic questionnaire. We hypothesized that the SAD group would present higher scores of dependency and self-criticism and lower self-esteem and self-efficacy. We also hypothesized that low self-esteem, low self-efficacy, high self-criticism and high dependency will predict the severity of SAD. In line with the hypotheses, SAD patients had higher scores of self-criticism and dependency and lower scores of self-esteem. The social anxiety score correlated negatively with self-esteem and self-efficacy, and positively with dependency and self-criticism. Self-criticism, but not the other measures, predicted the total LSAS score. Self-esteem, self-criticism, dependency and self-efficacy are related to SAD and their relations should be examined in future studies that will employ larger samples. It is suggested to search for ways to affect these factors through cognitive-behavioral interventions and additional psychotherapeutic treatments. Research should also focus on the specific role of self-criticism in SAD. Copyright © 2014 Elsevier Inc. All rights reserved.
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Self-stigma, self-esteem and age in persons with schizophrenia.
Werner, Perla; Aviv, Alex; Barak, Yoram
2008-02-01
The relationship between self-stigma and self-esteem in patients with schizophrenia is receiving increased attention. However, studies to date have been limited to samples of persons under the age of 65. To examine the relationship between self-stigma and self-esteem in people with schizophrenia in both younger and older age groups. Face-to-face interviews were completed with 86 inpatients with schizophrenia in a psychiatric hospital (mean age = 54, 55% female). Self-esteem was assessed using Rosenberg's Self Esteem Scale. Self-stigma was assessed using an adapted version of the Internalized Stigma of Mental Health (ISMI) scale. Information regarding socio-demographic characteristics and psychiatric history and symptomatology was collected. Self-stigma was moderate with only 20-33% of the participants reporting high levels of stigmatization. Older participants reported lower levels of self-stigma than younger participants. A relatively strong association between self-stigma and self-esteem was found. The findings point to the complexity of the association between self-stigma, self-esteem and age in people with schizophrenia. This study stresses the importance of clinicians taking the issue of self-stigma into consideration when treating young and old patients with schizophrenia.
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Park, Eun-Young; Kim, Jung-Hee
2016-01-01
Self-esteem is considered a significant factor affecting both the emotional and functional outcomes of stroke survivors; however, research on self-esteem in this group is limited. The aim of this study was to evaluate the gender-specific effects of income status and the presence of a spouse on the self-esteem of stroke survivors using data from a population-based study in Korea. The Korea Welfare Panel Study was used to investigate the gender-specific effects of income and the presence of a spouse on the self-esteem of stroke survivors. Self-esteem was measured using the Rosenberg Self-Esteem Scale. Males in the general income category had higher self-esteem than males in the low-income category. However, no differences were found in the self-esteem of females by income category. The self-esteem of females without a spouse or partner was lower than the males without a spouse. Self-management interventions to enhance self-esteem should focus on gender to facilitate patients' adjustment and rehabilitation after a stroke.
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Obesity, Self-esteem and Wages
Naci H. Mocan; Erdal Tekin
2009-01-01
Obesity is associated with serious health problems, and it can generate adverse economic outcomes. We analyze a nationally-representative sample of young American adults to investigate the interplay between obesity, wages and self-esteem. Wages can be impacted directly by obesity, and they can be influenced by obesity indirectly through the channel of obesity to self-esteem to wages. We find that female wages are directly influenced by body weight, and self-esteem has an impact on wages in ca...
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Versluis, Anke; Verkuil, Bart; Brosschot, Jos F
2018-04-01
Self-esteem moderates the relationship between stress and (cardiovascular) health, with low self-esteem potentially exacerbating the impact of stressors. Boosting self-esteem may therefore help to buffer against stress. Subliminal evaluative conditioning (SEC), which subliminally couples self-words with positive words, has previously been successfully used to boost self-esteem, but the existing studies are in need of replication. In this article, we aimed to replicate and extend previous SEC studies. The first 2 experiments simultaneously examined whether SEC increased self-esteem (Experiment 1, n = 84) and reduced cardiovascular reactivity to a stressor in high worriers (Experiment 2, n = 77). On the basis of these results, the 3rd experiment was set up to examine whether an adjusted personalized SEC task increased self-esteem and reduced cardiac activity in high worriers (n = 81). Across the 3 experiments, no effects were found of SEC on implicit or explicit self-esteem or affect or on cardiovascular (re)activity compared to a control condition in which the self was coupled with neutral words. The results do not support the use of the subliminal intervention in its current format. As stress is highly prevalent, future studies should focus on developing other cost-effective and evidence-based interventions. © 2017 The Authors. Stress and Health Published by John Wiley & Sons Ltd.
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Longworth, Catherine; Deakins, Joseph; Rose, David; Gracey, Fergus
2016-08-31
Acquired brain injury (ABI) has a negative impact on self-esteem, which is in turn associated with mood disorders, maladaptive coping and reduced community participation. The aim of the current research was to explore self-esteem as a multi-dimensional construct and identify which factors are associated with symptoms of anxiety or depression. Eighty adults with ABI aged 17-56 years completed the Robson Self-Esteem Scale (RSES), of whom 65 also completed the Hospital Anxiety and Depression Scale; 57.5% of the sample had clinically low self-esteem. The RSES had good internal consistency (α = .89), and factor analysis identified four factors, which differed from those found previously in other populations. Multiple regression analysis revealed anxiety was differentially predicted by "Self-Worth" and "Self-Efficacy", R 2 = .44, F(4, 58) = 9, p Self-Regard", R 2 = .38, F(4, 58) = 9, p self-esteem after ABI. Self-esteem after ABI is multidimensional and differs in structure from self-esteem in the general population. A multidimensional model of self-esteem may be helpful in development of transdiagnostic cognitive behavioural accounts of adjustment.
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Robins, Richard W.; Trzesniewski, Kali H.; Donnellan, M. Brent
2012-01-01
Since the construct of "self-esteem" was first introduced over 100 years ago, a wealth of knowledge has been accumulated. Several conclusions about the nature of self-esteem can be reached that provide a foundation for future practice and research. In general, research shows that high self-esteem is associated with the behaviors, goals, and coping…
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Smink, Frédérique R E; van Hoeken, Daphne; Dijkstra, Jan Kornelis; Deen, Mathijs; Oldehinkel, Albertine J; Hoek, Hans W
2018-04-27
Self-esteem is implied as a factor in the development of eating disorders. In adolescence peers have an increasing influence. Support for the role of self-esteem in eating disorders is ambiguous and little is known about the influence of social status as judged by others. The present study investigates whether self-esteem and peer status in early adolescence are associated with eating pathology in young adulthood. This study is part of TRAILS, a longitudinal cohort study on mental health and social development from preadolescence into adulthood. At age 11, participants completed the Self-Perception Profile for Children, assessing global self-esteem and self-perceptions regarding social acceptance, physical appearance, and academic competence. At age 13, peer status among classmates was assessed regarding likeability, physical attractiveness, academic performance, and popularity in a subsample of 1,007 participants. The Eating Disorder Diagnostic Scale was administered at age 22. The present study included peer-nominated participants with completed measures of self-perception at age 11 and eating pathology at age 22 (N = 732; 57.8% female). In a combined model, self-perceived physical attractiveness at age 11 and peer popularity at age 13 were inversely correlated with eating pathology at 22 years, while likeability by peers at age 13 was positively related to eating pathology. Both self-perceptions and peer status in early adolescence are significant predictors of eating pathology in young adults. Specific measures of self-esteem and peer-perceived status may be more relevant to the prediction of eating pathology than a global measure of self-esteem. © 2018 The Authors International Journal of Eating Disorders Published by Wiley Periodicals, Inc.
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Self-Efficacy and Self-Esteem in Third-Year Pharmacy Students
2014-01-01
Objective. To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. Methods. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. Results. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (pself-esteem (pself-esteem. Conclusion. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem. PMID:25258439
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Importance and usefulness of evaluating self-esteem in children.
Hosogi, Mizuho; Okada, Ayumi; Fujii, Chikako; Noguchi, Keizou; Watanabe, Kumi
2012-03-20
Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for adult include Rosenberg Self-Esteem Scale and Janis-Field Feeling of Inadequacy Scale, and these for children include Coopersmith Self-Esteem Inventory, Pope's 5-Scale Test of Self-Esteem for children, and Kid- KINDL®. Other methods include Ziller Social Self-Esteem Scale and Implicit Association Test. The development of children's self-esteem is heavily influenced by their environment, that is, their homes, neighborhoods, and schools. Children with damaged self-esteem are at risk of developing psychological and social problems, which hinders recovery from low self-esteem. Thus, to recover low self-esteem, it is important for children to accumulate a series of successful experiences to create a positive concept of self. Evaluating children's self-esteem can be an effective method for understanding their past and present circumstances, and useful to treat for children with psychosomatic disorders.
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Importance and usefulness of evaluating self-esteem in children
Directory of Open Access Journals (Sweden)
Hosogi Mizuho
2012-03-01
Full Text Available Abstract Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for adult include Rosenberg Self-Esteem Scale and Janis-Field Feeling of Inadequacy Scale, and these for children include Coopersmith Self-Esteem Inventory, Pope's 5-Scale Test of Self-Esteem for children, and Kid- KINDL®. Other methods include Ziller Social Self-Esteem Scale and Implicit Association Test. The development of children's self-esteem is heavily influenced by their environment, that is, their homes, neighborhoods, and schools. Children with damaged self-esteem are at risk of developing psychological and social problems, which hinders recovery from low self-esteem. Thus, to recover low self-esteem, it is important for children to accumulate a series of successful experiences to create a positive concept of self. Evaluating children's self-esteem can be an effective method for understanding their past and present circumstances, and useful to treat for children with psychosomatic disorders.
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Importance and usefulness of evaluating self-esteem in children
2012-01-01
Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for adult include Rosenberg Self-Esteem Scale and Janis-Field Feeling of Inadequacy Scale, and these for children include Coopersmith Self-Esteem Inventory, Pope's 5-Scale Test of Self-Esteem for children, and Kid- KINDL®. Other methods include Ziller Social Self-Esteem Scale and Implicit Association Test. The development of children's self-esteem is heavily influenced by their environment, that is, their homes, neighborhoods, and schools. Children with damaged self-esteem are at risk of developing psychological and social problems, which hinders recovery from low self-esteem. Thus, to recover low self-esteem, it is important for children to accumulate a series of successful experiences to create a positive concept of self. Evaluating children's self-esteem can be an effective method for understanding their past and present circumstances, and useful to treat for children with psychosomatic disorders. PMID:22433387
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Self-Esteem and Service Learning.
Pereira, Carolyn
1997-01-01
Maintains that self-esteem is more than simply "feeling good" about oneself. It derives from having experienced meaningful success. A service learning program can accomplish this and avoid the self-preoccupation and narcissism that occasionally accompany self-esteem efforts. Service learning can replace this with empathy and commitment. (MJP)
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Wisman, Arnaud; Heflick, Nathan A
2016-08-01
Do people lose hope when thinking about death? Based on Terror Management Theory, we predicted that thoughts of death (i.e., mortality salience) would reduce personal hope for people low, but not high, in self-esteem, and that this reduction in hope would be ameliorated by promises of immortality. In Studies 1 and 2, mortality salience reduced personal hope for people low in self-esteem, but not for people high in self-esteem. In Study 3, mortality salience reduced hope for people low in self-esteem when they read an argument that there is no afterlife, but not when they read "evidence" supporting life after death. In Study 4, this effect was replicated with an essay affirming scientific medical advances that promise immortality. Together, these findings uniquely demonstrate that thoughts of mortality interact with trait self-esteem to cause changes in personal hope, and that literal immortality beliefs can aid psychological adjustment when thinking about death. Implications for understanding personal hope, trait self-esteem, afterlife beliefs and terror management are discussed.
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A social work study on the effects of self-esteem games on elementary female self-esteem
Samaneh Moein; Mohammad Reza Abedi; Iran Baghban
2013-01-01
Researchers and clinicians from many disciplines are interested in learning more about the effects of self-esteem. Self-esteem affects motivation, functional behavior, and life satisfaction, and it is associated with well-being throughout life, significantly. What individuals choose to do and the way they do it in part may depend on their self-esteem and it can also fulfill the aims of mental health. This paper presents an investigation to determine the effect of play on children’s self-estee...
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加藤, 悠; 中島, 美那子; Kato, Haruka; Nakajima, Minako; 日本労働者協同組合連合会センター事業団 特定非営利活動法人ワーカーズコープ; 茨城キリスト教大学
2011-01-01
This study attempted to illuminate the relationship to levels of self-esteem and parenting attitudes in mothers with infants. Mothers (N=81) completed the self-esteem scale (10 items) and the parenting attitudes scale (30 items). As a part of the results, the higher group of self-esteem indicated the higher level of parenting attitudes. Other results were that homemaker mothers tended toward lower degree of self-esteem and also indicated lower level of parenting attitudes in comparison with m...
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Self-esteem in children in joint physical custody and other living arrangements.
Turunen, J; Fransson, E; Bergström, M
2017-08-01
Parental support has been shown to be important for children's self-esteem, which in turn is related to later important life outcomes. Today, an increasing number of children in the Western world spend time in both the parents' respective households after a separation. Children who live with both parents report more parental support than children who live only with one parent after a divorce. We took the opportunity of the commonness of children sharing their time between their parents' homes in Sweden to investigate children's self-esteem in relation to family type. With nationally representative survey data (ULF) collected from both parents and children, we analyze differences in children's self-esteem among 4823 10-18 year olds in nuclear families, joint physical custody and those living mostly or only with one parent after a separation using ordinary least squares regression, adjusting for demographic and socioeconomic characteristics. We found no significant difference in self-esteem between children who lived equally much with both parents, mostly with one parent and those in nuclear families, whereas children in single care showed lower self-esteem compared with children in the other living arrangements. The difference was not explained by socioeconomic factors. The self-esteem of children who share their time between their parent's respective homes after a separation does not deviate from that in their peers in nuclear families. Instead, those in single care reported lower self-esteem than those in the other living arrangements. These differences were not explained by socioeconomic factors. Longitudinal studies are needed to establish pre- and post-separation family characteristics that influence self-esteem and well-being in young people. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
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Rezaei-Dehaghani, Abdollah; Paki, Somayeh; Keshvari, Mahrokh
2015-01-01
One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. This descriptive correlational study was performed with multi-stage random sampling method on 237 female high school students who met the inclusion criteria of the study. The data collection tools included Bloom's Family Functioning Scale and Pop's self-esteem questionnaire. The data obtained from the questionnaires were analyzed through SPSS software. The results showed that the majority of the samples examined had moderate level self-esteem (48.5%) and family function (56.5%). There was a significant correlation between the dimensions of family functioning and areas of self-esteem (except for lack of independence, and public, academic, and physical self-esteem). In addition, the correlation between family aspirations and self-esteem (r = 0.636, P self-esteem subscale. The results of the study showed that adolescents' self-esteem is highly correlated with their family's performance. Therefore, to enhance the self-esteem of adolescents, family-centered empowerment programs should be planned and implemented by health service providers, especially nurses, in order to improve and enhance family functioning.
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Body-self unity and self-esteem in patients with rheumatic diseases.
Bode, Christina; van der Heij, Anouk; Taal, Erik; van de Laar, Mart A F J
2010-12-01
Perceptions and evaluations of the own body are important sources of self-esteem. Having a rheumatic disease challenges maintenance of positive self-esteem due to consequences of the disease such as unfavorable sensations as pain and limited (physical) functioning. We expect that a positive experience of the own body in spite of a rheumatic disease (body-self harmony) will be associated with higher levels of self-esteem and that experiencing the body as unworthy part of the own person or as disabler for own strivings (body-self alienation) will result in lower levels of self-esteem. For this explorative study, the body experience questionnaire (BEQ) measuring body-self unity was developed and piloted. One hundred sixty-eight patients visiting the outpatient rheumatology clinic of the Medisch Spectrum Twente, Enschede, The Netherlands, completed a questionnaire on touchscreen computers to measure body-self unity (BEQ), illness cognitions (illness cognition questionnaire), pain intensity, functional limitations (health assessment questionnaire disability index), self-esteem (Rosenberg Self-Esteem Scale) and demographics. To analyze predictors of self-esteem, hierarchical regression analyses were employed. The BEQ revealed a two-factor structure with good reliability (subscale harmony, four items, Cronbach's α = 0.76; subscale alienation, six items, Cronbach's α = 0.84). The final model of the hierarchical regression analyses showed that self-esteem can be predicted by the illness cognitions helplessness and acceptance, by harmony and most strongly by alienation from the body. R(2) of the final model was 0.50. The relationship between functional limitations and self-esteem was totally mediated by the psychological constructs body-self unity and illness cognitions. This explorative study showed the importance of the unity of body and self for self-esteem in patients with a rheumatic disease.
