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Sample records for academic achievement self-esteem

  1. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    ERIC Educational Resources Information Center

    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…

  2. Self-Esteem and Academic Achievement of High School Students

    ERIC Educational Resources Information Center

    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…

  3. Ethnic Differences in the Self-Esteem/Academic Achievement Relationship: A Meta-Analysis.

    ERIC Educational Resources Information Center

    Wickline, Virginia B.

    Four aspects related to self-esteem and academic achievement were addressed in the review. The first goal was to address methodological considerations of self-esteem measurement. Support for some self-esteem measures, as well as caveats and directions for future research, were indicated. The second goal was to determine whether a relationship…

  4. Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents

    NASA Astrophysics Data System (ADS)

    Fathi-Ashtiani, Ali; Ejei, Javad; Khodapanahi, Mohammad-Karim; Tarkhorani, Hamid

    This study is surveying some of personality characteristics of adolescents and their associations with academic achievement: Accordingly, 1314 randomly allocated students of Tehran`s high schools were assessed by Beck self-concept inventory, Coopersmith self-esteem inventory, Spielberger State-Trait anxiety inventory, Beck depression inventory. Results indicate that self-concept is correlated with self-esteem and these two have positive impacts on augment of academic achievement. Moreover, the increase of self-concept and self-esteem are related to the decrease of anxiety and a negative significant relation exists between self-concept, self-esteem and depression which will ensue decrease in academic achievement.

  5. Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data.

    ERIC Educational Resources Information Center

    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…

  6. Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students

    ERIC Educational Resources Information Center

    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…

  7. The Coopersmith Self-Esteem Inventory Related to Academic Achievement and School Behavior. Interim Research Report # 23.

    ERIC Educational Resources Information Center

    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…

  8. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    ERIC Educational Resources Information Center

    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…

  9. Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States

    ERIC Educational Resources Information Center

    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…

  10. Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

    PubMed Central

    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

  11. Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

    PubMed Central

    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

  12. Stability of Self-Esteem Ratings and Their Relation to Academic Achievement: A Longitudinal Study

    ERIC Educational Resources Information Center

    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)

  13. The Relationship between Self-Esteem and Academic Achievement in a Group of High, Medium, and Low Secondary Public High School Achievers.

    ERIC Educational Resources Information Center

    Thomas-Brantley, Betty J.

    This study investigated the relationship between self-esteem and academic achievement in a group of 150 high, medium, and low achievers at a large midwestern public high school. Correlating data from the Coopersmith Inventory of self-esteem with grades, cumulative grade point averages, and class rank, the study disclosed a positive correlation…

  14. Using the Achieving Success Everyday (ASE) Group Model to Promote Self-Esteem and Academic Achievement for English as a Second Language (ESL) Students

    ERIC Educational Resources Information Center

    Shi, Qi; Steen, Sam

    2012-01-01

    The Achieving Success Everyday (ASE) group model is used to promote self-esteem and academic performance of English as a second language (ESL) students. The findings from the preliminary data indicated that the participants' self-esteem was significantly improved after participation in the group. There was no significant improvement in the total…

  15. Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-Identification Patterns among Black College Students

    ERIC Educational Resources Information Center

    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…

  16. Racial Identity Attitudes, Self-Esteem, and Academic Achievement among African American Adolescents

    ERIC Educational Resources Information Center

    Bonvillain, Jocelyn Freeman; Honora, Detris

    2004-01-01

    The purpose of the present study was to explore the extent to which racial identity attitudes and self-esteem could predict academic performance for African American middle school students. A total of 175 African American adolescents in 7th grade attending one of two urban schools participated in the study. The Multi-Ethnic Identity Measure (MEIM)…

  17. An Examination of the Interrelationships between Self-Esteem, Others' Expectations, Family Support, Learning Approaches and Academic Achievement

    ERIC Educational Resources Information Center

    Roman, Sergio; Cuestas, Pedro J.; Fenollar, Pedro

    2008-01-01

    The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish…

  18. The Impact of Parental Support, Behavioral Control, and Psychological Control on the Academic Achievement and Self-Esteem of African American and European American Adolescents.

    ERIC Educational Resources Information Center

    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.…

  19. The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

    NASA Astrophysics Data System (ADS)

    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.

  20. Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children

    ERIC Educational Resources Information Center

    Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

    2006-01-01

    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

  1. Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades.