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Lin, Huang-Chi; Tang, Tze-Chun; Yen, Ju-Yu; Ko, Chin-Hung; Huang, Chi-Fen; Liu, Shu-Chun; Yen, Cheng-Fang
2008-08-01
The aim of the present study was to gain insight into the prevalence of depression and its association with self-esteem, family, peer and school factors in a large-scale representative Taiwanese adolescent population. A total of 12,210 adolescent students were recruited into the present study. Subjects with a score >28 on the Center for Epidemiological Studies' Depression Scale were defined as having significant depression; the Rosenberg Self-Esteem Scale, Adolescent Family and Social Life Questionnaire and Family C-APGAR Index were applied to assess subjects' self-esteem, family, peer and school factors. The association between depression and correlates were examined on t-test and chi(2) test. The significant factors were further included in logistic regression analysis. Among 9586 participants (response rate: 86.3%), the prevalence of depression was 12.3%. The risk factors associated with depression in univariate analysis included female gender, older age, residency in urban areas, lower self-esteem, disruptive parental marriage, low family income, family conflict, poorer family function, less satisfaction with peer relationships, less connectedness to school, and poor academic performance. After adjusting the effects of sex, age and location, only subjects with lower self-esteem, higher family conflict, poorer family function, lower rank and decreased satisfaction in their peer group, and less connectedness to school were prone to depression on logistic regression. The prevalence of depression is high in Taiwanese adolescents, and the multiple factors of family, peer, school and individuals are associated with adolescent depression. The factors identified in the present study may be helpful when designing and implementing preventive intervention programs.
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Self-body recognition depends on implicit and explicit self-esteem.
Richetin, Juliette; Xaiz, Annalisa; Maravita, Angelo; Perugini, Marco
2012-03-01
The present contribution bridges research on body image, self-esteem, and body recognition. Recent work in neuroscience indicates a superiority in the processing of self relative to others' body parts. The present contribution shows that this ability is not universal but it is qualified by individual differences in implicit and explicit self-esteem. In fact, two studies (n₁ = 41 and n₂ = 35) using two different paradigms in body recognition and direct and indirect measures of self-esteem reveal that this advantage in recognizing one's own body parts is associated with one's level of self-esteem. Moreover, it appears that measures of implicit and explicit self-esteem provide different contributions to self-body recognition abilities and that these contributions depend on how self-body recognition is assessed. Implications of these results are discussed notably in the perspective of research on body image. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Understanding the Vital Human Quest for Self-Esteem.
Greenberg, Jeff
2008-01-01
Authors have long noted the human penchant for self-esteem. Experimental research has revealed that this desire for self-esteem has wide-ranging effects on cognition, emotion, and behavior. Terror management theory explains that this desire for self-esteem results from a fundamental need for psychological security, which is engendered by humans' awareness of their own vulnerability and mortality. A large body of evidence has supported this explanation. Specifically, substantial lines of research have shown that self-esteem buffers anxiety and reduces defenses against death and that reminders of mortality increase efforts to defend and bolster self-esteem. Complementary findings have helped clarify the role of culture in self-esteem striving and the ways in which people can vary in their level, stability, and sources of self-esteem. I conclude by briefly considering how this contemporary knowledge regarding the quest for self-esteem informs current events and daily life. © 2008 Association for Psychological Science.
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Torkaman, Mahya; Miri, Sakineh; Farokhzadian, Jamileh
2018-02-12
Background Reduction of the adaptation and self-esteem can be the consequence of opium addiction and imprisonment. Drug use causes inappropriate behaviors in women, which are quite different from those in men. Social deviations, prostitution, high-risk sexual behaviors, abortion, divorce and imprisonment followed by loss of self-esteem are the consequences of women's addiction. The present study was conducted to assess the relationship between adaptation and self-esteem in addicted female prisoners. Methods In this descriptive analytical study, 130 addicted female prisoners were selected from a prison in the south east of Iran using census sampling. The data were collected by a demographic questionnaire, the Rosenberg's self-esteem scale and the bell adjustment inventory (BAI). Results According to the results, women's adaptation fell into the 'very unsatisfactory' range. The highest mean was related to the emotional dimension, while the lowest mean was in terms of the health dimension. In total, 96.4% of the participating women had low adaptation. The mean total self-esteem fell into the low range; in fact, 84.6% of the women had a low self-esteem. The results showed no significant relationships between adaptation and self-esteem in these women; however, self-esteem was significantly and inversely related to health and emotional adaptation. Conclusion The findings showed that the majority of the women had unsatisfactory adaptation as well as poor self-esteem. No significant relationships were observed between adaptation and self-esteem in the addicted female prisoners.
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Self-Esteem and Adolescent Problems: Modeling Reciprocal Effects.
Rosenberg, Morris; And Others
1989-01-01
Explores the reciprocal relationships between self-esteem and the following three problems of youth: (1) juvenile delinquency; (2) poor school performance; and (3) psychological depression. Findings include the following: (1) low self-esteem fosters delinquency, which may enhance self-esteem; (2) school performance affects self-esteem; and (3)…
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Sola-Carmona, Juan Jesus; Lopez-Liria, Remedios; Padilla-Gongora, David; Daza, Maria Teresa; Sanchez-Alcoba, Manuel Alejandro
2013-01-01
In this study, the relation between levels of anxiety, self-esteem and subjective psychological well-being is analyzed in a Spanish sample of 28 fathers and 33 mothers of blind children. The results reveal a positive correlation between subjective psychological well-being and self-esteem, and a negative correlation between anxiety and subjective…
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Stadelmann, Stephanie; Grunewald, Madlen; Gibbels, Charlotte; Jaeger, Sonia; Matuschek, Tina; Weis, Steffi; Klein, Annette Maria; Hiemisch, Andreas; von Klitzing, Kai; Döhnert, Mirko
2017-02-01
In this study, we investigated the relation between global and domain-specific self-esteem and psychiatric disorders. A sample of 577 children aged 8-14 years was recruited via psychiatric hospitals and from the general population. Parents were given a diagnostic interview to assess children's psychiatric diagnoses (current/past). Parents and children completed questionnaires on child symptoms. Children completed a questionnaire on global and domain-specific self-esteem (scales: scholastic competence, social acceptance, athletic performance and physical appearance, global self-esteem). Self-esteem of children with current psychiatric disorders was lower than that of healthy controls (η p 2 between 0.01 and 0.08). Concerning scholastic competence, social acceptance and global self-esteem, children with past psychiatric disorders scored also lower than healthy controls. Different current psychiatric disorders showed specific but small effects on dimensions of self-esteem (β between -0.08 and 0.19). Moreover, we found a gender × group interaction, indicating that girls with depressive and adjustment disorders were specifically impaired in their global self-esteem and perception of their physical appearance. Findings might help clinicians to focus on particular domains of self-esteem during the diagnostic process and to define adequate treatment goals.
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Self-esteem: models and implications for management
Becker, Manfred R.
1993-01-01
Approved for public release; distribution unlimited. This thesis presents a literature review of self-esteem, primarily as it relates to organizations and management. Based on this literature review, self-esteem is defined as the emotional valuation individuals have of themselves and the degree of certainty of this valuation. Several models of self-esteem are presented. The relationship of coping and avoidance to self-esteem is considered. Coping is presented as being one of the primary so...
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Groth-Marnat, G; Roberts, L
1998-02-01
This study assessed the concurrent validity of Human Figure Drawings (HFD) and House-Tree-Person (HTP) drawings as measures of self-esteem. Adult subjects were requested to make HFD and HTP drawings and to complete measures of psychological adjustment which included the Coopersmith Self Esteem Inventory and Tennessee Self Concept Scale. The drawings were scored using a quantitative, composite rating scale derived from HFD and HTP empirical and theoretical literature on psychological health. Results indicated that neither the HFD nor the HTP quantitative composite ratings of psychological health related to the formal measures of self-esteem.
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[Self-esteem, resilience, locus of control and suicide risk in nursing students].
Montes-Hidalgo, Javier; Tomás-Sábado, Joaquín
2016-01-01
Assuming that suicide is the result of a series of factors acting cumulatively, the aim of this paper was to study the association of self-esteem, resilience and locus of control with the risk of suicidal behavior in a sample of nursing students. Observational, cross-sectional and correlational study with 186 nursing students who answered a questionnaire that contained, in addition to demographic data, the Spanish forms of Rosenberg self-esteem scale, the brief resilient coping scale, the Plutchik scale of suicide risk and the Rotter's internal-external locus of control scale. The scores of males and females are very similar on all scales except Locus of Control, where a significantly greater tendency of females attributed to external control. 6.4% of students have scores indicating suicide risk. Suicide risk scores correlated negatively and significantly with self-esteem and resilience and positively with locus of control. The multiple linear regression analysis identified self-esteem as the main variable related to suicide risk. The results suggest that students who have low self-esteem, have difficulty in adjusting to adverse situations and tend to the external attribution of the consequences of their actions may have an increased risk of suicidal behavior. Furthermore, the identification of self-esteem as the important factor involved in suicide risk can help in designing prevention programs. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.
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Vocational Crystallization and Self Esteem in College Students
Resnick, Harvey; And Others
1970-01-01
A positive relationship between vocational crystallization and self esteem was assessed by observing differences on two measures of vocational crystallization in students high and low in self esteem scores. No differences according to self esteem were observed. Differences were observed in the certainty of high and low self esteem students. The…
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Kurman, Jenny; Rothschild-Yakar, Lily; Angel, Ruth; Katz, Miri
2015-02-11
To investigate implicit and explicit self-esteem and academic self-evaluation among children with ADHD as a function of parenting styles, namely, authoritarian, authoritative and permissive parenting. Participants included 43 children with ADHD and 35 non-ADHD controls who filled out self-concept and perceived parenting style questionnaires. They also took an Implicit Association Test (IAT) that measured unacknowledged self-esteem. Lower self-esteem was found among children with ADHD than among controls, with stronger effect on the implicit level. Perceived authoritarian parenting was related to lower implicit self-esteem among children with ADHD. Higher self-esteem was found in the authoritative than in the permissive parenting groups in the non-ADHD control group but not among children with ADHD. The role of parental support versus authoritarian parenting in terms of implicit self-esteem points to the importance of promoting responsiveness strategies among parents in the treatment of children with ADHD. © 2015 SAGE Publications.
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Self-Esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners
Morcom, Lindsay A.
2017-01-01
In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a…
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Body image and self-esteem in somatizing patients.
Sertoz, Ozen O; Doganavsargil, Ozge; Elbi, Hayriye
2009-08-01
The aim of the present study was to determine dissatisfaction with body appearance and bodily functions and to assess self-esteem in somatizing patients. Body image and self-esteem were investigated in 128 women; 34 of those had diagnosed somatoform disorders, 50 were breast cancer patients with total mastectomy surgery alone, and 44 were healthy subjects. Body image and self-esteem were assessed using the Body Cathexis Scale and Rosenberg Self-Esteem Scale. The two clinical groups did not differ from one another (z = -1.832, P = 0.067), but differed from healthy controls in terms of body image (somatizing patients vs healthy controls, z = -3.628, P self-esteem (z = -0.936, P = 0.349) when depressive symptoms were controlled. No statistically significant difference was observed between total mastectomy patients and healthy controls in terms of self-esteem (z = -1.727, P = 0.084). The lower levels of self-esteem in somatizing patients were largely mediated by depressive symptoms. Depressed and non-depressed somatizing patients differed significantly from healthy controls with respect to their self-esteem and body image. Somatizing patients who were dissatisfied with their bodily functions and appearance had lower levels of self-esteem and high comorbidity of depression. In clinical practice it is suggested that clinicians should take into account psychiatric comorbidity, self-esteem, and body image in somatizing patients when planning treatment approaches.
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Cummings, Jorden A.; Hayes, Adele M.; Cardaciotto, LeeAnn; Newman, Cory F.
2011-01-01
Self-esteem variability is often associated with poor functioning. However, in disorders with entrenched negative views of self and in a context designed to challenge those views, variable self-esteem might represent a marker of change. We examined self-esteem variability in a sample of 27 patients with Avoidant and Obsessive-Compulsive Personality Disorders who received Cognitive Therapy (CT). A therapy coding system was used to rate patients’ positive and negative views of self expressed in the first ten sessions of a 52-week treatment. Ratings of negative (reverse scored) and positive view of self were summed to create a composite score for each session. Self-esteem variability was calculated as the standard deviation of self-esteem scores across sessions. More self-esteem variability predicted more improvement in personality disorder and depression symptoms at the end of treatment, beyond baseline and average self-esteem. Early variability in self-esteem, in this population and context, appeared to be a marker of therapeutic change. PMID:22923855
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The Self-Esteem Complex and Youth Fitness.
Fox, Kenneth R.
1988-01-01
The article outlines recent theoretical developments in self-esteem research that have not yet been applied to the youth fitness problem, including concepts of self-esteem multidimensionality and hierarchical structuring, and personalization processes. Programmatical implications related to self-esteem promotion and exercise motivation are…
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Pisula, Ewa; Lukowska, Ewa; Fudalej, Piotr S
2014-05-01
Objectives : To evaluate self-esteem, coping styles, and health-related quality of life and their relationships in Polish adolescents and young adults with unilateral complete cleft lip and palate and related sex differences. Design and Participants : Self-report questionnaires measuring self-esteem (Multidimensional Self-Esteem Inventory), coping styles (Coping Inventory for Stressful Situations), and health-related quality of life (WHOQOL-BREF) were completed by 48 participants with cleft lip and palate (age, 16 to 23 years; 31 males, 17 females) and 48 controls without cleft lip and palate (age, 16 to 23 years; 28 males, 20 females) matched for age, place of residence, and socioeconomic status. Results : Regarding self-esteem, individuals with cleft lip and palate scored higher on body functioning (P self-esteem and coping styles, and quality of life (P young adults with and without cleft lip and palate differed little in terms of psychological adjustment measures. The higher scores in defensive self-enhancement of individuals with cleft lip and palate suggest the need for instruments measuring social approval in psychosocial adjustment research involving this group.
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Self-concept, self-esteem, gender, race, and information technology use.
Jackson, Linda A; Zhao, Yong; Witt, Edward A; Fitzgerald, Hiram E; von Eye, Alexander; Harold, Rena
2009-08-01
This research addressed two fundamental questions regarding self-concept, self-esteem, gender, race, and information technology use. First, is technology use related to dimensions of self-concept and/or to self-esteem? Second, are there gender and/or race differences in self-concept, self-esteem, and technology use? Five hundred youth, average age 12 years old, one third African American and two thirds Caucasian American, completed multidimensional measures of self-concept, the Rosenberg Self-Esteem scale, and measures of frequency of Internet use, Internet use for communication (e-mail and instant messaging), video game playing, and cell phone use. Findings indicated that technology use predicted dimensions of self-concept and self-esteem, with video game playing having a negative influence and Internet use having a positive influence on self-concept dimensions. Gender differences were observed on several self-concept dimensions, but contrary to expectations, girls did not score higher than boys in social self-concept. Only one race difference was observed: African Americans had lower behavioral self-concept than did Caucasian Americans. Implications of the benefits and liabilities of youth's current and projected technology use are discussed.
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A Comparison of Self - Esteem of Sports Sciences and Theology Faculty Students
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Şaban ÜNVER
2014-08-01
Full Text Available The purpose of this study is to compare the differences in university students‟ self - esteem and psychosomatic symptoms in terms of some demographic variables. A total of 660 students - 334 female and 326 male - , who were randomly chosen from the students of Sport Sciences and Theology Faculties studying in Ondokuz Mayıs University during the academic year 2013 - 2014, participated in the study voluntarily. The data was collected through a “Demographic Information Form” developed by the researcher and “Rosenberg Self - Esteem Scale” which was developed in 1963, checked for validity and reliability in 1965 in USA by Morris Rosenberg and checked for validity and reliability in Turkey by Çuhadaroğlu (1986. The data was statistically analyzed by Kolmogorov Smirnov, Ma nn Whitney U, Kruskal Vallis and Bonferronni correction test. The level of significance was taken as 0.05. The finding that there was no significant difference in the self - esteem levels of Sports Sciences Faculty students is in parallel with the findings o f Yüksekkaya (1995:48 who reported that the variable of gender did not cause a significant difference on self - esteem. In the other result, it was seen a significant difference in sport science faculty students‟ scores when students‟ self - esteem compared t o the level of the class variables but hasn‟t seen in the faculty of theology. However, as noted in studies similar to our study, students' grade level progresses, levels of self - esteem increased. These findings were discussed in the light of literature an d suggestions were made for future studies.
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Marissen, Marlies A E; Brouwer, Marlies E; Hiemstra, Annemarie M F; Deen, Mathijs L; Franken, Ingmar H A
2016-08-30
The mask model of narcissism states that the narcissistic traits of patients with NPD are the result of a compensatory reaction to underlying ego fragility. This model assumes that high explicit self-esteem masks low implicit self-esteem. However, research on narcissism has predominantly focused on non-clinical participants and data derived from patients diagnosed with Narcissistic Personality Disorder (NPD) remain scarce. Therefore, the goal of the present study was to test the mask model hypothesis of narcissism among patients with NPD. Male patients with NPD were compared to patients with other PD's and healthy participants on implicit and explicit self-esteem. NPD patients did not differ in levels of explicit and implicit self-esteem compared to both the psychiatric and the healthy control group. Overall, the current study found no evidence in support of the mask model of narcissism among a clinical group. This implicates that it might not be relevant for clinicians to focus treatment of NPD on an underlying negative self-esteem. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
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The relevance of self-esteem and self-schemas to persecutory delusions: a systematic review.
Kesting, Marie-Luise; Lincoln, Tania Marie
2013-10-01
Self-esteem is frequently targeted in psychological approaches to persecutory delusions (PD). However, its precise role in the formation and maintenance of PD is unclear and has been subject to a number of theories: It has been hypothesized that PD function to enhance self-esteem, that they directly reflect negative conceptualizations of the self, that self-esteem follows from the perceived deservedness of the persecution (poor-me versus bad-me-paranoia) and that the temporal instability of self-esteem is relevant to PD. In order to increase our understanding of the relevance of self-esteem to PD, this article systematically reviews the existing research on self-esteem in PD in the light of the existing theories. We performed a literature search on studies that investigated self-esteem in PD. We included studies that either investigated self-esteem a) within patients with PD or compared to controls or b) along the continuum of subclinical paranoia in the general population. We used a broad concept of self-esteem and included paradigms that assessed implicit self-esteem, specific self-schemas and dynamic aspects of self-esteem. The literature search identified 317 studies of which 52 met the inclusion criteria. The reviewed studies consistently found low global explicit self-esteem and negative self-schemas in persons with PD. The studies therefore do not support the theory that PD serve to enhance self-esteem but underline the theory that they directly reflect specific negative self-schemas. There is evidence that low self-esteem is associated with higher perceived deservedness of the persecution and that PD are associated with instable self-esteem. Only few studies investigated implicit self-esteem and the results of these studies were inconsistent. We conclude by proposing an explanatory model of how self-esteem and PD interact from which we derive clinical implications. Copyright © 2013 Elsevier Inc. All rights reserved.
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Self-presentation 2.0: narcissism and self-esteem on Facebook.
Mehdizadeh, Soraya
2010-08-01
Online social networking sites have revealed an entirely new method of self-presentation. This cyber social tool provides a new site of analysis to examine personality and identity. The current study examines how narcissism and self-esteem are manifested on the social networking Web site Facebook.com . Self-esteem and narcissistic personality self-reports were collected from 100 Facebook users at York University. Participant Web pages were also coded based on self-promotional content features. Correlation analyses revealed that individuals higher in narcissism and lower in self-esteem were related to greater online activity as well as some self-promotional content. Gender differences were found to influence the type of self-promotional content presented by individual Facebook users. Implications and future research directions of narcissism and self-esteem on social networking Web sites are discussed.
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Smith, E P; Walker, K; Fields, L; Brookins, C C; Seay, R C
1999-12-01
This study examined the relationship of ethnic identity to self-esteem, perceived self-efficacy and prosocial attitudes. The sample included 100 male and female early adolescents, ranging from 11 to 13 years old, from different racial/ethnic backgrounds. Structural equations modeling was used to examine the latent structure of the multi-dimensional constructs and their interrelationships. Self-esteem and ethnic identity factors emerged which were related and which evidenced efficacy-mediated effects upon prosocial attitudes. The findings suggested that ethnic identity and self-esteem are distinct but related contributors to young people's perceptions of their ability to achieve academically, to find meaningful careers and to value prosocial means of goal attainment. Copyright 1999 The Association for Professionals in Services for Adolescents.
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Multiple social identifications and adolescents' self-esteem.
Benish-Weisman, Maya; Daniel, Ella; Schiefer, David; Möllering, Anna; Knafo-Noam, Ariel
2015-10-01
The research examined the relationship between multiple social identifications and self-esteem. Early adolescents (M = 11.4, SD = .95) and mid-adolescents (M = 15.9, SD = 1.18) from Germany and Israel (n = 2337) were studied. Respondents described their social identification as students, family members, and as members of the majority national group and reported self-esteem. A longitudinal, cross-sectional and cross-cultural design revealed, as predicted, multiple social identifications related positively to self-esteem concurrently; they also related positively to self-esteem longitudinally over the course of a year. Moreover, multiple social identifications were found to be antecedent to self-esteem, not vice versa. Finally, multiple social identifications were found to decrease over time. The article discusses the contribution of multiple social identifications to self-esteem at different ages and in various contexts. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Sheltering the self from the storm: self-construal abstractness and the stability of self-esteem.
Updegraff, John A; Emanuel, Amber S; Suh, Eunkook M; Gallagher, Kristel M
2010-01-01
Self-construal abstractness (SCA) refers to the degree to which people construe important bases of self-esteem in a broad, flexible, and abstract rather than a concrete and specific manner. This article hypothesized that SCA would be a unique predictor of self-esteem stability, capturing the degree to which people's most important bases of self-worth are resistant to disconfirmation. Two studies using a daily diary methodology examined relationships between SCA, daily self-esteem, and daily emotions and/or events. In Study 1, individual differences in SCA emerged as the most consistent and unique predictor of self-esteem stability. Furthermore, SCA contributed to self-esteem stability by buffering the influence of daily negative emotions on self-esteem. Study 2 manipulated SCA via a daily self-construal task and found an abstract versus concrete self-focus to buffer the influence of daily negative events on self-esteem. Implications of these findings for the study of the self and well-being are discussed.
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Building a Self: Teenaged Girls and Issues of Self-Esteem.
Flansburg, Sundra
1991-01-01
This newsletter summarizes the current state of understanding about self-esteem in teenaged girls. It notes that self-esteem is a concept that is difficult to define and to measure. Current research indicates that self-esteem is composed of many factors; however, a reasonable functional definition is the value a person places on herself or…
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Chua Bee Seok; Rosnah Ismail; Jasmine Adela Mutang; Shaziah Iqbal; Nur Farhana Ardillah Aftar; Alfred Chan Huan Zhi; Ferlis Bin Bahari; Lailawati Madlan; Hon Kai Yee
2012-01-01
The present study aims to explore the role of parents' ethnic socialization practices contributes to the ethnic identity development, self-esteem and psychological adjustment of multi ethnic children in Sabah, Malaysia. A total of 342 multi ethnic children (age range = 10 years old to 14 years old; mean age = 12.65 years, SD = 0.88) and their parents participated in the present study. The modified version of Multi group Ethnic Identity Measure (MEIM), The Familial Ethnic ...
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The pursuit of self-esteem: contingencies of self-worth and self-regulation.
Crocker, Jennifer; Brook, Amara T; Niiya, Yu; Villacorta, Mark
2006-12-01
Successful self-regulation is defined as the willingness to exert effort toward one's most important goals, while taking setbacks and failures as opportunities to learn, identify weaknesses and address them, and develop new strategies toward achieving those goals. Contingencies of self-worth can facilitate self-regulation because people are highly motivated to succeed and avoid failure in domains of contingency. However, because boosts in self-esteem are pleasurable and drops in self-esteem are painful, protection, maintenance, and enhancement of self-esteem can become the overriding goal. Several pitfalls for self-regulation can result, especially when tasks are difficult and failure is likely. In this article, we describe a program of research examining these self-regulation pitfalls associated with contingent self-worth and suggest that learning orientations, particularly the willingness to embrace failure for the learning it affords, foster successful self-regulation even in people with highly contingent self-esteem.
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Family factors of self-esteem stability in adolescents
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Todorović Jelisaveta A.
2005-01-01
Full Text Available The aim of investigations was to examine what upbringing styles and socio-economic parameters correlate with adolescents’ unstable self-esteem. Self-esteem is an evaluative measure of self-concept whose stability in time reflects personality’s autonomy and integrity. Using the sample of 280 secondary school students, the SSES scale was administered twice, at a 30-day interval, the EMBU scale of upbringing styles, a questionnaire with general data on respondents and socioeconomic parameters. It proved that upbringing style and parental tenderness (of both father and mother correlate with unstable self-esteem in adolescents. Significant correlation between upbringing styles and unstable self-esteem was also found in inconsistency, low control and protection on the part of father. Stable self-esteem is significantly negatively correlated with inconsistency of mother. Of diverse socioeconomic parameters, educational level of father and his profession are of critical importance for stable self-esteem. Upbringing styles produce greater influence on self-esteem level than socio-economic parameters do.
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KETERKAITAN SELF EFFICACY DAN SELF ESTEEM TERHADAP PRESTASI BELAJAR MAHASISWA
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Sofwan Adiputra
2015-10-01
Full Text Available Abstract This study aims to measure the relationship between self-efficacy and self-esteem on student achievement. The research was conducted using quantitative descriptive analysis by the method of field research, which is conducted by survey to respondents. To analyze the data using correlational analysis techniques and multiple regression analysis techniques. The conclusion from this study showed that the relationship of self-efficacy and self-esteem on learning achievement. Keywords: Self Efficacy, Self Esteem, Achievement
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Creation and Validation of the Self-esteem/Self-image Female Sexuality (SESIFS) Questionnaire.
Lordello, Maria Co; Ambrogini, Carolina C; Fanganiello, Ana L; Embiruçu, Teresa R; Zaneti, Marina M; Veloso, Laise; Piccirillo, Livia B; Crude, Bianca L; Haidar, Mauro; Silva, Ivaldo
2014-01-01
Self-esteem and self-image are psychological aspects that affect sexual function. To validate a new measurement tool that correlates the concepts of self-esteem, self-image, and sexuality. A 20-question test (the self-esteem/self-image female sexuality [SESIFS] questionnaire) was created and tested on 208 women. Participants answered: Rosenberg's self-esteem scale, the female sexual quotient (FSQ), and the SESIFS questionnaire. Pearson's correlation coefficient was used to test concurrent validity of the SESIFS against Rosenberg's self-esteem scale and the FSQ. Reliability was tested using the Cronbach's alpha coefficient. The new questionnaire had a good overall reliability (Cronbach's alpha r = 0.862, p self-esteem domain r = 0.32, p self-esteem, self-image, and sexuality domains. A new, revised version is being tested and will be presented in an upcoming publication.
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Self-Esteem of Adolescent Athletes.
Lee, Annette L.
While self-esteem develops after life's primary needs have been satisfied, other factors can influence its development. This thesis investigates the self-esteem of high school and college athletes. The independent variables investigated were gender, athletic participation, family structure, and reported grades. The dependent variables were the…
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Parenting and Adolescent Self-Esteem.
Buri, John R.; And Others
Research has shown variables of parental nurturance (acceptance, encouragement, support) of their children to be positively correlated with their children's self-esteem. This study investigated the effects of parental nurturance and the use of permissive, authoritarian, and authoritative parental discipline upon the self-esteem of college…
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Measuring self-esteem with games
Santos, C.; Hutchinson, K.; Khan, J.V.; Markopoulos, P.
Self-esteem is a personality trait utilized to support the diagnosis of several psychological conditions. With this study we investigate the potential that computer games can have in assessing self-esteem. To that end, we designed and developed a platformer game and analyzed how in-game behavior
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Quality of life and self-esteem in children with chronic tic disorder.
Hesapçıoğlu, Selma Tural; Tural, Mustafa Kemal; Kandil, Sema
2014-12-01
In this study, it was aimed to evaluate the quality of life and self-esteem in children and adolescents with Tourette syndrome (TS) and other chronic motor or vocal tic disorders in comparison with the control group. This is the first study examining the effects of quality of life and self-esteem on each other in chronic tic disorders. Among 62 patients aged between 6 and 16 years who were diagnosed with chronic tic disorder according to the Diagnostic and Statistical Manual of Mental Disorders-IV, 57 patients who met the study inclusion criteria constituted the study group and 57 age- and gender-matched individuals constituted the control group (Ethics committee file number: 2009/69; ethics committee meeting number: 2009/14 (11.06.2009); ethics committee decision number: 16). The Rosenberg self-esteem scale, Pediatric Quality of Life Inventory, Children's Depression Inventory, Screen for Child Anxiety Related Disorders, Maudsley Obsessional Compulsive Inventory and the Schedule for Affective Disorders and Schizophrenia-Present and Lifetime version were applied to the children and adolescents. In the study group, all quality of life subtests were found to be lower compared to the control group both in children and adolescents except for self-reported emotional functionality and social functionality. Being below the age of 12 years and female gender were found to be predictors of low self-esteem in tic disorder. In the reports obtained from the children and adolescents, low self-esteem was related with decreased quality of life in all areas except for academic functionality. Children and adolescents with tic disorder experience functional disruption with a higher rate compared to the group without a psychiatric disorder or severe medical condition. Applying holistic approaches considering other clinical psychiatric symptoms as a part of chronic tic disorder will be useful in increasing the quality of life and self-esteem of these children.
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The Paradox of Japanese Self-Esteem
Brown, R. A.
2005-01-01
Self-Esteem, both high and low, has been linked with a wide variety of desirable and undesirable conditions and consequences, including happiness, mental health, and even physiological functioning in general.Most studies have been conducted in North America, and the few that have been conductedelsewhere tend to yield anomalous results. Specifically, measurements of Japanese samples invariably indicate low self-esteem. The present essay argues that apparently low Japanese self-esteem is the re...
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Self-esteem, general and sexual self-concepts in blind people
Salehi, Mehrdad; Azarbayejani, Abas; Shafiei, Katayoun; Ziaei, Tayebe; Shayegh, Bahar
2015-01-01
Background: People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. Materials and Methods: This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-conce...
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Christopher Bale
2013-01-01
Full Text Available Sociometer theory proposes that self-esteem is an adaptation which evolved to monitor and regulate interpersonal relationships. It is therefore sensitive to self-assessments in domains relevant to relational desirability. Positive relationships between self-perceived physical attractiveness and self-esteem found in previous studies may reflect the functioning of a mating sociometer, designed to monitor individuals' desirability as romantic or sexual partners. We thus predicted that these relationships should be mediated by self-perceptions of romantic desirability, or more specifically, individuals' confidence in their abilities to successfully establish and maintain romantic relationships. Two hundred and eighty seven young adults (98 male completed an online measure of self-perceived attractiveness, together with measures of self-confidence in appearance and romantic relationships, body-esteem and global self-esteem. Linear regression analyses indicated that self-perceived attractiveness, self-confidence in appearance and body-esteem all significantly predicted self-esteem, and that in each case, the relationship was mediated by romantic self-confidence. Self-perceived attractiveness predicted self-esteem significantly more strongly in females than in males. We discuss these results in relation to sociometer and parental investment theories, and explore limitations and future directions.
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Bale, Christopher; Archer, John
2013-01-26
Sociometer theory proposes that self-esteem is an adaptation which evolved to monitor and regulate interpersonal relationships. It is therefore sensitive to self-assessments in domains relevant to relational desirability. Positive relationships between self-perceived physical attractiveness and self-esteem found in previous studies may reflect the functioning of a mating sociometer, designed to monitor individuals' desirability as romantic or sexual partners. We thus predicted that these relationships should be mediated by self-perceptions of romantic desirability, or more specifically, individuals' confidence in their abilities to successfully establish and maintain romantic relationships. Two hundred and eighty seven young adults (98 male) completed an online measure of self-perceived attractiveness, together with measures of self-confidence in appearance and romantic relationships, body-esteem and global self-esteem. Linear regression analyses indicated that self-perceived attractiveness, self-confidence in appearance and body-esteem all significantly predicted self-esteem, and that in each case, the relationship was mediated by romantic self-confidence. Self-perceived attractiveness predicted self-esteem significantly more strongly in females than in males. We discuss these results in relation to sociometer and parental investment theories, and explore limitations and future directions.
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Bak-Sosnowska, Monika; Naworska, Beata; Owczarek, Aleksander; Chudek, Jerzy; Skrzypulec-Plinta, Violetta; Olszanecka-Glinianowicz, Magdalena
2014-01-01
The aim of this study was to analyze the ego-state of obese people in terms of transactional analysis and to determine the relationship between coping with overweight strategies, Ego-structure, global self-esteem, and body self-esteem levels. One-hundred-seventy-one overweight and obese adult females were examined by a general practitioner and a specialist in obesity management. The ego-state, global self-esteem, and body self-esteem were assessed using the Ego State Questionnaire (ESQ), the Coopersmith Self-Esteem Inventory, and the Body-Esteem Scale, respectively. Participants were divided into three subgroups: A--no attempts at weight loss currently (35.1%), B--self-attempted weight loss (33.9%), C--professional obesity treatment (31.0%). Age, education level, professional status, marital status, and number of children, along with the onset of being overweight/obese were similar in all subgroups. Subgroups B and C statistically and significantly made frequent attempts at weight loss (p self-esteem, sexual attractiveness, weight concern, physical condition and ego-states were similar in all study subgroups. Structure of the Ego-states, self-esteem and body-esteem did not influence the strategies of coping with overweight. Self-esteem is related to spontaneous Ego-child and Ego-adult levels, while the sense of sexual attractiveness is affected only by Ego-spontaneous child.
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Baste, Vrushali S; Gadkari, Jayashree V
2014-01-01
Medical students are exposed to many stressors and if stress is perceived negatively or becomes excessive can affect academic performance and health adversely. The objective of this study was to assess stress, predominant stressor and effect of music on perceived stress. 90 undergraduate students were selected randomly. A written questionnaire about personal information, stressful factors, ways to cope up stress, Rosenberg self-esteem scale (Rosenberg, 1965) and 'Quick Inventory of Depressive Symptomatology' self-rated 16 (QIDS-SR-16) was given.45.6% Students had mild stress, 7.7% students had moderate stress and 1.1% students had severe stress. Academic factors were the predominant cause of stress in most students, followed by physical, social and emotional. On Rosenberg self-esteem scale (Rosenberg, 1965) 85.6% students had high self-esteem and on QIDS-SR16 50% students had depression. Effect of music on perceived stress was statistically significant. Medical curriculum is associated with increased stress in students. Music can be used as simple, inexpensive and effective therapy for stress.
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Self-Esteem and Sexual Permissiveness.
Herold, Edward S.; Goodwin, Marilyn Shirley
1979-01-01
Studied were 486 single females aged 13-20 attending ten birth control centers. In this liberal sample, high self-esteem subjects were accepting of premarital intercourse with affection, were more willing to take sexual initiative, and felt less guilt. Those endorsing sexual abstinence had lower self-esteem. (Editor/SJL)
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Orth, Ulrich; Robins, Richard W.; Widaman, Keith F.; Conger, Rand D.