    PubMed

    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. PMID:22150292

  2. Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem

    ERIC Educational Resources Information Center

    Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio

    2013-01-01

    The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

  3. Self-Esteem and Reading Achievement.

    ERIC Educational Resources Information Center

    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…

  4. Changing Self-Esteem: The Impact of Self-Esteem Changes on At-Risk Students Achievement.

    ERIC Educational Resources Information Center

    Walker, Elaine M.

    Participants in a program to raise the academic achievement of at-risk elementary school students in the Newark (New Jersey) School District by raising their self-esteem showed both increased self-esteem and achievement gains. The program included individual and group counseling sessions, parent participation, and the use of the Toward Affective…

  5. Parental Acceptance/Involvement, Self-Esteem and Academic Achievement: The Role of Hope as a Mediator (Anne-Babadan Algilanan Kabul/Ilgi, Benlik Saygisi Ve Akademik Basari: Umudun Araci Rolü)

    ERIC Educational Resources Information Center

    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…

  6. Two Are Better than One: The Joint Influence of Maternal Preparedness for Parenting and Children's Self-Esteem on Academic Achievement and Adjustment

    ERIC Educational Resources Information Center

    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…

  7. The Influence of Self-Esteem and Selected Demographic Characteristics on First Semester Academic Achievement of Students Enrolled in a College of Agriculture

    ERIC Educational Resources Information Center

    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…

  8. Impact of a Career Intervention on At-Risk Middle School Students' Career Maturity Levels, Academic Achievement, and Self-Esteem

    ERIC Educational Resources Information Center

    Legum, Harry L.; Hoare, Carol H.

    2004-01-01

    The purpose of this study was to assess the effects of a 9-week career intervention program on at-risk middle school students' career maturity levels, self-esteem, and academic achievement. This study was based on a pretest and posttest design using a control group. Data were collected from 27 at-risk middle school students representing the…

  9. Health Behavior and Academic Achievement among Adolescents: The Relative Contribution of Dietary Habits, Physical Activity, Body Mass Index, and Self-Esteem

    ERIC Educational Resources Information Center

    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. The model…

  10. Self-Esteem and Achievement of At-Risk Adolescent Black Males.

    ERIC Educational Resources Information Center

    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…

  11. Personality Traits, Self-Esteem and Academic Achievement in Secondary School Students in Campania, Italy

    ERIC Educational Resources Information Center

    Troncone, Alda; Drammis, Maria Letizia; Labella, Alida

    2014-01-01

    For years educators have attempted to identify the effective predictors of scholastic achievement and several personality variables were described as significantly correlated with grade performance. Since one of the crucial practical implications of identifying the factors involved in academic achievement is to facilitate the teaching-learning…

  12. A Pilot Study on the Congruency of Locus of Control and Field Dependence as Related to Self-Esteem and Academic Achievement.

    ERIC Educational Resources Information Center

    Garner, C. William; Cole, Ernest G.

    A pilot study was conducted at two middle schools to investigate the relationship among student locus of control, field dependency, self-esteem, and achievement. A relationship between self-esteem and achievement has already been identified by research; another variable considered as a possible effect on a person's predisposition to achieve was…

  13. Self-Esteem and Academic Stress among Nursing Students.

    PubMed

    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. PMID:27423278

  14. Students' Perceived Support from Teachers: Impacts on Academic Achievement, Interest in Schoolwork, Attendance, and Self-Esteem.

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; McInerney, Dennis M.

    U.S. junior high school students in grades 7 and 8 (N=226) responded to survey items on their self-esteem and interest in schoolwork, their personal expectancy of completing high school, and perceived support from their teachers, parents, and peers for this expectancy. Their grade point average (GPA) and attendance data were obtained from school…

  15. Improving Academic Achievement through Building Self-Esteem in At-Risk Limited English Proficient Ninth Grade Haitian Students.

    ERIC Educational Resources Information Center

    Myrick, Gloria H.

    A self-esteem building program was developed and implemented to reduce the failure and potential dropout rate of limited English proficient 9th-grade Haitian students (N=15) who were enrolled in bilingual classes and were selected based on recommendations from their bilingual teachers, referrals for behavior problems, and failure in two or more…

  16. The Effects of the Children Having Incarcerated Parents Succeeding Group on Delinquent Behavior, Academic Achievement, Self-Esteem, Attendance and Aggressive Behavior with Seventh and Eighth Grade Students Who Have Incarcerated Parents or Guardians

    ERIC Educational Resources Information Center

    King-White, Dakota L.