2013-01-01
We examined the relation between low self-esteem and depression using longitudinal data from a sample of 674 Mexican-origin early adolescents who were assessed at age 10 and 12 years. Results supported the vulnerability model, which states that low self-esteem is a prospective risk factor for depression. Moreover, results suggested that the vulnerability effect of low self-esteem is driven, for the most part, by general evaluations of worth (i.e., global self-esteem), rather than by domain-specific evaluations of academic competence, physical appearance, and competence in peer relationships. The only domain-specific self-evaluation that showed a prospective effect on depression was honesty–trustworthiness. The vulnerability effect of low self-esteem held for male and female adolescents, for adolescents born in the United States vs. Mexico, and across different levels of pubertal status. Finally, the vulnerability effect held when we controlled for several theoretically relevant third variables (i.e., social support, maternal depression, stressful events, and relational victimization), and for interactive effects between self-esteem and the third variables. The present study contributes to an emerging understanding of the link between self-esteem and depression and provides much needed data on the antecedents of depression in ethnic minority populations. PMID:23895172
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Orth, Ulrich; Robins, Richard W; Widaman, Keith F; Conger, Rand D
2014-02-01
We examined the relation between low self-esteem and depression using longitudinal data from a sample of 674 Mexican-origin early adolescents who were assessed at age 10 and 12 years. Results supported the vulnerability model, which states that low self-esteem is a prospective risk factor for depression. Moreover, results suggested that the vulnerability effect of low self-esteem is driven, for the most part, by general evaluations of worth (i.e., global self-esteem), rather than by domain-specific evaluations of academic competence, physical appearance, and competence in peer relationships. The only domain-specific self-evaluation that showed a prospective effect on depression was honesty-trustworthiness. The vulnerability effect of low self-esteem held for male and female adolescents, for adolescents born in the United States versus Mexico, and across different levels of pubertal status. Finally, the vulnerability effect held when we controlled for several theoretically relevant 3rd variables (i.e., social support, maternal depression, stressful events, and relational victimization) and for interactive effects between self-esteem and the 3rd variables. The present study contributes to an emerging understanding of the link between self-esteem and depression and provides much needed data on the antecedents of depression in ethnic minority populations.
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Chemical dependency and adolescent self-esteem.
Wasson, D; Anderson, M A
1995-08-01
The purpose of this descriptive study is to determine whether self-esteem differs between chemically dependent adolescents and adolescents from the general high school population. The Self-Esteem Inventory (Coopersmith, 1987) was completed by 119 adolescents (31 inpatient, 31 aftercare, and 57 general high school students) aged 13 to 18. Findings suggest that inpatient, chemically dependent adolescents have lower self-esteem than the other two groups. For the chemically dependent adolescent, nursing case management with communication among and between health care providers, school professionals, and family may facilitate successful, long-term recovery. For adolescents at risk for development of chemical dependence, nursing health promotion behaviors, such as early assessment and implementation of self-esteem-building activities, may assist in prevention of chemical dependency.
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Enhancing Children's Self-Esteem: Illusion and Possibility.
Beane, James A.
1991-01-01
Current efforts to enhance children's self-esteem are critiqued, and an alternative direction is proposed that is based on the notion of self-esteem as a crucial aspect of human dignity. This approach connects self-esteem to both cultural and social conditions and works toward the reconstruction of school and society. (LB)
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Hubungan antara, Self Esteem dengan Self Disclosure pada Saat Chatting di Facebook
Directory of Open Access Journals (Sweden)
Novi Nitya Santi
2017-05-01
Full Text Available Facebook is an internet based social media that were populer at the moment. The use of sosial media is very populer no exception student. Students communicatem confide and seek information through facebook. Of the activities, appears a phenomenon experienced by students of the symptoms of self esteem and self disclosure. This research aims to determine the relationship between self esteem and self disclosure. The relationship between the level of self esteem with self disclosure while chatting on facebook worth 0,766. Meaning that the reletionship between the level of self esteem with self disclosure is very strong and direct. Where a person who has high self esteem will be able to able to demonstrate self-disclosure are effective in communicating that is: be open, able to empathize, to be positive in the communication process and feel similar to the communication partner. Conversely a low self esteem are less able to express himself well, fear of failure in social relations
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The suicidal process and self-esteem.
Thompson, Angus H
2010-01-01
It has not been made clear whether self-esteem is associated with the severity of suicidal behavior. To test the association between responses to a self-esteem inventory and levels of suicidal behavior as conceptualized in the notion of the suicide process. Questions on the severity of suicidal behavior over the lifespan (death wishes, ideation, plans, and attempts), as well as a self-esteem inventory, were administered to 227 university undergraduates. A negative relationship was found between the level of suicidality and self-esteem. As hypothesized, there were fewer cases in each succeeding level of seriousness of suicidal behavior. However, nearly all cases from any particular level were contained in the cohort of individuals who had displayed suicidal behavior at a less serious level. This suggests a possible progression through each of the stages of suicidal behavior, with very few cases showing a level of suicidal behavior that was not associated with a previous, less serious, form. It was hypothesized that early entry into the suicidal process may be indicated by low self-esteem, thus, allowing for a more timely preventive intervention.
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Figure drawing as an expression of self-esteem.
Coopersmith, S; Sakai, D; Beardslee, B; Coopersmith, A
1976-08-01
Figure drawings were obtained from 97 preadolescent males who differed in self and behavioral assessments of self-esteem. These subjects had been selected from a much larger sample and represented five different types of self-esteem. The figure drawings were scored for 15 variables, dealing with formal characteristics, content, and global-interpretations of the total drawings. Five significant differences were obtained, with the content and global-interpretative categories proving more differentiating between self-esteem groups than did the formal characteristics. Behavioral expressions of self-esteem were more associated with figure drawing characteristics than were subjective evaluations. Discussion focuses on the nature of self-concept and self-esteem in children as a sensorimotor rather than symbolic expression.
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Self-Esteem and Reading Achievement.
Sweet, Anne E.; Burbach, Harold J.
This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and…
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Wichstrøm, Lars; von Soest, Tilmann
2016-02-01
Previous research has demonstrated that body satisfaction and self-esteem are highly correlated in adolescence, but reasons are poorly understood. We tested three explanations: (i) the two constructs are actually one; (ii) the correlation is explained by a third factor; (iii) there are prospective relationships between body satisfaction and self-esteem. A population based sample of Norwegian adolescents (n = 3251) was examined four times over a 13-year period. Confirmatory factor analysis showed that body satisfaction and self-esteem were separate constructs and the correlation between them was not attenuated when adjusting for 3rd variables. Autoregressive cross-lagged analysis showed reciprocal relations between body satisfaction and self-esteem. The prospective relationship between body satisfaction during adolescence and self-esteem in late adolescence and emerging adulthood was stronger than at later stages. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Gomez-Baya, Diego; Mendoza, Ramon; Gaspar, Tania; Gomes, Paulo
2018-05-11
During middle adolescence, elevated stress and a greater presence of psychological disorders have been documented. The research has paid little attention to the regulation of positive affective states. Fredrickson's broaden-and-build theory suggests that cultivating positive emotions helps to build resources that boost well-being. The current research aimed to examine the longitudinal associations between responses to positive affect (emotion-focused positive rumination, self-focused positive rumination, and dampening) and psychological adjustment (self-esteem and life satisfaction) during middle adolescence. A longitudinal study with two waves separated by one year was conducted, assessing 977 adolescents (M = 13.81, SD = 0.79; 51.5% boys) with self-report measures. A cross-lagged panel analysis was performed by including within the same model the relationships between all of the variables in the two assessment points. The results indicated cross-lagged positive relationships of self-focused positive rumination with both self-esteem and life satisfaction, while dampening showed a negative cross-lagged relationship with self-esteem. Moreover, higher self-esteem predicted more emotion-focused positive rumination, and more dampening predicted lower life satisfaction. Thus, the use of adaptive responses to positive affect and a better psychological adjustment were found to be prospectively interrelated at the one-year follow-up during middle adolescence. The discussion argues for the need to implement programmes to promote more adaptive responses to positive affect to enhance psychological adjustment in the adolescent transition to adulthood. © 2018 Scandinavian Psychological Associations and John Wiley & Sons Ltd.
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Inflammatory bowel disease and self-esteem in adolescence.
Lindfred, H; Saalman, R; Nilsson, S; Reichenberg, K
2008-02-01
To compare the self-esteem of adolescents suffering from inflammatory bowel disease (IBD) with that of healthy adolescents, and to identify factors affecting self-esteem in the presence of IBD. A self-assessment questionnaire, 'I think I am' (ITIA), was completed by 71 (41 boys) out of 77 adolescents (10-16 years) with IBD. Of the participating adolescents, 23 had Crohn's disease, 44 had ulcerative colitis and 4 had indeterminate colitis. The self-esteem of adolescents with IBD was compared with that of 1037 school children. In this population-based study, children with IBD estimated their self-esteem in the same range as healthy adolescents. Using a multiple regression analysis, the self-esteem of adolescents with IBD was related to disease course severity and cohabitation status of parents. Children with severe disease and children of single parents were found to be most at risk of low self-esteem. This study shows that, as a group, adolescents with IBD have self-esteem in the same range as their healthy peers, but that there are some adolescents with IBD who are at risk of low self-esteem. Special attention should be given to adolescents with a severe disease course and to those with separated parents.
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Effects of trauma and religiosity on self-esteem.
Reiland, Sarah; Lauterbach, Dean
2008-06-01
Self-esteem is often lower among persons who have experienced trauma, but religiosity may ameliorate these psychological effects. The purpose of this paper was to examine the relationships among religiosity, self-esteem, and childhood exposure to trauma, utilizing data from the National Comorbidity Survey, a large (N = 8,098) nationally representative population survey in the 48 contiguous states of the USA that assessed religious practices, self-esteem, and exposure to trauma. Exposure to trauma in childhood was assessed through self-report of presence or absence of childhood physical abuse, sexual abuse, or neglect. Religiosity was assessed as the sum of responses to 4 self-report items (religious service attendance, use of religion for comfort and guidance, and importance of religion). Self-esteem was assessed on 9 self-report items adapted from the Rosenberg Self-Esteem Scale. Analysis of variance compared scores for persons who reported exposure to childhood abuse and differed in the value they placed on various religious practices on self-esteem. Persons who reported physical abuse, sexual abuse, or neglect in childhood had significantly lower mean self-esteem than those who did not report these events. There was also a main effect for religiosity in a comparison of persons who reported childhood sexual abuse with those who reported none. The High Religiosity group had higher mean self-esteem than the Medium and Low Religiosity groups. There was a significant interaction as those who reported childhood sexual abuse had lower mean self-esteem than peers who reported none in the Low and Medium Religiosity groups. Mean self-esteem for those who reported childhood sexual abuse was comparable to that of those who reported none in the High Religiosity group.
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When Parents' Praise Inflates, Children's Self-Esteem Deflates.
Brummelman, Eddie; Nelemans, Stefanie A; Thomaes, Sander; Orobio de Castro, Bram
2017-11-01
Western parents often give children overly positive, inflated praise. One perspective holds that inflated praise sets unattainable standards for children, eventually lowering children's self-esteem (self-deflation hypothesis). Another perspective holds that children internalize inflated praise to form narcissistic self-views (self-inflation hypothesis). These perspectives were tested in an observational-longitudinal study (120 parent-child dyads from the Netherlands) in late childhood (ages 7-11), when narcissism and self-esteem first emerge. Supporting the self-deflation hypothesis, parents' inflated praise predicted lower self-esteem in children. Partly supporting the self-inflation hypothesis, parents' inflated praise predicted higher narcissism-but only in children with high self-esteem. Noninflated praise predicted neither self-esteem nor narcissism. Thus, inflated praise may foster the self-views it seeks to prevent. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.
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Skorek, Małgorzata; Song, Anna V; Dunham, Yarrow
2014-01-01
Prior literature examines the direct relationship between personality traits and body esteem. This article explores the possibility that self-esteem mediates this relationship. 165 undergraduate women and 133 men (age 18-21; 42.6% Hispanic, 28.9% Asian, 28.5% Caucasian) completed items measuring personality traits (Big Five), self-esteem, and body esteem. Path analyses were used to test for mediation. The analyses confirmed that in both men and women self-esteem mediated the relationship between three personality traits and body esteem: higher levels of conscientiousness, emotional stability, and extraversion were associated with higher self-esteem and consequently higher body esteem. Once self-esteem was included in the model the relationships between personality traits and body esteem were not significant, suggesting full mediation. In addition, the analyses revealed several racial/ethnic differences. In Asian American participants, self-esteem mediated the relationship between conscientiousness and body esteem and between emotional stability and body esteem. In Hispanic Americans, self-esteem mediated the relationship between conscientiousness and body esteem and between extraversion and body esteem. And in Caucasian Americans, self-esteem mediated the relationship between emotional stability and body esteem and between extraversion and body esteem. The most important contribution of this study is evidence for an indirect relationship between personality traits and body esteem, with this relationship being mediated by self-esteem. This has important implications for the study of personality and eating disorders in young adults, most particularly implying a need for more emphasis on self-esteem as a predictor of body image problems.
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Directory of Open Access Journals (Sweden)
Małgorzata Skorek
Full Text Available Prior literature examines the direct relationship between personality traits and body esteem. This article explores the possibility that self-esteem mediates this relationship. 165 undergraduate women and 133 men (age 18-21; 42.6% Hispanic, 28.9% Asian, 28.5% Caucasian completed items measuring personality traits (Big Five, self-esteem, and body esteem. Path analyses were used to test for mediation. The analyses confirmed that in both men and women self-esteem mediated the relationship between three personality traits and body esteem: higher levels of conscientiousness, emotional stability, and extraversion were associated with higher self-esteem and consequently higher body esteem. Once self-esteem was included in the model the relationships between personality traits and body esteem were not significant, suggesting full mediation. In addition, the analyses revealed several racial/ethnic differences. In Asian American participants, self-esteem mediated the relationship between conscientiousness and body esteem and between emotional stability and body esteem. In Hispanic Americans, self-esteem mediated the relationship between conscientiousness and body esteem and between extraversion and body esteem. And in Caucasian Americans, self-esteem mediated the relationship between emotional stability and body esteem and between extraversion and body esteem. The most important contribution of this study is evidence for an indirect relationship between personality traits and body esteem, with this relationship being mediated by self-esteem. This has important implications for the study of personality and eating disorders in young adults, most particularly implying a need for more emphasis on self-esteem as a predictor of body image problems.
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Skorek, Małgorzata; Song, Anna V.; Dunham, Yarrow
2014-01-01
Prior literature examines the direct relationship between personality traits and body esteem. This article explores the possibility that self-esteem mediates this relationship. 165 undergraduate women and 133 men (age 18–21; 42.6% Hispanic, 28.9% Asian, 28.5% Caucasian) completed items measuring personality traits (Big Five), self-esteem, and body esteem. Path analyses were used to test for mediation. The analyses confirmed that in both men and women self-esteem mediated the relationship between three personality traits and body esteem: higher levels of conscientiousness, emotional stability, and extraversion were associated with higher self-esteem and consequently higher body esteem. Once self-esteem was included in the model the relationships between personality traits and body esteem were not significant, suggesting full mediation. In addition, the analyses revealed several racial/ethnic differences. In Asian American participants, self-esteem mediated the relationship between conscientiousness and body esteem and between emotional stability and body esteem. In Hispanic Americans, self-esteem mediated the relationship between conscientiousness and body esteem and between extraversion and body esteem. And in Caucasian Americans, self-esteem mediated the relationship between emotional stability and body esteem and between extraversion and body esteem. The most important contribution of this study is evidence for an indirect relationship between personality traits and body esteem, with this relationship being mediated by self-esteem. This has important implications for the study of personality and eating disorders in young adults, most particularly implying a need for more emphasis on self-esteem as a predictor of body image problems. PMID:25375238
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Mishal, Amit Hemant
2016-01-01
Self–esteem, like self-efficacy and ability of adjust, is not present, at same rate, among all the individuals though these abilities are present in every individual to some extent. Self-esteem, self-efficacy and adjustment, make the person grow higher and higher and achieve success at the fastest rate. Most of the successful people do possess these abilities at high level, whereas weak and mostly unsuccessful lack these abilities in them. If one want to improve and enhance one’s self-esteem...
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Hajloo, Nader
2014-01-01
The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg's Self-Esteem Scale (SES). Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students.
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The relation between self-esteem, sexual activity, and pregnancy.
Robinson, R B; Frank, D I
1994-01-01
This study examined self-esteem in relation to sexual behaviors which often result in teen pregnancy. A sample of 141 male and 172 female adolescents of racial diversity was surveyed to elicit levels of self-esteem, sexual activity, pregnancy and fatherhood status. The Coopersmith Self-Esteem Inventory was used as well to elicit qualitative data about self-esteem, demographics, and sexual activity. Analysis revealed no differences in the self-esteem of males vs. females. Further, sexual activity or virginity was not related to self-esteem in either males or females. Pregnant teens did not have different levels of self-esteem from the nonpregnant. However, males who had fathered a child had lower self-esteem than did nonfathers. The findings support a multifocused approach to sex education for pregnancy prevention and also emphasize a need to include males in both pregnancy prevention efforts as well as in further research on teen pregnancy.
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Dos Passos Porto, Isabela; Cardoso, Fernando Luiz; Sacomori, Cinara
2016-10-12
To analyse the association of team sports practice and physical and psychological factors with sexual adjustment in men with paraplegia. More specifically, we aimed to compare athletes and non-athletes regarding sexual adjustment, resilience, body and sexual self-esteem, and functional independence. Cross-sectional study with a paired design. The study included 60 men with paraplegia (30 athletes and 30 non-athletes). We used a sociodemographic questionnaire (age, education, and time since injury); a physical and sexual esteem questionnaire; a resilience questionnaire; and Functional Independence Measure (FIM). The dependent variable, sexual adjustment, was determined by the sum of 5 questions about sexual frequency, desire, and satisfaction and physical and psychological adjustment. Data were analysed by using the χ2 test, Wilcoxon's test, Spearman's correlation test, and hierarchical multiple linear regression analysis, with p Athletes had significantly higher sexual adjustment (p = 0.001) and higher body and sexual esteem (p esteem, higher educational level, and higher resilience levels (R2 = 58%). There was an interaction between sports practice and body and sexual esteem (p = 0.024; R2 = 62%). Participation in sports influenced the sexual adjustment of the men with paraplegia, even when controlled for psychological (resilience and body and sexual esteem) and physical (functional independence) aspects.
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Self-esteem, political efficacy, and perceived parental attitudes
Okçu, Tuba Nur; Okcu, Tuba Nur
2007-01-01
This thesis proposes to test the following three hypotheses: perceived political efficacy positively correlates with self-esteem; self-esteem positively correlates with perceived democratic parental attitude; and, lastly, self-esteem negatively correlates with perceived protective-demanding and perceived authoritarian parental attitudes. Two questionnaires (Q1 and Q2), each measure perceived political efficacy, selfesteem,and perceived parental attitudes. In Q2, the items of self-esteem and p...
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Gual, Pilar; Pérez-Gaspar, Marta; Martínez-González, Miguel Angel; Lahortiga, Francisca; de Irala-Estévez, Jokin; Cervera-Enguix, Salvador
2002-04-01
To study the relationship of self-esteem and personality factors with eating disorders (ED). A region-wide representative sample of 2862 girls 12-21 years old from Navarre (Spain) participated in the baseline assessment of a prospective study. A two-stage procedure was used, consisting in a first screening phase followed by a psychiatrist interview (DSM-IV criteria). Multivariable logistic regression models were used to examine the association of self-esteem (36-item scale) and personality characteristics (Eysenck inventory) with psychiatrist-diagnosed ED while controlling for potential confounders. Strong associations for ED were found with low self-esteem (adjusted odds ratio [adjOR] for the lowest quartile: 7.98, 95% CI: 3.4-18.8) and high levels of neuroticism (adjOR for the highest quartile: 9.49, 95% Cl: 3.7-24.5). Our results, although based on a cross-sectional design, support the potential role of neuroticism and low self-esteem in the onset of ED. Copyright 2002 by Wiley Periodicals, Inc.
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Smith, Gregory J
2007-01-01
Approximately three months before starting college, 203 high school seniors completed a questionnaire consisting of the General Self-Efficacy Scale, the Rosenberg Self-Esteem Scale, and the Parental Authority Questionnaire (PAQ) assessing their parents' parenting styles. The PAQ yielded scores on three parenting styles originally proposed by…
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Rezaei-Dehaghani, Abdollah; Paki, Somayeh; Keshvari, Mahrokh
2015-01-01
Background: One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. Materials and Methods: This descriptive correlational study was performed with multi-stage random sampling method on 237 female high school students who met the inclusion criteria of the study. The data collection tools included Bloom's Family Functioning Scale and Pop's self-esteem questionnaire. The data obtained from the questionnaires were analyzed through SPSS software. Results: The results showed that the majority of the samples examined had moderate level self-esteem (48.5%) and family function (56.5%). There was a significant correlation between the dimensions of family functioning and areas of self-esteem (except for lack of independence, and public, academic, and physical self-esteem). In addition, the correlation between family aspirations and self-esteem (r = 0.636, P self-esteem subscale. Conclusions: The results of the study showed that adolescents’ self-esteem is highly correlated with their family's performance. Therefore, to enhance the self-esteem of adolescents, family-centered empowerment programs should be planned and implemented by health service providers, especially nurses, in order to improve and enhance family functioning. PMID:26120339
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Directory of Open Access Journals (Sweden)
Kyung Min Park, PhD, RN
2015-03-01
Conclusions: The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program.
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Self and health: factors that encourage self-esteem and functional health.
Reitzes, Donald C; Mutran, Elizabeth J
2006-01-01
We are interested in whether functional health enhances self-esteem, as well as whether self-esteem, worker, parent, and friend identities are related to changes in functional health over a 2-year period of study. Data were collected in 1992 and 1994 from 737 older workers living in a North Carolina metropolitan area. Functional health is derived from questions asking respondents about their difficulties performing seven activities. We use Rosenberg's (1965) 10-item scale to tap self-esteem, and identities are measured with 10 adjective pairs that cover being competent, confident, and sociable as a worker, parent, and friend. Several findings are of interest. Better functional health is associated with greater self-esteem over 2 years, and self-esteem is positively related to changes in functional health. In addition, worker identity and some social background factors are associated with positive changes in self-esteem. The findings suggest that good health may contribute to positive self assessments, but also the less well-studied expectation that self processes are associated with positive changes in health. Individuals may be motivated by their desire to affirm a sense of self-worth and positive identities to maintain and improve their physical health.
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Implicit and explicit self-esteem in remitted depressed patients.
Smeijers, Danique; Vrijsen, Janna N; van Oostrom, Iris; Isaac, Linda; Speckens, Anne; Becker, Eni S; Rinck, Mike
2017-03-01
Low self-esteem is a symptom of depression and depression vulnerability. Prior research on self-esteem has largely focused on implicit (ISE) and explicit self-esteem (ESE) as two separate constructs, missing their interaction. Therefore, the current study investigated the interaction between ISE and ESE in a depression-vulnerable group (remitted depressed patients; RDs), compared to never-depressed controls (ND). Seventy-five RDs and 75 NDs participated in the study. To measure ESE, the Rosenberg Self-Esteem Scale (RSES) was used. The Implicit Association Test (IAT) and the Name Letter Preference Task (NLPT) were used to assess ISE. RDs reported lower ESE than NDs. However, the two groups did not differ on ISE. RDs exhibited a damaged self-esteem or a low-congruent self-esteem, similar to what has been found in currently depressed patients. Moreover, damaged self-esteem was associated with residual depressive symptoms. The results need to be interpreted with care because the IAT and NLPT did not reveal the same associations with the clinical measures. Implicit and explicit self-esteem may be different constructs in depression and studying the combination is important. The present study provides evidence indicating that damaged self-esteem may be more detrimental than low congruent self-esteem. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Djafarova, Elmira; Trofimenko, Oxana
2017-01-01
Majority of parents use social media platforms, with young mothers being the most active users. Academic research has only recently started addressing the impact of social media on mothers, although they are one of the most engaged online audiences. Instagram and Facebook perceived as positive types of social media, where users post positive content to increase encouraging response from their subscribers and thus enhance their self-esteem. This also relates to mothers portraying positive self...
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Self-esteem Among Young Bisexual Women in Norway
DEFF Research Database (Denmark)
Buer, Liliana; Anderssen, Norman; Malterud, Kirsti
2017-01-01
The aim of this study was to investigate the relationships between self-esteem, perception of social acceptance and feeling of loneliness in a sample of young bisexual, lesbian and heterosexual women, including assessing self-esteem longitudinally across 13 years. The analyses were based on self......-completed questionnaires from the longitudinal study “Young in Norway” (13 years follow-up, 1992-2005). N=1,598 female participants at baseline and follow-up (45 bisexual women, 21 lesbian women, 1,532 heterosexual women), age 25-32 years at follow-up. At baseline, there were no differences in self-esteem, but at follow......-up bisexual women reported lower self-esteem, lower levels of perceived acceptance, and higher levels of loneliness. For bisexual women, self-esteem did not increase from adolescence to adulthood. At follow-up, loneliness had a stronger connection with self-esteem among bisexual women compared to lesbian...
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Self-esteem in later life: a nursing perspective.
Taft, L B
1985-10-01
Self-esteem provides a measure for the quality of life of the elderly in long-term care. This article defines self-esteem in relation to self-concept and identifies the antecedents that affect its development. Elements of labeling theory, activity theory, and social exchange theory are explored to account for a potential decline in self-esteem among the elderly. According to this electric theoretical framework, stigmatization, decreased social interaction, and loss of control over the environment are all negatively correlated with self-esteem. Institutionalization intensifies the effect of these forces. Nursing is in a unique position to promote self-esteem by combating ageism, promoting social interaction, and maximizing the control and participation of elderly residents.
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SELF-ESTEEM OF DISABLED AND ABLED : A COMPARATIVE ANALYSIS
Anjana Bhattacharjee; Khousbo Chhetri
2014-01-01
The study was designed to compare the self-esteem of disabled and non-disabled persons of Tripura. Fifty disabled and fifty non-disabled persons were participated in the study. Self esteem Inventory was used to collect data from the participants. The results showed that disabled person possessed low self esteem (both personally perceived self esteem and socially perceived self esteem) than their normal counterparts. The findings revealed no significant difference among male and female disable...
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Children's reasons for living, self-esteem, and violence.
Merwin, Rhonda M; Ellis, Jon B
2004-01-01
Attitudes toward violence and reasons for living in young adolescents with high, moderate, and low self-esteem were examined. The authors devised an Attitudes Toward Violence questionnaire; the Rosenberg's Self-esteem Scale (RSE) and the Brief Reasons for Living in Adolescents (BRFL-A) was used to assess adaptive characteristics. The independent variables were gender and self-esteem. The dependent variables were total Reasons for Living score and Attitudes Toward Violence score. Participants included 138 boys and 95 girls, ages 11 to 15 years (M = 13.3) from a city middle school. The results showed that for the dependent variable attitudes toward violence, main effects were found for both gender and self-esteem. For the dependent variable reasons for living, a main effect was found for self-esteem but not for gender. An inverse relationship was found between violence and reasons for living. Being male and low self-esteem emerged as predictors of more accepting attitudes toward violence. Low self-esteem was significantly related to fewer reasons for living.
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Kahne, Joseph
1996-01-01
Before analysts can assess self-esteem as a goal for policy and practice, they must consider the ideological orientations of those who use the term and the cultural norms that shape the debate. Explicit attention to the politics surrounding self-esteem is needed to evaluate the use of the term in policy contexts. (Author/SLD)
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The Effects of Self-Esteem Enhancement on School Aged Children
1999-05-17
generalized, there is evidence that it may be beneficial to offer self esteem training to children of low SES populations....This replication study examined the effect of a self esteem enhancement program on mid-western sixth graders’ self esteem scores (n=29). The...Coopersmith Self esteem Inventory (SEI) was used to determine pre and post test self esteem scores for students who participated in a four month self esteem
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Narcissistic Traits and Explicit Self-Esteem: The Moderating Role of Implicit Self-view
Directory of Open Access Journals (Sweden)
Rossella Di Pierro
2016-11-01
Full Text Available Objective: Whilst the relationship between narcissism and self-esteem has been studied for a long time, findings are still controversial. The majority of studies investigated narcissistic grandiosity, neglecting the existence of vulnerable manifestations of narcissism. Moreover, recent studies have shown that grandiosity traits are not always associated with inflated explicit self-esteem. The aim of the present study is to investigate the relationship between narcissistic traits and explicit self-esteem, distinguishing between grandiosity and vulnerability. Moreover, we consider the role of implicit self-esteem in qualifying these associations.Method: Narcissistic traits, explicit and implicit self-esteem measures were assessed among 120 university students (55.8% women, Mage = 22.55, SD = 3.03.Results: Results showed different patterns of association between narcissistic traits and explicit self-esteem, depending on phenotypic manifestations of narcissism. Narcissistic vulnerability was linked to low explicit self-evaluations regardless of one’s levels of implicit self-esteem. On the other hand, the link between narcissistic grandiosity and explicit self-esteem was qualified by levels of implicit self-views, such that grandiosity was significantly associated with inflated explicit self-evaluations only at either high or medium levels of implicit self-views.Discussion: These findings showed that the relationship between narcissistic traits and explicit self-esteem is not univocal, highlighting the importance of distinguishing between narcissistic grandiosity and narcissistic vulnerability. Finally, the study suggested that both researchers and clinicians should consider the relevant role of implicit self-views in conditioning self-esteem levels reported explicitly by individuals with grandiose narcissistic traits.
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Narcissistic Traits and Explicit Self-Esteem: The Moderating Role of Implicit Self-View
Di Pierro, Rossella; Mattavelli, Simone; Gallucci, Marcello
2016-01-01
Objective: Whilst the relationship between narcissism and self-esteem has been studied for a long time, findings are still controversial. The majority of studies investigated narcissistic grandiosity (NG), neglecting the existence of vulnerable manifestations of narcissism. Moreover, recent studies have shown that grandiosity traits are not always associated with inflated explicit self-esteem. The aim of the present study is to investigate the relationship between narcissistic traits and explicit self-esteem, distinguishing between grandiosity and vulnerability. Moreover, we consider the role of implicit self-esteem in qualifying these associations. Method: Narcissistic traits, explicit and implicit self-esteem measures were assessed among 120 university students (55.8% women, Mage = 22.55, SD = 3.03). Results: Results showed different patterns of association between narcissistic traits and explicit self-esteem, depending on phenotypic manifestations of narcissism. Narcissistic vulnerability (NV) was linked to low explicit self-evaluations regardless of one’s levels of implicit self-esteem. On the other hand, the link between NG and explicit self-esteem was qualified by levels of implicit self-views, such that grandiosity was significantly associated with inflated explicit self-evaluations only at either high or medium levels of implicit self-views. Discussion: These findings showed that the relationship between narcissistic traits and explicit self-esteem is not univocal, highlighting the importance of distinguishing between NG and NV. Finally, the study suggested that both researchers and clinicians should consider the relevant role of implicit self-views in conditioning self-esteem levels reported explicitly by individuals with grandiose narcissistic traits. PMID:27920739
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Narcissistic Traits and Explicit Self-Esteem: The Moderating Role of Implicit Self-View.
Di Pierro, Rossella; Mattavelli, Simone; Gallucci, Marcello
2016-01-01
Objective: Whilst the relationship between narcissism and self-esteem has been studied for a long time, findings are still controversial. The majority of studies investigated narcissistic grandiosity (NG), neglecting the existence of vulnerable manifestations of narcissism. Moreover, recent studies have shown that grandiosity traits are not always associated with inflated explicit self-esteem. The aim of the present study is to investigate the relationship between narcissistic traits and explicit self-esteem, distinguishing between grandiosity and vulnerability. Moreover, we consider the role of implicit self-esteem in qualifying these associations. Method: Narcissistic traits, explicit and implicit self-esteem measures were assessed among 120 university students (55.8% women, M age = 22.55, SD = 3.03). Results: Results showed different patterns of association between narcissistic traits and explicit self-esteem, depending on phenotypic manifestations of narcissism. Narcissistic vulnerability (NV) was linked to low explicit self-evaluations regardless of one's levels of implicit self-esteem. On the other hand, the link between NG and explicit self-esteem was qualified by levels of implicit self-views, such that grandiosity was significantly associated with inflated explicit self-evaluations only at either high or medium levels of implicit self-views. Discussion: These findings showed that the relationship between narcissistic traits and explicit self-esteem is not univocal, highlighting the importance of distinguishing between NG and NV. Finally, the study suggested that both researchers and clinicians should consider the relevant role of implicit self-views in conditioning self-esteem levels reported explicitly by individuals with grandiose narcissistic traits.
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Exercise and Self-esteem: Recommendations for Expository Research.
Sonstroem, Robert J.
1981-01-01
A review of selected research in the area of exercise and self-esteem illustrates recommendations made for improving research in this area. Studies concerning self-esteem theory and static and dynamic relationships between exercise and self-esteem are reported. (CJ)
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Self-Esteem and Achievement Expectation for White and Negro Children. Curriculum Report.
Guggenheim, Fred
The relationship between self-esteem, academic expectations, and ethnic group membership was studied in a New York City elementary school which had an approximately equal enrollment of Negro, white, and Spanish-background pupils. Subjects were 162 sixth-grade students who were tested with two projective tests and one specifically designed…
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Sex work and three dimensions of self-esteem: self-worth, authenticity and self-efficacy.
Benoit, Cecilia; Smith, Michaela; Jansson, Mikael; Magnus, Samantha; Flagg, Jackson; Maurice, Renay
2018-01-01
Sex work is assumed to have a negative effect on self-esteem, nearly exclusively expressed as low self-worth, due to its social unacceptability and despite the diversity of persons, positions and roles within the sex industry. In this study, we asked a heterogeneous sample of 218 Canadian sex workers delivering services in various venues about how their work affected their sense of self. Using thematic analysis based on a three-dimensional conception of self-esteem - self-worth (viewing oneself in a favourable light), authenticity (being one's true self) and self-efficacy (competency) - we shed light on the relationship between involvement in sex work and self-esteem. Findings demonstrate that the relationship between sex work and self-esteem is complex: the majority of participants discussed multiple dimensions of self-esteem and often spoke of how sex work had both positive and negative effects on their sense of self. Social background factors, work location and life events and experiences also had an effect on self-esteem. Future research should take a more complex approach to understanding these issues by considering elements beyond self-worth, such as authenticity and self-efficacy, and examining how sex workers' backgrounds and individual motivations intersect with these three dimensions.
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Transitions in romantic relationships and development of self-esteem.