    2012-01-01

    A sample of middle school students was investigated to determine whether an intervention group called Children Having Incarcerated Parents (C.H.I.P.S.; King-White & Lipford-Sanders, 2007) was an effective intervention for delinquent behavior, academic achievement, self-esteem, attendance, and aggressive behavior in children of incarcerated…

  17. Reading Achievement, Attitude toward Reading, and Reading Self-Esteem of Historically Low Achieving Students

    ERIC Educational Resources Information Center

    Kaniuka, Theodore S.

    2010-01-01

    The main purpose of schools is to improve the academic performance of all students and more recently with special regard to those that have historically struggled to meet state achievement goals. In an effort to attain these goals, educators have utilized many approaches including enhancing student self-esteem as a precursor to improving the…

  18. Self-Esteem & Academic Performance among University Students

    ERIC Educational Resources Information Center

    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…

  19. Changes in Self-Esteem across the First Year in College: The Role of Achievement Goals

    ERIC Educational Resources Information Center

    Shim, Sungok Serena; Ryan, Allison M.; Cassady, Jerrell

    2012-01-01

    This longitudinal study examined the effects of achievement goals on the growth trajectories of self-esteem during the first-year at a comprehensive public university. College freshmen (N = 311) were followed for one academic year with three time points. Between-individual differences and within-individual change in achievement goals were…

  20. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents

    PubMed Central

    Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul

    2008-01-01

    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 western U.S. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors. PMID:19209979

  1. Self-Esteem And Self-Estimates Of Academic Performance

    ERIC Educational Resources Information Center

    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…

  2. Influence of Perceived Contextual Stress on Self-Esteem and Academic Outcomes in African American Adolescents.

    ERIC Educational Resources Information Center

    Cunningham, Michael; Hurley, Megan; Foney, Dana; Hayes, DeMarquis

    2002-01-01

    Studied factors that influence academic success among 84 high-achieving African American students exposed to many stressful life events often associated with life in urban neighborhoods. Results show that adolescent-perceived hassles were indications of parental monitoring, and parental monitoring was positively related to self-esteem. Discusses…

  3. Contingent self-esteem and vulnerability to depression: academic contingent self-esteem predicts depressive symptoms in students

    PubMed Central

    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

  4. Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance among Stigmatized Students

    ERIC Educational Resources Information Center

    Loose, Florence; Regner, Isabelle; Morin, Alexandre J. S.; Dumas, Florence

    2012-01-01

    Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic…

  5. An Evaluation of the Fitness, Academic, and Self-Esteem Training Program at Meridian School 1984-1985.

    ERIC Educational Resources Information Center

    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…

  6. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    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…

  7. Self-Esteem, Locus of Control, and Student Achievement.

    ERIC Educational Resources Information Center

    Sterbin, Allan; Rakow, Ernest

    The direct effects of locus of control and self-esteem on standardized test scores were studied. The relationships among the standardized test scores and measures of locus of control and self-esteem for 12,260 students from the National Education Longitudinal Study 1994 database were examined, using the same definition of locus of control and…

  8. Ethnic Identity Achievement, Self-Esteem, and Discrimination among Surinamese Adolescents in the Netherlands.

    ERIC Educational Resources Information Center

    Verkuyten, Maykel; Brug, Peary

    2002-01-01

    Examined ethnic identity achievement among Surinamese adolescents in the Netherlands as it related to self-esteem, perceived discrimination, and Dutch national identification. Surveys of Surinamese and ethnic Dutch adolescents indicated that ethnic identity achievement and self-esteem were positively correlated for Surinamese students.…

  9. Global Self-Esteem: Cognitive Interpretation in an Academic Setting.

    ERIC Educational Resources Information Center

    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.…

  10. Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.; McInerney, Dennis M.; Green, Jasmine; Dowson, Martin

    2007-01-01

    The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic…

  11. The Self-Esteem Fraud: Why Feel-Good Education Does Not Lead to Academic Success. CEO Policy Brief.

    ERIC Educational Resources Information Center

    Shokraii, Nina H.

    Which comes first: achievement or self-esteem? This question is at the heart of an important educational controversy. Traditionally, public schools thought that students' satisfaction followed on the heels of academic success. In other words, children who performed well in class consequently felt good about themselves. But more recent educational…

  12. Team Sports Achievement and Self-Esteem Development among Urban Adolescent Girls

    ERIC Educational Resources Information Center

    Pedersen, Sara; Seidman, Edward

    2004-01-01

    In this study we investigate the contribution of achievement in team sports to adolescent girls' self-esteem development. Adolescent girls (N = 247) from racially and ethnically diverse backgrounds were surveyed as part of a larger study investigating the development of poor urban youth. Participants responded to items tapping global self-esteem,…

  13. Self-Esteem and Academic Success as Influenced by Reading Strategies

    ERIC Educational Resources Information Center

    Zarei, Eghbal; Shokrpour, Nasrin; Nasiri, Elham; Kafipour, Reza

    2012-01-01

    This study aimed at determining the effect of instruction in cognitive and metacognitive strategies on the students' educational self-esteem and academic performance. 87 students were selected through random sampling. The two first groups were consciously taught about cognitive and metacognitive strategies. All the classes were taught by the same…

  14. Explaining the Relation between Academic Motivation and Substance Use: Effects of Family Relationships and Self Esteem.

    ERIC Educational Resources Information Center

    Andrews, Judy A.; And Others

    The inverse relation between academic motivation and substance use has been well established, but the direction of the influence remains to be specified; two possible influences are the mediating and moderating effects of family relationships and self-esteem. In this study, investigators used General Estimating Equation (GEE) models based on data…

  15. Relationships Between Self-Esteem, Achievement, and I.Q. Measures of Elementary and Secondary Students.

    ERIC Educational Resources Information Center

    Schnee, Ronald G.

    To test the hypothesis that self-esteem correlates significantly with both achievement and I.Q. in the same direction, that is, either positively or negatively, 318 eighth grade and 478 fifth grade students were randomly selected. Stanford Achievement Tests and the Otis-Lennon Mental Abilities Test were administered to obtain the respective…

  16. Self-esteem, personality and achievement in high school: a prospective longitudinal study in Texas.

    PubMed

    Hair, Elizabeth C; Graziano, William G

    2003-12-01

    This research explored four empirical questions: (1) Is self-esteem a better predictor of academic success and adjustment than other aspects of personality? (2) How is self-esteem related to Big-Five dimensions of personality during the transition from middle school to high school? (3) Do dispositions like Agreeableness or Openness relate to an adolescent's adaptation and affect reactions to the self? and (4) Do sources of information about adolescents (e.g., self-rating, other rating, objective "life history") converge? We also explored the general hypothesis that personality, self-esteem, and teachers' ratings of adjustment during the middle school years predict later life outcomes during high school. Overall, results indicate Big-Five personality characteristics were more stable than self-esteem across this transition period. Agreeableness and Openness assessed in middle school are related to later scholastic competence and behavioral conduct, academic success, and adjustment in high school. Results were discussed in terms of personality development and self-evaluation. PMID:14633055

  17. Cultural Connections: Promoting Self-Esteem, Achievement, and Multicultural Understanding through Distance Learning.

    ERIC Educational Resources Information Center

    Cifuentes, Lauren; Murphy, Karen; Davis, Trina

    This case study focused on the effects of collaborative activities between two teachers and their students. The authors explored the effectiveness of distance learning for adolescents in promoting self-esteem, achievement, and multicultural understanding. In Cultural Connections, diverse students across Texas collaborated on multicultural…

  18. Analysis of Academic Self-Efficacy, Self-Esteem and Coping with Stress Skills Predictive Power on Academic Procrastination

    ERIC Educational Resources Information Center

    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…

  19. Biculturalism and Academic Achievement of African American High School Students

    ERIC Educational Resources Information Center

    Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

    2011-01-01

    Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

  20. Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students.

    PubMed

    Pepi, Annamaria; Faria, Luísa; Alesi, Marianna

    2006-01-01

    Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In general, both representation of intelligence and self-esteem seem to play an important role in scholastic performance in terms of both a predispostion to learning and the results actually achieved. The aim of this research is to determine the relationship between variables such as school, and socioeconomic level and gender in Italian and Portuguese students. A questionnaire was administered to 1,540 high school and university students assessing socioeconomic level and school performance, the Personal Conceptions of Intelligence Test (Faira & Fontaine, 1997), and the Self-Esteem Test (Rosenberg, 1965). In general, results show that Portuguese subjects are more incremental than Italians. Moreover, significant differences have to be determined regarding motivational factors linked to school and socioeconomic level and gender. The research highlights the importance of macro-contextual factors in the social, economic, and political organizations that influence how people develop their motivational beliefs. PMID:17240770

  1. The Impact of Systematic Feedback on Student Self-Esteem.

    ERIC Educational Resources Information Center

    Kearns, John

    A controlled study investigated the impact of systematic praise techniques on 145 sixth-grade students' self-esteem. Eighty-five students comprised the experimental group, and 60 students made up the control group. The study was initiated in order to explore the link between self-esteem and academic achievement. The attempt to increase student…

  2. Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement.