Luciano, Eva C; Orth, Ulrich
2017-02-01
Research suggests that self-esteem increases during late adolescence and young adulthood, but that there is large interindividual variability in this development. However, little is known about the factors accounting for these findings. Using propensity score matching, we tested whether important transitions in the domain of romantic relationships (i.e., beginning a relationship, marrying, and breaking up) explain why individuals differ in the particular self-esteem trajectory they follow. Data came from a longitudinal German study with a large sample of 3 nationally representative cohorts of late adolescents and young adults (total N = 9,069). The analyses were based on 4 assessments across a 3-year period. Using matched samples, the results showed that beginning a relationship increased self-esteem and that the increase persisted when the relationship held at least for 1 year. Experiencing a relationship break-up decreased self-esteem, but the effect disappeared after 1 year, even if the participant stayed single. Marrying did not influence self-esteem. Additionally, we tested for selection effects of self-esteem on the later occurrence of relationship transitions. High self-esteem predicted the beginning of a relationship and low self-esteem predicted relationship break-up. All findings held across gender, age, and migration background. Furthermore, relationship quality mediated the effect of self-esteem on relationship break-up and the effect of beginning a longer versus a short relationship on self-esteem. The findings have significant implications because they show that self-esteem influences whether important transitions occur in the relationship domain and that, in turn, experiencing these transitions influences the further development of self-esteem. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Self-esteem and non-suicidal self-injury in adulthood: A systematic review.
Forrester, Rebecca L; Slater, Hayley; Jomar, Khowla; Mitzman, Susan; Taylor, Peter James
2017-10-15
Non-suicidal self-injury (NSSI) is a self-destructive act that represents a considerable burden on the individual and society. Low self-esteem may be a psychological variable that is related to NSSI. However, little is known about the nature of this relationship in adulthood. This systematic review therefore aimed to provide a synthesis of the available literature on the relationship between self-esteem and NSSI. Articles were independently identified and risk of bias assessed by two reviewers searching PsycINFO, CINAHL, Medline and Web of Science databases. Inclusion criteria were: (1) a mean sample age of eighteen years or over (2) full manuscripts available in English (3) assessment of NSSI (4) assessment(s) of self-esteem. A narrative synthesis of results was undertaken. A random-effects meta-analysis of differences in self-esteem between NSSI and non-NSSI groups was also undertaken. Seventeen studies were identified and indicated a significant negative relationship between self-esteem and NSSI. The meta-analysis indicated lower self-esteem in those with experiences of NSSI versus those without, d = 0.59 - 1.17. Results suggested that although low self-esteem and NSSI are related in both clinical and non-clinical populations, there are a number of factors which also influence this relationship. The absence of longitudinal research is a major limitation of this literature. It will be important for clinicians to consider the impact of self-esteem in those seeking support for NSSI. Further research should undertake longitudinal research to better understand the self-esteem and NSSI relationship. Copyright © 2017 Elsevier B.V. All rights reserved.
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Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time
Hernández, MM; Robins, RW; Widaman, KF; Conger, RD
2017-01-01
© 2017 American Psychological Association. School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs-self-esteem and ethnic pride- using data from ...
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Self-concept and self-esteem in patients with chronic tic disorders: A systematic literature review.
Silvestri, Paola R; Baglioni, Valentina; Cardona, Francesco; Cavanna, Andrea E
2018-05-24
Chronic tic disorders are neurodevelopmental conditions characterized by the presence of motor and/or phonic tics and often accompanied by co-morbid behavioral problems. Chronic tic disorders can negatively affect the level of functioning of young patients across social and family domains, with possible repercussions on their self-perception. We conducted a systematic literature review to assess the clinical correlates of both components of self-perception (self-concept, i.e. what patients think about themselves, and self-esteem, i.e. how they feel about their self-concept) in patients with chronic tic disorders. Reported levels of self-perception varied widely across studies, partly due to the methodological heterogeneity of the reviewed literature. Poor self-concept and self-esteem appeared to be more strongly related to the presence of psychiatric co-morbidities (especially obsessive-compulsive disorder, attention-deficit and hyperactivity disorder, and anxiety disorders) than to tic severity. Poor peer relationship, social difficulties, as well as problems with parents' acceptance were identified as further risk factors for low self-perception. Finally, the reviewed studies highlighted a link between self-perception and quality of life in patients with chronic tic disorders, alongside the protective role of good social adjustment. This information can therefore assist treating clinicians in the choice of tailored therapeutic interventions for this patient population, including behavioral management techniques that can improve self-concept and self-esteem through increased self-efficacy. Copyright © 2018 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.
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Self-esteem recognition based on gait pattern using Kinect.
Sun, Bingli; Zhang, Zhan; Liu, Xingyun; Hu, Bin; Zhu, Tingshao
2017-10-01
Self-esteem is an important aspect of individual's mental health. When subjects are not able to complete self-report questionnaire, behavioral assessment will be a good supplement. In this paper, we propose to use gait data collected by Kinect as an indicator to recognize self-esteem. 178 graduate students without disabilities participate in our study. Firstly, all participants complete the 10-item Rosenberg Self-Esteem Scale (RSS) to acquire self-esteem score. After completing the RRS, each participant walks for two minutes naturally on a rectangular red carpet, and the gait data are recorded using Kinect sensor. After data preprocessing, we extract a few behavioral features to train predicting model by machine learning. Based on these features, we build predicting models to recognize self-esteem. For self-esteem prediction, the best correlation coefficient between predicted score and self-report score is 0.45 (pself-esteem with a fairly good criterion validity. The gait predicting model can be taken as a good supplementary method to measure self-esteem. Copyright © 2017 Elsevier B.V. All rights reserved.
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Creation and Validation of the Self-esteem/Self-image Female Sexuality (SESIFS) Questionnaire
Lordello, Maria CO; Ambrogini, Carolina C; Fanganiello, Ana L; Embiru?u, Teresa R; Zaneti, Marina M; Veloso, Laise; Piccirillo, Livia B; Crude, Bianca L; Haidar, Mauro; Silva, Ivaldo
2014-01-01
Introduction Self-esteem and self-image are psychological aspects that affect sexual function. AIMS To validate a new measurement tool that correlates the concepts of self-esteem, self-image, and sexuality. Methods A 20-question test (the self-esteem/self-image female sexuality [SESIFS] questionnaire) was created and tested on 208 women. Participants answered: Rosenberg's self-esteem scale, the female sexual quotient (FSQ), and the SESIFS questionnaire. Pearson's correlation coefficient was u...
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Elfering, Achim; Grebner, Simone
2012-06-01
Global self-esteem was tested to predict quicker cardiovascular adaptation during stressful oral thesis presentation and faster habituation from the first to the second and third thesis presentations. Nineteen graduate students initially rated their global self-esteem and afterwards orally presented their theses proposals in 20-min presentations to their thesis supervisor and peers. A second and third presentation of the revised thesis concepts took place at 4-weeks intervals. Ambulatory blood pressure and heart rate were assessed repeatedly during the presentations. Post-talk self ratings of stressfulness indicated presentations to be a strong public speaking stressor. One hundred and thirty-eight measurements of systolic (SBP), diastolic blood pressure (DBP), and heart rate (HR) showed a significant adaptation (decrease) during presentations. There was an overall mean level decrease from the first to the second, and the second to the third presentations in HR, but not in SBP and DBP. However, habituation in SBP and DBP across three presentations was significantly faster (p < .05) in those participants who initially reported higher levels of global self-esteem. Higher global self-esteem did not foster adaptation within the presentations. Self-esteem is discussed as an important individual resource that allows successful coping with recurring evaluative threats.
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When does self-esteem relate to deviant behavior? The role of contingencies of self-worth.
Ferris, D Lance; Brown, Douglas J; Lian, Huiwen; Keeping, Lisa M
2009-09-01
Researchers have assumed that low self-esteem predicts deviance, but empirical results have been mixed. This article draws upon recent theoretical developments regarding contingencies of self-worth to clarify the self-esteem/deviance relation. It was predicted that self-esteem level would relate to deviance only when self-esteem was not contingent on workplace performance. In this manner, contingent self-esteem is a boundary condition for self-consistency/behavioral plasticity theory predictions. Using multisource data collected from 123 employees over 6 months, the authors examined the interaction between level (high/low) and type (contingent/noncontingent) of self-esteem in predicting workplace deviance. Results support the hypothesized moderating effects of contingent self-esteem; implications for self-esteem theories are discussed.
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Kiang, Lisa; Fuligni, Andrew J
2010-11-01
Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans reported higher search for meaning than Latin and European Americans. Presence of meaning was positively associated with self-esteem, academic adjustment, daily well-being, and ethnic belonging and exploration, whereas search for meaning was related to lower self-esteem and less stability in daily well-being. Presence of meaning mediated associations between ethnic identity and adjustment, explaining 28-52% of ethnic identity's protective effect on development. Ethnic identity thus appears to affect adjustment, in part, through its role in fostering a positive sense of meaning in adolescents' lives.
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Self-esteem in patients with borderline and avoidant personality disorders.
Lynum, L I; Wilberg, T; Karterud, S
2008-10-01
This study compared self-esteem in patients with avoidant personality disorder (APD) and borderline personality disorder (BPD). Patients diagnosed with one or more personality disorders answered the questionnaire Index of Self Esteem as part of a comprehensive evaluation within the setting of a treatment trial. Our hypotheses were that (1) both patients with APD and patients with BPD would report low levels of self-esteem, (2) patients with APD would report lower self-esteem than patients with BPD. We further expected that (3) patients with higher levels of depression would report lower levels of self-esteem, but that (4) both borderline and avoidant personality pathology would contribute to explained variance in self-esteem beyond what would be accounted for by depression. All of our hypotheses were supported. The results from our study showed a significant difference in self-esteem level between the two personality disorders, patients with APD reporting lower self-esteem than patients with BPD. Subjects with both disorders were measured to have self-esteem levels within the range that presumes clinical problems. Self-esteem represents an important quality of subjective experience of the self, and the study of self-esteem in PDs can offer new and important knowledge of PDs as self-pathology.
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Soenens, Bart; Berzonsky, Michael D.; Papini, Dennis R.
2016-01-01
Although research suggests an interplay between identity development and self-esteem, most studies focused on the role of identity commitment and measured only level of self-esteem. This study examined longitudinal associations between Berzonsky's (2011) styles of identity exploration and two distinct features of self-esteem: level of self-esteem…
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Self-esteem and optimism in rural youth: gender differences.
Puskar, Kathryn R; Bernardo, Lisa Marie; Ren, Dianxu; Haley, Tammy M; Tark, Kirsti Hetager; Switala, Joann; Siemon, Linda
2010-01-01
To identify and describe gender-related differences in the self-esteem and optimism levels of rural adolescents. Self-esteem and optimism have been broadly examined and are associated with health-practices, social interaction, attachment, resiliency, and personal identity. Information describing the relationship of self-esteem and optimism as it relates to gender is limited. Using a cross-sectional survey design, students (N = 193) from three high-schools in rural Pennsylvania, USA completed the Rosenberg Self-Esteem Scale and the Optimism Scale-Life Orientation Test-Revised as part of a National Institute of Health, National Institute of Nursing Research funded study. Both instruments' mean scores were in the range of average for this population, with females scoring lower than males in both self-esteem (p self-esteem and optimism. Attention to self-esteem and optimism in female youth is recommended.
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Self-esteem among nursing assistants: reliability and validity of the Rosenberg Self-Esteem Scale.
McMullen, Tara; Resnick, Barbara
2013-01-01
To establish the reliability and validity of the Rosenberg Self-Esteem Scale (RSES) when used with nursing assistants (NAs). Testing the RSES used baseline data from a randomized controlled trial testing the Res-Care Intervention. Female NAs were recruited from nursing homes (n = 508). Validity testing for the positive and negative subscales of the RSES was based on confirmatory factor analysis (CFA) using structural equation modeling and Rasch analysis. Estimates of reliability were based on Rasch analysis and the person separation index. Evidence supports the reliability and validity of the RSES in NAs although we recommend minor revisions to the measure for subsequent use. Establishing reliable and valid measures of self-esteem in NAs will facilitate testing of interventions to strengthen workplace self-esteem, job satisfaction, and retention.
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Marissen, Marlies A E; Brouwer, Marlies; Hiemstra, Annemarie M F; Deen, Mathijs L; Franken, Ingmar H A
2016-01-01
The mask model of narcissism states that the narcissistic traits of patients with NPD are the result of a compensatory reaction to underlying ego fragility. This model assumes that high explicit self-esteem masks low implicit self-esteem. However, research on narcissism has predominantly focused on
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Factors Affecting Self-Esteem and Self-Efficacy in the Unemployed
Maddy, Luther M., III
2013-01-01
Unemployment is, and will likely continue to be, a problem in industrialized nations. Numerous studies have concluded unemployment negatively impacts self-esteem and self-efficacy. Additional studies have shown that unemployed individuals with lower self-esteem and self-efficacy tend to remain unemployed longer than individuals with higher…
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Retirement is associated with change in self-esteem.
Bleidorn, Wiebke; Schwaba, Ted
2018-05-07
We examined the course of self-esteem during the transition to retirement in a sample of 690 retirees (ages 51-81) and a propensity-score matched-comparison group of 515 nonretirees drawn from a nationally representative longitudinal study in the Netherlands. The average retiree decreased in self-esteem in the 5 years before retirement and remained stable in self-esteem in the 5 years following retirement. We also found significant individual differences in retirees' self-esteem trajectories but failed to identify moderators that may account for these individual differences. We discuss the implications of these results for theory and future research on life span self-esteem development. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Directory of Open Access Journals (Sweden)
Abdollah Rezaei-Dehaghani
2015-01-01
Full Text Available Background: One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. Materials and Methods: This descriptive correlational study was performed with multi-stage random sampling method on 237 female high school students who met the inclusion criteria of the study. The data collection tools included Bloom′s Family Functioning Scale and Pop′s self-esteem questionnaire. The data obtained from the questionnaires were analyzed through SPSS software. Results: The results showed that the majority of the samples examined had moderate level self-esteem (48.5% and family function (56.5%. There was a significant correlation between the dimensions of family functioning and areas of self-esteem (except for lack of independence, and public, academic, and physical self-esteem. In addition, the correlation between family aspirations and self-esteem ( r = 0.636, P < 0.01 was higher than other variables. Moreover, across the dimensions of family functioning, a significant negative correlation was found between the lack of independence and the family self-esteem subscale. Conclusions: The results of the study showed that adolescents′ self-esteem is highly correlated with their family′s performance. Therefore, to enhance the self-esteem of adolescents, family-centered empowerment programs should be planned and implemented by health service providers, especially nurses, in order to improve and enhance family functioning.
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Directory of Open Access Journals (Sweden)
Mohammad A'shouri
2014-04-01
Full Text Available Objective: The purpose of the present research was to investigation of the effectiveness of emotional intelligence training on the self-esteem of deaf students in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of boys deaf students from secondary schools (2ed grade in Tehran province. Subjects were selected randomly by cluster sampling method. In this study were participated 40 students. Subjects were divided into two groups by randomly (experimental and control group, each of which was consisted of 20 students. Experimental group received emotional intelligence training in 12 sessions while control group did not. The instruments of present research were Wechsler intelligence scale for children and Cooper Smith self-esteem questionnaire. The obtained data were statistically analyzed by MANCOVA. Results: The findings of this research showed that there was significant increase in self-esteem scores mean of experimental group in the post intervention in comparison with control group (P<0.05. Also scores mean of experimental group increased significantly in ego self-esteem, social self-esteem, family self-esteem and academic self-esteem (P<0.05. Conclusion: The emotional intelligence training program led to improvement the self-esteem and their subscales of deaf students. Therefore, planning for providing of emotional intelligence training is a particular importance.
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Self-Esteem and Suicide Ideation in Psychiatric Outpatients
Bhar, Sunil; Ghahramanlou-Holloway, Marjan; Brown, Gregory; Beck, Aaron T.
2008-01-01
Depression, hopelessness, and low self-esteem are implicated as vulnerability factors for suicide ideation. The association of self-esteem with suicide ideation after controlling for depressed mood and hopelessness was examined. Adult psychiatric outpatients (N = 338) completed measures of self-esteem, suicide ideation, hopelessness, and…
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Self-compassion versus global self-esteem: two different ways of relating to oneself.
Neff, Kristin D; Vonk, Roos
2009-02-01
This research examined self-compassion and self-esteem as they relate to various aspects of psychological functioning. Self-compassion entails treating oneself with kindness, recognizing one's shared humanity, and being mindful when considering negative aspects of oneself. Study 1 (N=2,187) compared self-compassion and global self-esteem as they relate to ego-focused reactivity. It was found that self-compassion predicted more stable feelings of self-worth than self-esteem and was less contingent on particular outcomes. Self-compassion also had a stronger negative association with social comparison, public self-consciousness, self-rumination, anger, and need for cognitive closure. Self-esteem (but not self-compassion) was positively associated with narcissism. Study 2 (N=165) compared global self-esteem and self-compassion with regard to positive mood states. It was found that the two constructs were statistically equivalent predictors of happiness, optimism, and positive affect. Results from these two studies suggest that self-compassion may be a useful alternative to global self-esteem when considering what constitutes a healthy self-stance.
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Self-esteem modulates the time course of self-positivity bias in explicit self-evaluation.