    ERIC Educational Resources Information Center

    Schmidt, Jennifer A.; Padilla, Brenda

    2003-01-01

    Used longitudinal data for 330 10th graders to study associations among self-esteem, family challenge, and high school grades and extracurricular involvement. Results show correlation of family challenge and self-esteem. Controlling on self-esteem found family challenge positively associated with grades and marginally associated with…

  3. Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

    ERIC Educational Resources Information Center

    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…

  4. The relationships among Black consciousness, self-esteem, and academic self-efficacy in African American men.

    PubMed

    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. PMID:12081095

  5. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

    ERIC Educational Resources Information Center

    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…

  6. Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress

    ERIC Educational Resources Information Center

    Hamid, Malai Hayati Sheikh; Shahrill, Masitah; Matzin, Rohani; Mahalle, Salwa; Mundia, Lawrence

    2013-01-01

    The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with…

  7. Improving Reading Achievement of Chapter 1 Pull-Out Students through Self-Esteem Building Classes Involving Buddy Group and Teacher Participation.

    ERIC Educational Resources Information Center

    Hershfield, Marlene

    A practicum attempted to improve the low reading achievement of Chapter 1 students in a low socioeconomic fifth-grade class by implementing a self-esteem building program. Activities were designed in a workbook format to complement class instruction in self-esteem building exercises. An emphasis on critical thinking skills was incorporated into…

  8. Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities.

    PubMed

    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. PMID:10619543

  9. Effects of Parental Verbal Aggression on Children's Self-Esteem and School Marks.

    ERIC Educational Resources Information Center

    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…

  10. The Death of the Feel-Good Factor? Self-Esteem in the Educational Context

    ERIC Educational Resources Information Center

    Humphrey, Neil

    2004-01-01

    The role of self-esteem in academic achievement has been one of the most controversial issues in educational psychology in recent years. A recent research review in this area has suggested that there is little evidence that self-esteem influences achievement in any meaningful way (Baumeister et al., 2003). However, there is considerable evidence…

  11. Personal Conceptions of Intelligence, Self-Esteem, and School Achievement in Italian and Portuguese Students

    ERIC Educational Resources Information Center

    Pepi, Annamaria; Faria, Luisa; Alesi, Marianna

    2006-01-01

    Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In…

  12. Increasing Student Achievement and Improving Self-Esteem through a Community Building Intervention

    ERIC Educational Resources Information Center

    Lupo, Concetta M.

    2012-01-01

    This study focused on improving students' self-esteem through community building at an elementary school in a low socioeconomic community where over 55% of the students live below the poverty line. Orefield and Yun state in their 1999 article, "Resegregation of America's schools," "school level poverty is related to many…

  13. An Investigation of Self-Esteem and School Achievement of Taiwanese Secondary Students.

    ERIC Educational Resources Information Center

    Hong, Zuway-R; Veach, Patricia McCarthy; Lawrenz, Frances

    This study investigated factors related to Taiwanese senior high school students' self-esteem. A total of 1,672 students (779 boys, 893 girls) in Kaohsiung City in Taiwan completed a Chinese version of the Secondary Student Questionnaire (SSQ; Z. Hong, 2001). In addition, interviews were conducted with six students from three different high…

  14. Self-Esteem among Adult Literacy Learners

    ERIC Educational Resources Information Center

    Lipnevich, Anastasiya; Beder, Hal

    2007-01-01

    The purpose of this study was to investigate adult literacy education learners' self-esteem and to examine the relationship between self-esteem and measures of achievement in reading and math. The rationale for the present study stemmed from the lack of research into adult literacy students' self-esteem levels. More than 200 learners enrolled in…

  15. The Relationship between Birth Order and Academic Achievement.

    ERIC Educational Resources Information Center

    Cherry, Crystal M.

    This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…

  16. Peer Counseling in the Elementary School: Promoting Personal and Academic Growth through Positive Relationships Thereby Increasing Self-Esteem and Self-Concept.

    ERIC Educational Resources Information Center

    Lieberman, Debra J.

    The effects of a peer counseling program on the elementary school level were studied to determine if positive relationships would promote personal and academic growth thereby increasing self-esteem and self-concept. The project was implemented in three phases: selection and training of 15 fourth and fifth grade students; implementation of special…

  17. Esteem Builders: A K-8 Self-Esteem Curriculum for Improving Student Achievement, Behavior and School Climate.

    ERIC Educational Resources Information Center

    Borba, Michele

    A curriculum for enhancing student self-esteem in grades kindergarten through 12 is presented in this guide. An introduction discusses the background and research-based data as to why esteem building is essential for today's students. Chapter 1 explains the building blocks of self-esteem: security, self-hood, affiliation, mission, and competence.…

  18. The Coopersmith Self-Esteem Inventory: A Construct Validation Study.

    ERIC Educational Resources Information Center

    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,…

  19. Relationship of Self Esteem of the Disadvantaged to School Success.

    ERIC Educational Resources Information Center

    Frerichs, Allen H.

    This study shows that there is a positive correlation between self esteem and academic achievement for inner city black children. Seventy-eight grade 6 black students were divided into the following categories: upper one-third and lower third based on intelligence test scores, standardized reading test scores, and grade point average (GPA) from…

  20. A Comparison of the Effect of Single-Sex and Coeducational Schooling Arrangements on the Self-Esteem and Mathematics Achievement of Adolescent Females.

    ERIC Educational Resources Information Center

    Dollison, Richard A.

    Coeducation has been nearly universal in public schools in the United States during the 20th century. Research conducted in the last decade has questioned the effectiveness of coed schooling with regard to the self-esteem and mathematics achievement of adolescent females. Early research reported that single-sex schools where superior to…

  1. Alcohol Use and Self-Esteem of Adolescents.

    ERIC Educational Resources Information Center

    Mitic, Wayne R.

    1980-01-01

    Results revealed that regular users possessed significantly higher mean scores in overall self-esteem as compared to all other drinking categories. Potential problem drinkers obtained significantly lower scores in academic self-esteem. Educators should consider self-esteem building activities when devising alcohol education programs for teenagers.…

  2. Little League Baseball and Players' Self-Esteem.

    ERIC Educational Resources Information Center

    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)

  3. Hmong High School Students in Afterschool: Effects on Achievement, Behavior, and Self-Esteem

    ERIC Educational Resources Information Center

    Boyer, Kimberley A. M.; Tracz, Susan M.

    2014-01-01

    Afterschool programs can support Asian-American young people by providing academic support and culturally specific programming designed to help them bridge their native and adopted cultures. However, little is known about the effect of afterschool participation on academic and social outcomes for Asian-American students. This causal-comparative…

  4. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  5. Self-Esteem and Couples Counseling.

    ERIC Educational Resources Information Center

    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 provides an…

  6. Getting used to academic public speaking: global self-esteem predicts habituation in blood pressure response to repeated thesis presentations.

    PubMed

    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. PMID:22392261

  7. Developmental Pathways from Parental Substance Use to Childhood Academic Achievement

    PubMed Central

    Brook, Judith S.; Saar, Naomi S.; Brook, David W.

    2010-01-01

    This cross-sectional study examined the pathways to childhood academic achievement in 209 African American and Puerto Rican children and their mothers. There were three pathways to childhood academic achievement: (a) the mother-child relationship and the child’s personality mediated between parental substance use and childhood academic achievement; (b) the child’s personality mediated between parental education and childhood academic achievement; and (c) there was a direct relationship between the child’s gender and childhood academic achievement. Policy and clinical implications suggest the importance of increasing educational opportunities for all parents, providing substance use treatment and self-esteem workshops, and altering the school curriculum. PMID:20525035

  8. Aesthetic self-esteem.

    PubMed

    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. PMID:25730537

  9. The Relationships among Students' Commitment, Self-Esteem, Organisational Citizenship Behaviour and Academic Performance

    ERIC Educational Resources Information Center

    Khaola, Peter P.