Zhang, Hua; Guan, Lili; Qi, Mingming; Yang, Juan
2013-01-01
Researchers have suggested that certain individuals may show a self-positivity bias, rating themselves as possessing more positive personality traits than others. Previous evidence has shown that people evaluate self-related information in such a way as to maintain or enhance self-esteem. However, whether self-esteem would modulate the time course of self-positivity bias in explicit self-evaluation has never been explored. In the present study, 21 participants completed the Rosenberg self-esteem scale and then completed a task where they were instructed to indicate to what extent positive/negative traits described themselves. Behavioral data showed that participants endorsed positive traits as higher in self-relevance compared to the negative traits. Further, participants' self-esteem levels were positively correlated with their self-positivity bias. Electrophysiological data revealed smaller N1 amplitude and larger late positive component (LPC) amplitude to stimuli consistent with the self-positivity bias (positive-high self-relevant stimuli) when compared to stimuli that were inconsistent with the self-positivity bias (positive-low self-relevant stimuli). Moreover, only in individuals with low self-esteem, the latency of P2 was more pronounced in processing stimuli that were consistent with the self-positivity bias (negative-low self-relevant stimuli) than to stimuli that were inconsistent with the self-positivity bias (positive-low self-relevant stimuli). Overall, the present study provides additional support for the view that low self-esteem as a personality variable would affect the early attentional processing.
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En Route to Depression: Self-Esteem Discrepancies and Habitual Rumination.
Phillips, Wendy J; Hine, Donald W
2016-02-01
Dual-process models of cognitive vulnerability to depression suggest that some individuals possess discrepant implicit and explicit self-views, such as high explicit and low implicit self-esteem (fragile self-esteem) or low explicit and high implicit self-esteem (damaged self-esteem). This study investigated whether individuals with discrepant self-esteem may employ depressive rumination in an effort to reduce discrepancy-related dissonance, and whether the relationship between self-esteem discrepancy and future depressive symptoms varies as a function of rumination tendencies. Hierarchical regressions examined whether self-esteem discrepancy was associated with rumination in an Australian undergraduate sample at Time 1 (N = 306; M(age) = 29.9), and whether rumination tendencies moderated the relationship between self-esteem discrepancy and depressive symptoms assessed 3 months later (n = 160). Damaged self-esteem was associated with rumination at Time 1. As hypothesized, rumination moderated the relationship between self-esteem discrepancy and depressive symptoms at Time 2, where fragile self-esteem and high rumination tendencies at Time 1 predicted the highest levels of subsequent dysphoria. Results are consistent with dual-process propositions that (a) explicit self-regulation strategies may be triggered when explicit and implicit self-beliefs are incongruent, and (b) rumination may increase the likelihood of depression by expending cognitive resources and/or amplifying negative implicit biases. © 2014 Wiley Periodicals, Inc.
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Self-Compassion in Relation to Self-Esteem, Self-Efficacy and Demographical Aspects
Directory of Open Access Journals (Sweden)
Luciana Karine de Souza
2016-08-01
Full Text Available Abstract This study investigated relationships between self-compassion, self-efficacy, and self-esteem, as well as age and sex differences and other sociodemographic variables in relation to self-compassion. Four-hundred and thirty-two Brazilian adults (50% women from nearly all country states participated in the study filling out a sociodemographic survey and three scales: self-compassion, self-efficacy, and self-esteem. Comparisons of means between self-compassion and pairs of groups designed by sociodemographic data showed higher self-compassion in men, people aged from 31 to 66 years-old, not under psychiatric medication, without a job, and with children. Results also showed that self-compassion is highly correlated with self-esteem and self-efficacy. We highlight that results are sample dependent and further studies on self-compassion need to be conducted in Brazil.
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The Relationship of Self-Esteem and Self-Consciousness in High School Students
柴田, 雄企; 吉戒, 聡美
2015-01-01
In order to clarify the relationship of self-esteem and self-consciousness in high school students, I performed the Rosenberg self-esteem scale (RSES), the Coopersmith Self-Esteem Inventory (CSEI) and self-onsciousness scale. 161 high school students (98 boys and 63 girls) were assessed based on these scales. It was found that there were negative correlations between self-consciousness and self-rejection of CSEI in boys and there were negative correlations between self-consciousness and self-...
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Self-esteem, personality, and gender self-perception
Directory of Open Access Journals (Sweden)
2015-09-01
Results: No significant difference was found between males in the high and low market value conditions either on explicit self-perceived gender (t(26 = -.418, p = .679 or on visual SPG (t(26 = .390, p = .700. Nor did females in the market value conditions differ significantly (explicit SPG: t(64 = -.365, p = .716; visual SPG: t(64 = .684, p = .497. Relationships between SPG, self-esteem, and personality measures were reported. Conclusions: Self-esteem and particular personality traits are possible mediators in shifting an observer’s self-perceived gender. However, no definitive demonstration of these relationships was found with this study. Suggestions for future work were explored in light of these results.
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Park, Kyung Min; Park, Heeok
2015-03-01
The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. Most participants in the experimental group were 10 years old (62.5%, range 10-11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program. Copyright © 2015. Published by Elsevier B.V.
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Self-esteem among eunuchs of Hazara Division, Pakistan.
Alvi, Sajid Mehmood; Turabi, Maleeka Rubab; Ali, Syeda Ayat-E-Zainab; Irfan, Muhammad Shoaib; Afridi, Maryam; Shah, Asghar Ali
2018-02-01
Self-esteem among eunuchs is highly influenced by a variety of factors. The aim of the current study was to investigate the differences in self-esteem of eunuchs on the basis of education, income, age and marital status. The study was conducted at the University of Haripur, Pakistan, from December 2015 to November 2016. A sample of 140 eunuchs was collected from different areas of Hazara division, through purposive and snowball sampling technique. A self-esteem scale with four sub-scales was used to measure the self-esteem of eunuchs. One-way analysis of variance was used to determine education level differences. The t-test was applied to find out the impact of demographics differences such as marital status, income level, and age on self-esteem of eunuchs. The scale used was found to be quite reliable with alpha coefficient of 0.85. The outcomes are significant and showed that educated, higher income, younger and unmarried eunuchs had higher self-esteem (p<0.05).
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Juffer, Femmie; van IJzendoorn, Marinus H.
2007-01-01
Do adopted children show lower self-esteem than nonadopted peers, and do transracial adoptees show lower self-esteem than same-race adoptees? Adopted children are hypothesized to be at risk of low self-esteem. They may suffer from the consequences of neglect, abuse, and malnutrition in institutions before adoption. They have to cope with their…
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The Costly Pursuit of Self-Esteem
Crocker, Jennifer; Park, Lora E.
2004-01-01
Researchers have recently questioned the benefits associated with having high self-esteem. The authors propose that the importance of self-esteem lies more in how people strive for it rather than whether it is high or low. They argue that in domains in which their self-worth is invested, people adopt the goal to validate their abilities and…
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Self-Esteem, Self-Efficacy, and Resources in Adults With ADHD.
Newark, Patricia Elizabeth; Elsässer, Marina; Stieglitz, Rolf-Dieter
2016-03-01
The purpose of this study is to shed light on therapy-relevant factors, such as self-esteem, self-efficacy, and resources in adults with ADHD in comparison with a healthy control group. A total of 43 adults who met Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR) criteria for ADHD in adulthood were matched with a nonclinical sample in terms of age and gender. All participants (N = 86) were assessed with self-ratings: Symptom Checklist-90-Revised (SCL-90-R), Rosenberg Self-Esteem Scale, General Perceived Self-Efficacy Scale, and Dick's Resources Checklist. Adults with ADHD showed lower levels of self-esteem and self-efficacy when compared with the control group. The authors found some, but not all, of the resources of adults with ADHD to be reduced. In other words, people with ADHD seem to possess specific resources. Our results have important implications for the treatment of adult ADHD and suggest that specific therapy programs should include resources-oriented modules for enhancing self-esteem, self-efficacy, and fostering strengths. © The Author(s) 2012.
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Grundy, John G; Benarroch, Miriam F F; Lebarr, A Nicole; Shedden, Judith M
2015-01-01
We provide the first high-temporal resolution account of the self-esteem implicit association test (IAT; Greenwald & Farnham, 2000) to highlight important similarities and differences between the cognitive processes corresponding to implicit valenced self-processing in high vs. low self-esteem individuals. We divided individuals into high and low self-esteem groups based on the Rosenberg self-esteem scale (Rosenberg, 1965) and administered the self-esteem IAT while recording electroencephalographic data. We show that the P2 captured group (high vs. low self-esteem) differences, the N250 and the late parietal positivity (LPP) captured differences corresponding to category pairing (self/positive vs. self/negative pairing), and the N1, P2, and P300-400 components captured interactions between self-esteem groups and whether the self was paired with positive or negative categories in the IAT. Overall, both high and low self-esteem groups were sensitive to the distinction between positive and negative information in relation to the self (me/negative generally displayed larger event-related potential amplitudes than me/positive), but for high self-esteem individuals, this difference was generally larger, earlier, and most pronounced over left-hemisphere electrodes. These electrophysiological differences may reflect differences in attentional resources devoted to teasing apart these two oppositely valenced associations. High self-esteem individuals appear to devote more automatic (early) attentional resources to strengthen the distinction between positively or negatively valenced information in relation to the self.
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Creation and Validation of the Self-esteem/Self-image Female Sexuality (SESIFS Questionnaire
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Maria C.O. Lordello
2014-01-01
Full Text Available Introduction Self-esteem and self-image are psychological aspects that affect sexual function. AIMS To validate a new measurement tool that correlates the concepts of self-esteem, self-image, and sexuality. Methods A 20-question test (the self-esteem/self-image female sexuality [SESIFS] questionnaire was created and tested on 208 women. Participants answered: Rosenberg's self-esteem scale, the female sexual quotient (FSQ, and the SESIFS questionnaire. Pearson's correlation coefficient was used to test concurrent validity of the SESIFS against Rosenberg's self-esteem scale and the FSQ. Reliability was tested using the Cronbach's alpha coefficient. Result The new questionnaire had a good overall reliability (Cronbach's alpha r = 0.862, p < 0.001, but the sexual domain scored lower than expected ( r = 0.65. The validity was good: overall score r = 0.38, p < 0.001, self-esteem domain r = 0.32, p < 0.001, self-image domain r = 0.31, p < 0.001, sexual domain r = 0.29, p < 0.001. Conclusions The SESIFS questionnaire has limitations in measuring the correlation among self-esteem, self-image, and sexuality domains. A new, revised version is being tested and will be presented in an upcoming publication.
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Predictors of students' self-esteem: The importance of body self-perception and exercise
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Lazarević Ljiljana B.
2017-01-01
Full Text Available The goal of this study was to explore the predictive validity of physical self-efficacy, social physique anxiety, and physical activity in the self-esteem of students, as well as to investigate potential gender differences. The Rosenberg's Self-Esteem Scale (SES, Physical Self-Efficacy Scale (PSES, Social Physique Anxiety Scale (SPAS, and a short questionnaire about physical activity were administered to a sample of 232 university students. The overall results show that students are moderately physically active (on the average, 2.75 times per week, have moderately high selfesteem and physical self-efficacy and lower social physique anxiety. No gender differences were detected in self-esteem. In other variables, gender differences are significant and mostly in favour of males. The analyses showed that self-esteem correlated positively with physical self-efficacy and physical activity, and negatively with social physique anxiety. The regression analyses indicated that physical selfefficacy, social physique anxiety and female gender were significant predictors of self-esteem. Physical activity was not a significant predictor of self-esteem. Future studies should investigate the relations of body self-perceptions, physical exercise, and domain-specific self-esteem.
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Abdollahi, Abbas; Abu Talib, Mansor
2016-01-01
To examine the relationships between self-esteem, body-esteem, emotional intelligence, and social anxiety, as well as to examine the moderating role of weight between exogenous variables and social anxiety, 520 university students completed the self-report measures. Structural equation modeling revealed that individuals with low self-esteem, body-esteem, and emotional intelligence were more likely to report social anxiety. The findings indicated that obese and overweight individuals with low body-esteem, emotional intelligence, and self-esteem had higher social anxiety than others. Our results highlight the roles of body-esteem, self-esteem, and emotional intelligence as influencing factors for reducing social anxiety.
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Onoda, Keiichi; Okamoto, Yasumasa; Nakashima, Ken'ichiro; Nittono, Hiroshi; Yoshimura, Shinpei; Yamawaki, Sigeto; Yamaguchi, Shuhei; Ura, Mitsuhiro
2010-12-01
According to sociometer theory, self-esteem serves as a barometer of the extent to which individuals are socially included or excluded by others. We hypothesized that trait self-esteem would be related to social pain responsiveness, and we used functional magnetic resonance imaging to experimentally investigate this potential relationship. Participants (n = 26) performed a cyberball task, a computerized game of catch during which the participants were excluded from the game. Participants then rated the degree of social pain experienced during both inclusion in and exclusion from the game. Individuals with lower trait self-esteem reported increased social pain relative to individuals with higher trait self-esteem, and such individuals also demonstrated a greater degree of dorsal anterior cingulate cortex activation. A psychophysiological interaction analysis revealed a positive connectivity between the dorsal anterior cingulate and prefrontal cortices for the lower trait self-esteem group, and a corresponding negative connectivity for the higher trait self-esteem group. Heightened dorsal anterior cortex activity and a corresponding connection with the prefrontal cortex might be one possible explanation for the greater levels of social pain observed experienced by individuals with low trait self-esteem.
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Relation of physical activity and self-esteem.
Bobbio, Andrea
2009-04-01
The aim of this study was to examine the relation between self-esteem appraisal and physical activity testing a convenience sample of 211 individuals, ages 19 to 35 years and selected from the general population after a brief structured interview. They were grouped by sport habits into three distinct groups named Athletes, Nonathletes, and Sedentary people, and then were examined for significant differences in self-esteem scores measured via the Heatherton and Polivy State Self-esteem Scale which assesses three correlated factors, respectively, Performance, Social, and Appearance. As hypothesized, self-esteem scores between-groups differences emerged for the Appearance factor only, and the Sedentary group scored comparatively lower than the other two groups.
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Hubbard, Dana J.
2006-01-01
Self-esteem has long been a subject of discussion regarding its effects on problem behaviors including crime and recidivism. The current literature suggests that low self-esteem is not related to crime for male offenders and perhaps it is inflated self-esteem that is to blame for violence and crime. The literature on females and crime still…
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Multimodal frontostriatal connectivity underlies individual differences in self-esteem.
Chavez, Robert S; Heatherton, Todd F
2015-03-01
A heightened sense of self-esteem is associated with a reduced risk for several types of affective and psychiatric disorders, including depression, anxiety and eating disorders. However, little is known about how brain systems integrate self-referential processing and positive evaluation to give rise to these feelings. To address this, we combined diffusion tensor imaging (DTI) and functional magnetic resonance imaging (fMRI) to test how frontostriatal connectivity reflects long-term trait and short-term state aspects of self-esteem. Using DTI, we found individual variability in white matter structural integrity between the medial prefrontal cortex and the ventral striatum was related to trait measures of self-esteem, reflecting long-term stability of self-esteem maintenance. Using fMRI, we found that functional connectivity of these regions during positive self-evaluation was related to current feelings of self-esteem, reflecting short-term state self-esteem. These results provide convergent anatomical and functional evidence that self-esteem is related to the connectivity of frontostriatal circuits and suggest that feelings of self-worth may emerge from neural systems integrating information about the self with positive affect and reward. This information could potentially inform the etiology of diminished self-esteem underlying multiple psychiatric conditions and inform future studies of evaluative self-referential processing. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.
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Self-Esteem Challenges of Nursing Students: An Integrative Review
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Leila Valizadeh
2016-06-01
Full Text Available Introduction: Self-esteem among nursing students is important in providing high-quality serviceto clients, yet each study in this field has described only a portion of existing relevant knowledge.Integrative review studies are the best practice for identification of existing nursing knowledge.The purpose of this study was to determine self-esteem challenges among nursing students. Methods: An integrative review was conducted in this study. The databases ProQuest, Medlineon PubMed, Science Direct, Google Scholar and Iran Medix were used for the review. The articleswere retrieved in three steps, including searching by search terms, reviewing the proceedingsbased on inclusion criteria and final retrieval and assessment of the available full texts. We used alist of keywords, including nursing, self-esteem and challenges and mixed them with "AND" and"OR" as a search strategy. Papers were included and eligible if they were associated with problemsrelated to nursing students’ self-esteem. Those studies that focused only on the self-esteem ofregistered nurses or patients were excluded. Search results were limited to the years 1960-2014. Results: Our findings showed three major challenges, including challenges associated withinconsistency in determining the level of students’ self-esteem, self-esteem associated challengesin professionalism of students, and the psychosocial challenges pertaining to the consequences oflow self-esteem. Conclusion: The findings suggest there is a need for more qualitative research to explore thefactors that contribute to self-esteem in nursing students with a particular focus on the factorsthat increase or decrease self-esteem. In addition, strategies to maintain and increase self-esteemneed to be designed, implemented and evaluated.
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Directory of Open Access Journals (Sweden)
E'lexis Brewer
2017-10-01
Full Text Available This paper proposes whether teacher-child attachment bonds have an effect on adolescent disobedience and whether adolescents with low self-esteem moderate the effect. In this study, the definition of disobedience is deviance and delinquency. The literature states that the teacher-child relationship demonstrates positive and negative outcomes in academic performance however it does not account for self-esteem or disobedience outside the school. I hypothesize attachment bonds to show a negative relationship with students who demonstrate low self-esteem and a positive trend in disobedience. To test my hypotheses, I use various coded questionnaires from Wave I and II of the ADD Health Survey that code for academics/education, delinquency, fighting and violence, drug use, and other deviant or disobedient behavior. In order to test, I would use cross tabulation to compare students’ attachment, self-esteem levels, and disobedience. All three variables require no specific order, as nominal variables, so they can compare against each other without regard for sequence. In summary, if implemented my study will add to the current research literature on the teacher-child relationship and potential evidence-based intervention programs for students.