    2014-01-01

    As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic…

  10. Increases in Academic Connectedness and Self-Esteem among High School Students Who Serve as Cross-Age Peer Mentors

    ERIC Educational Resources Information Center

    Karcher, Michael

    2009-01-01

    Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…

  11. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    ERIC Educational Resources Information Center

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  12. Self-Esteem.

    ERIC Educational Resources Information Center

    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…

  13. Situated Self-Esteem

    ERIC Educational Resources Information Center

    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…

  14. Justified Self-Esteem

    ERIC Educational Resources Information Center

    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…

  15. Evaluation of a program on self-esteem and ego-identity for Korean nursing students.

    PubMed

    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. PMID:27080200

  16. Story on Self-Esteem

    MedlinePlus

    ... Help White House Lunch Recipes The Story on Self-Esteem KidsHealth > For Kids > The Story on Self-Esteem ... español La historia de la autoestima What Is Self-Esteem? Self-esteem is a way of thinking and ...

  17. Influence of Parenting Styles on the Adjustment and Academic Achievement of Traditional College Freshmen.

    ERIC Educational Resources Information Center

    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…

  18. The development of global and domain-specific self-esteem from age 13 to 31.

    PubMed

    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. PMID:26167796

  19. Comparison of self-esteem scores: American and Indian adolescents.

    PubMed

    Wood, P C; Hillman, S B; Sawilowsky, S S

    1995-04-01

    The Coopersmith Self-esteem Inventory was administered to 112 African American adolescents who were academically at-risk for dropping out of high school. Results were similar to those of a previous study comparing a heterogeneous group of 100 American adolescents with 100 youths from India. Differences on scores of self-esteem for the two international groups were noted. PMID:7667445

  20. An Investigation of Participation in Weekly Music Workshops and Its Relationship to Academic Self-Concept and Self-Esteem of Middle School Students in Low-Income Communities

    ERIC Educational Resources Information Center

    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,…

  1. Response to moral choices as a function of self-esteem.

    PubMed

    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. PMID:12090527

  2. Self-Esteem and Adjustment in Early Adolescence: A Social-Contextual Perspective.

    ERIC Educational Resources Information Center

    DuBois, David L.; Bull, Catherine A.; Sherman, Michelle D.; Roberts, Magie

    1998-01-01

    Global self-esteem and social-contextual incongruity in factors contributing to the development and maintenance of self-esteem were studied as predictors of the emotional, behavioral, and academic adjustment of 213 young adolescents. Higher reported levels of global self-esteem were associated with more favorable scores on most measures of…

  3. Self-esteem among Arab adolescents in Israel.

    PubMed

    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. PMID:10457762

  4. What Is Self-Esteem?

    ERIC Educational Resources Information Center

    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…

  5. Self-Esteem: A Model.

    ERIC Educational Resources Information Center

    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…

  6. Self-Esteem Goes Political.

    ERIC Educational Resources Information Center

    Jones, Regina

    1990-01-01

    Lack of self-esteem is the root of many social problems. The California Task Force to Promote Self-Esteem and Personal and Social Responsibility has made several recommendations to promote self-esteem as a social vaccine against the problems besetting minority and urban families. (SLD)

  7. Building Self-Esteem.

    ERIC Educational Resources Information Center

    Gover, Jill

    Self-esteem lies at the core of psychological health. This paper presents several strategies individuals might use for stopping negative self-criticism, overcoming self-rejection, and developing greater acceptance and compassion for themselves and others. The first step involves identifying any negative self-talk and then writing these thoughts…

  8. On Self-Esteem.

    ERIC Educational Resources Information Center

    Lewis, Florence C.

    1988-01-01

    Good teachers are treasures, but they need rewards and small classes. They cannot instruct others in self-esteem if they feel like losers. If the teaching profession is scorned and the school administration offers no support, the teacher can be only poison in the classroom. (MLW)

  9. Promoting Self-Esteem in a Caring Positive Classroom.

    ERIC Educational Resources Information Center

    Hodges, Linda; Wolf, Carolyn J.

    Noting that low self-esteem negatively affects student achievement, this action research project implemented and evaluated a program for increasing student self-esteem through a caring and positive classroom environment incorporating cooperative learning and the use of praise and rewards. The targeted population consisted of fifth grade physical…

  10. Rosenberg's Self-Esteem Scale: Two Factors or Method Effects.

    ERIC Educational Resources Information Center

    Tomas, Jose M.; Oliver, Amparo

    1999-01-01

    Results of a study with 640 Spanish high school students suggest the existence of a global self-esteem factor underlying responses to Rosenberg's (M. Rosenberg, 1965) Self-Esteem Scale, although the inclusion of method effects is needed to achieve a good model fit. Method effects are associated with item wording. (SLD)

  11. The Self-Esteem Repair & Maintenance Manual.

    ERIC Educational Resources Information Center

    Brooks, B. David; Dalby, Rex K.