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Anxiety level and self-esteem in youth with cerebral palsy
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Aneta Rita Borkowska
2015-09-01
Full Text Available Background The aim of the research was to compare youth with cerebral palsy (CP and healthy individuals in terms of self-esteem and anxiety level, and to evaluate the relation between self-esteem and anxiety in both study groups. Participants and procedure The study included 30 individuals with CP and 30 healthy individuals, aged 16 to 22 years. The anxiety level was assessed using the State-Trait Anxiety Inventory, while self-esteem was assessed using Rosenberg’s Self-Esteem Scale (SES and the Coopersmith Self-Esteem Inventory (CSEI. Results No significant differences between youth with CP and healthy teenagers were observed in terms of anxiety level as a state or trait, global self-esteem and all the indicators of self-efficacy: family, friends, college, personal and the overall indicator of the sense of self-efficacy. State anxiety correlates with nearly all indicators of self-esteem in youth with CP, except for the sense of self-esteem in the family, although the control group also lacked that correlation. As far as trait anxiety is concerned, the values of correlations are higher and the relation seems to be more likely in the group with CP. Conclusions Youth with CP function like their healthy peers in terms of the anxiety level and self-esteem. The correlation between state anxiety and the dimensions of self-esteem in youth with CP suggests that their self-esteem is lower and more dependent on situational factors, especially anxiety-related ones, and the low level of trait anxiety suggested high self-esteem of an individual.
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Education, Ethnic Identity, and Acculturation as Predictors of Self-Esteem in Latino Adolescents
Cavazos-Rehg, Patricia A.; DeLucia-Waack, Janice L.
2009-01-01
This study examines the self-esteem, acculturation, and ethnic identity of 150 Latino adolescents enrolled in either a bilingual or traditional education program. Bilingual education programs were established to ensure that academic failure was not the product of limited English proficiency. Grade point average (GPA), acculturation, and ethnic…
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The Role of Peer Pressure, Automatic Thoughts and Self-Esteem on Adolescents' Aggression
Yavuzer, Yasemin; Karatas, Zeynep; Civilidag, Aydin; Gundogdu, Rezzan
2014-01-01
Problem Statement: Aggression is defined as any kind of behavior intended to hurt others. Aggression generally arises due to the interaction between individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic failure) and environmental (e.g., poverty, lack of family supervision, limited social support, conflicts…
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Self-esteem and hopefulness in adolescents with cancer.
Ritchie, M A
2001-02-01
Increased survivorship in childhood cancer has raised questions about adolescents' psychosocial functioning during the treatment experience and long-term adaptation as cancer survivors. This descriptive correlation study examines the relationships among the stages of adolescence, gender, self-esteem, and hopefulness in a sample of 45 adolescents with cancer. The perceived level of self-esteem was measured by using the Coopersmith Self-Esteem Inventory; the amount of hopefulness was measured by using the Hopefulness Scale for Adolescents. Mean scores for self-esteem and hopefulness were comparable to normative data reported for healthy adolescents on each scale. Perceived level of self-esteem and hopefulness did not significantly differ between boys and girls overall; early, middle, and late adolescents; or between boys and girls within each stage of adolescence. A stepwise multiple regression analysis showed self-esteem and the early stage of adolescence accounted for 27.3% (R2 = .306) of the variance in hopefulness scores. Self-esteem was the most significant predictor (F = 12.456, p = .001), explaining 20.7% of the variance (R2 = .225, p = .001). This study contributes to nursing the knowledge of the psychosocial response and the treatment experience in adolescents with cancer. These results can be used in future research to develop and test nursing actions that can influence a perceived sense of self-esteem and hopefulness and potentially allow for continued psychosocial development and effective coping among these adolescents during treatment and into survivorship.
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Childhood onset of spinal cord injury: self-esteem and self-perception.
Kennedy, P; Gorsuch, N; Marsh, N
1995-11-01
The effects of spinal cord injury in childhood upon later psychological adjustment were investigated by comparing a group of 86 people injured as children with a control group (matched for time since injury and level of injury) of people injured as adults. It was hypothesized that adolescence is a crucial period in psychological development and that the effect of spinal cord injury on body image, self-concept and social relationships during adolescence will have a long-term negative effect on psychological well-being. However, on overall measures of depression, self-esteem and self-perception, there were no significant differences between the experimental and control groups. Furthermore, there were no significant differences between paraplegics and tetraplegics, between men women, or between those who were involved in a significant intimate relationship and those who were not. These findings support previous research which has suggested that organic variables, such as age at injury and level of injury, are not predictive of long-term psychological adjustment.
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Adolescent Mothers' Adjustment to Parenting.
Samuels, Valerie Jarvis; And Others
1994-01-01
Examined adolescent mothers' adjustment to parenting, self-esteem, social support, and perceptions of baby. Subjects (n=52) responded to questionnaires at two time periods approximately six months apart. Mothers with higher self-esteem at Time 1 had better adjustment at Time 2. Adjustment was predicted by Time 2 variables; contact with baby's…
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Self-esteem and obsessive compulsive disorder.
Husain, Nusrat; Chaudhry, Imran; Raza-ur-Rehman; Ahmed, Ghazal Riaz
2014-01-01
To explore the association between self-esteem and obsessive compulsive disorder in a low-income country, and to conduct an in-depth analysis into the said relationship by identifying any confounding variables that might exist. The cross-sectional study was conducted at the psychiatry out-patient clinic of Civil Hospital, Karachi, from January to March 2008, and comprised 65 patients diagnosed with obsessive compulsive disorder and 30 healthy controls. The participatnts completed the Janis and Field Social Adequacy scale and the Rosenberg Self-esteem scale. SPSS 15 was used for statistical analysis. Significantly different scores were reported on both measures of self-esteem between the patients and the controls (pself-esteem in the patients compared to the controls. Data replicated earlier findings from populations in high-income countries.
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Parenting and Children's Adjustment Problems: The Mediating Role of Self-Esteem and Peer Relations
Georgiou, Nicos A.; Stavrinides, Panayiotis; Georgiou, Stelios
2016-01-01
The aim of this study was to investigate the impact of parental and personal characteristics on children's internalizing/externalizing problems. Further, this study aimed to examine personal characteristics (self-esteem, peer relations) as mediators in the relation between parenting and internalizing/externalizing problems. In order to address…
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Tiggemann, M
2001-06-01
The aim of this study was to situate adolescent girls' body dissatisfaction, disordered eating, and self-esteem in the context of their life concerns and leisure activities. Questionnaires containing measures of life concerns, leisure activities, body dissatisfaction, disordered eating, and self-esteem were administered to 306 girls with a mean age of 16 years. It was found that although academic success and intelligence were rated as the most important life concerns, an emphasis on slimness was most strongly linked to body dissatisfaction, disordered eating, and global self-esteem. An emphasis on popularity with girls also was related to body dissatisfaction, and hours spent watching television were related to lower self-esteem. In contrast, emphasis on sport seemed to serve a protective function. It was concluded that adolescent girls who have a high concern for slimness should be assisted in decreasing this emphasis in order to improve their general well-being.
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Self-esteem and alcohol dependence as predictors of contemplation ...
African Journals Online (AJOL)
PROMOTING ACCESS TO AFRICAN RESEARCH ... Self-esteem was measured by Rosenberg's self-esteem scale, and alcohol dependence was ... Binary logistic regression analysis revealed that an increase in self-esteem decreased the ...
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Parental contexts of adolescent self-esteem: A developmental perspective.
Isberg, R S; Hauser, S T; Jacobson, A M; Powers, S I; Noam, G; Weiss-Perry, B; Follansbee, D
1988-02-01
Relationships between parental behaviors and adolescent self-esteem were analyzed in a group of 95 early adolescents from multiple settings. The study was designed to investigate hypotheses regarding associations between observed parental interactions (e.g., accepting and devaluing) and adolescent self-esteem. Parents' verbal interactions with their adolescents were assessed through application of the constraining and enabling coding system to transcribed family discussions, generated through a revealed differences procedure. Adolescent self-esteem was measured with the Coopersmith Self-Esteem Inventory. Parent interaction-self-esteem associations were examined in the pooled sample, as well as in specific sub-groups based on gender, health, and ego development (measured by the Washington University Sentence Completion Test). Boys had more numerous associations between their self-esteem and parental interactions than girls, and psychiatrically ill boys had particularly high associations. Parental interactions were found to be most strongly related to adolescent self-esteem for adolescents at the lowest levels of ego development. Our findings are consistent with the view that increasing individuation in self-esteem regulation occurs during adolescent development, such that adolescents at higher levels of ego development evaluate themselves more independently of parental feedback than do their less mature peers.
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The influence of discrimination and fairness on collective self-esteem
Scheepers, D.; Spears, R.; Manstead, A.S.R.; Doosje, B.
2009-01-01
This article examines the influence of discrimination and fairness on collective self-esteem. Whereas social identity theory's self-esteem hypothesis emphasizes that discrimination can enhance self-esteem, the authors contend that this self-esteem advantage will actually reverse when groups are
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The Influence of Discrimination and Fairness on Collective Self-Esteem
Scheepers, Daan; Spears, Russell; Manstead, Antony S. R.; Doosje, Bertjan
This article examines the influence of discrimination and fairness on collective self-esteem. Whereas social identity theory's self-esteem hypothesis emphasizes that discrimination can enhance self-esteem, the authors contend that this self-esteem advantage will actually reverse when groups are
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Importance and usefulness of evaluating self-esteem in children
Hosogi, Mizuho; Okada, Ayumi; Fujii, Chikako; Noguchi, Keizou; Watanabe, Kumi
2012-01-01
Abstract Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for...
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Cognitive and emotional reactions to daily events: the effects of self-esteem and self-complexity.
Campbell, J D; Chew, B; Scratchley, L S
1991-09-01
In this article we examine the effects of self-esteem and self-complexity on cognitive appraisals of daily events and emotional lability. Subjects (n = 67) participated in a 2-week diary study; each day they made five mood ratings, described the most positive and negative events of the day, and rated these two events on six appraisal measures. Neither self-esteem nor self-complexity was related to an extremity measure of mood variability. Both traits were negatively related to measures assessing the frequency of mood change, although the effect of self-complexity dissipated when self-esteem was taken into account. Self-esteem (but not self-complexity) was also related to event appraisals: Subjects with low self-esteem rated their daily events as less positive and as having more impact on their moods. Subjects with high self-esteem made more internal, stable, global attributions for positive events than for negative events, whereas subjects low in self-esteem made similar attributions for both types of events and viewed their negative events as being more personally important than did subjects high in self-esteem. Despite these self-esteem differences in subjects' views of their daily events, naive judges (n = 63) who read the event descriptions and role-played their appraisals of them generally did not distinguish between the events that had been experienced by low self-esteem versus high self-esteem diary subjects.
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Self-esteem stability in relation to narcissism and psychological well-being
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Saša Zorjan
2013-06-01
Full Text Available The concept of self-esteem stability has an important role in the understanding of interpersonal and psychological functioning of individuals. The purpose of this study was to examine the relationship between self-esteem stability, narcissism and psychological well-being. A total of 178 participants (77% female participated in this study. The average age of the participants was 20, with the ages ranging from 18 to 26 years. The participants completed the following scales and questionnaires: Narcissistic Personality Inventory (NPI, Psychological Well-being Scales (PWBS, Instability of Selfesteem scale (ISES and Rosenberg Self-esteem scale (RSES. The Rosenberg Self-esteem scale was used to measure both self-esteem level and self-esteem stability, which was defined as dispersion of self-esteem level in time. For the purpose of obtaining data on self-esteem stability, the participants were required complete the Rosenberg self-esteem scale for a sequence of 14 days, other measures were completed during the first day of participation in the study. The main effects for self-esteem level emerged for narcissism and psychological well-being, in both cases higher levels of self-esteem was associated to higher levels of narcissism and psychological well-being. Self-esteem stability additionally explained a significant proportion of variability in narcissism and psychological well-being. Self-esteem stability was negatively associated with higher levels of narcissism and positively associated with higher levels of psychological well-being, above and beyond the effect of self-esteem level. When comparing two different measures of self-esteem stability, the results revealed that people with higher level of narcissism tend to overestimate their self-esteem stability. The results were consistent with our hypotheses. The importance of considering both level and stability of self-esteem, limitations of the present study and possibilities for further research are
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Self-Harm Behaviour in Adolescents: Body Image and Self-Esteem
Oktan, Vesile
2017-01-01
This research aimed to reveal the relationship between self-harm behaviour, body image, and self-esteem, and examined whether there was a difference between the body image and self-esteem of the adolescents who exhibited self-harm behaviour and those who did not. The study was conducted with the participation of 263 high school students--143…
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Implicit self-esteem compensation: automatic threat defense.
Rudman, Laurie A; Dohn, Matthew C; Fairchild, Kimberly
2007-11-01
Four experiments demonstrated implicit self-esteem compensation (ISEC) in response to threats involving gender identity (Experiment 1), implicit racism (Experiment 2), and social rejection (Experiments 3-4). Under conditions in which people might be expected to suffer a blow to self-worth, they instead showed high scores on 2 implicit self-esteem measures. There was no comparable effect on explicit self-esteem. However, ISEC was eliminated following self-affirmation (Experiment 3). Furthermore, threat manipulations increased automatic intergroup bias, but ISEC mediated these relationships (Experiments 2-3). Thus, a process that serves as damage control for the self may have negative social consequences. Finally, pretest anxiety mediated the relationship between threat and ISEC (Experiment 3), whereas ISEC negatively predicted anxiety among high-threat participants (Experiment 4), suggesting that ISEC may function to regulate anxiety. The implications of these findings for automatic emotion regulation, intergroup bias, and implicit self-esteem measures are discussed. (c) 2007 APA, all rights reserved.
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Jansen, Daphne L; Rijken, Mieke; Heijmans, Monique; Boeschoten, Elisabeth W
2010-07-01
Compared to healthy people, end-stage renal disease (ESRD) patients participate less in paid jobs and social activities. This study explored the perceived autonomy, state self-esteem and labour participation in ESRD patients on dialysis, and the role illness and treatment perceptions play in these concepts. Patients completed questionnaires at home or in the dialysis centre (N = 166). Data were analysed using bivariate and multivariate analyses. Labour participation among dialysis patients was low, the average autonomy levels were only moderate, and the average self-esteem level was rather high. On the whole, positive illness and treatment perceptions were associated with higher autonomy and self-esteem, but not with labour participation. Multiple regression analyses demonstrated that illness and treatment perceptions explained 18 to 27% of the variance in autonomy and self-esteem. Perceptions of personal control, less impact of the illness and treatment, and less concern were important predictors. Our results indicate that dialysis patients' beliefs about their illness and treatment play an important role in their perceived autonomy and self-esteem. Stimulating positive (realistic) beliefs and altering maladaptive beliefs might contribute to a greater sense of autonomy and self-esteem, and to social participation in general. Interventions focusing on these beliefs may assist patients to adjust to ESRD.
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Physical activity, self-efficacy, and self-esteem: longitudinal relationships in older adults.
McAuley, Edward; Elavsky, Steriani; Motl, Robert W; Konopack, James F; Hu, Liang; Marquez, David X
2005-09-01
We examined the structure of the expanded version of the Exercise and Self-Esteem Model in a sample of older adults (N = 174; age, M = 66.7 years) across a 4-year period. A panel analysis revealed support for the indirect effects of physical activity (PA) and self-efficacy (SE) on physical self-worth and global esteem through subdomain levels of esteem. These relationships were consistent across the 4-year period. Over time, older adults reporting greater reductions in SE and PA also reported greater reductions in subdomain esteem. This is one of the first studies to examine these relationships longitudinally in the PA domain and offers further support for the hierarchical and multidimensional nature of self-esteem at the physical level. We recommend further testing of the Exercise and Self-Esteem Model, with special attention being paid to assessing multiple aspects of PA and SE.
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Self-Esteem and the Reproduction of Social Class.
James, Spencer L; Amato, Paul R
2013-12-01
Although prior research has demonstrated the multiple pathways through which socioeconomic attainment occurs, one unexplored avenue regards the role of psychological mechanisms such as self-esteem in this process. Using three waves of data from the National Survey of Families and Households ( N = 1,952), we employed structural equation models to examine the relationship between parenting practices and attitudes, socioeconomic status, offspring's self-esteem, and the likelihood of offspring college attendance. Self-esteem was positively related to the likelihood of offspring's college attendance. Additionally, self-esteem was found to be a modest mediator of the relationship between parental educational expectations and parental income, respectively, and the likelihood of offspring completing or being currently enrolled in college. Self-esteem may constitute one previously unconsidered mechanism for reproducing the class structure in the United States.
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Children's Self-Esteem, Level of Esteem Certainty, and Responsibility for Success and Failure
Piers, Ellen V.
1977-01-01
Relationships between children's self esteem, certainty of self esteem appraisal, and intellectual achievement responsibility were examined in boys and girls at the sixth grade and tenth grade levels with use of the Piers-Harris Children's Self Concept Scale and the Intellectual Achievement Responsibility Questionnaire. (MS)