    Guidelines are presented to help a person feel better about himself or herself. The book is premised on the four A's: attitude, action, achievement, and acknowledgment. To assure successful repair or maintenance of self-esteem, one must have the right attitude, take the proper action--one that will lead to achievements--and then one must…

  12. Enhancing Self-Esteem. Third Edition.

    ERIC Educational Resources Information Center

    Carlock, C. Jesse, Ed.

    Self esteem has been a buzzword in the 1990s but what exactly is self esteem? How is it formed? Can self esteem be raised? How? This book addresses these questions and includes specialized chapters on children, gender, transitions, parents' self esteem, and measurement of self esteem. Many people want to change how they feel about themselves but…

  13. Promoting Self-Esteem, Defining Culture.

    ERIC Educational Resources Information Center

    Witt, Norbert

    1998-01-01

    Treatment programs for the growing problem of solvent abuse, in the form of sniffing gasoline, among Canadian-Native youth have had no success. Increased self-esteem, which is central to successful treatment, can only be achieved through programs designed by Native people and based on the their culture. Contains 32 references. (TD)

  14. Black Self-Esteem and Desegregated Schools.

    ERIC Educational Resources Information Center

    Drury, Darrel W.

    1980-01-01

    Discusses a study to determine attitudes among Black and White students in 194 southern high schools regarding desegregation. Data are presented on differences between schools; test-score achievement; and variations in self-esteem among students in predominantly White, Black, and racially mixed schools. Findings are interpreted in light of…

  15. Discrepancies between implicit and explicit self-esteem: implications for narcissism and self-esteem instability.

    PubMed

    Zeigler-Hill, Virgil

    2006-02-01

    There appear to be two forms of high self-esteem: secure high self-esteem (which is often linked with psychological health) and fragile high self-esteem (which is generally associated with poor psychological adjustment and impaired interpersonal relationships). Discrepant high self-esteem is a form of fragile self-esteem characterized by high explicit self-esteem and low implicit self-esteem. The present study examined whether discrepant high self-esteem was associated with narcissism and self-esteem instability in an undergraduate sample. Using multiple measures of implicit self-esteem, two basic findings emerged from the present study. First, participants with discrepant high self-esteem possessed the highest levels of narcissism. Second, participants with high explicit self-esteem and high implicit self-esteem displayed the most stable self-esteem. Findings are discussed in terms of secure and fragile high self-esteem. PMID:16451228

  16. Parenting styles and adolescents' self-esteem in Brazil.

    PubMed

    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. PMID:17688087

  17. Self-Esteem and Delinquency.

    ERIC Educational Resources Information Center

    Rosenberg, Florence R.; Rosenberg, Morris

    1978-01-01

    The relation between self-esteem and delinquency among high school youth was studied by cross-lagged panel correlations, which indicated that low self-esteem tended to cause delinquency, particularly among lower socioeconomic status youth. A reviewer's comment by McCord and the authors' reply are appended. (CTM)

  18. Cyberbullying and Self-Esteem

    ERIC Educational Resources Information Center

    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…

  19. The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

    ERIC Educational Resources Information Center

    Yousef, Wael Shaher Mohammed; Bellamy, Al

    2015-01-01

    Introduction: Cyberbullying has received a considerable amount of attention within the academic and public literature. However, very little if any cyberbullying research has been conducted among Arab American students. This current study explored the impact of cyberbullying among middle and high school Arab American students on their self-esteem…

  20. Truancy/Self-Esteem.

    ERIC Educational Resources Information Center

    Englander, Meryl E.

    Absenteeism is expensive in terms of academic achievement, economic loss to school districts, and teacher efficiency. Most importantly, however, truancy is expensive because it is a lost opportunity to rehabilitate a large number of distressed youngsters. A number of studies have demonstrated that schools are not equipped in either organization or…

  1. The Effects of Participation versus Non-Participation in Interscholastic Sports on Achievement

    ERIC Educational Resources Information Center

    Coleman, Jewell J.

    2010-01-01

    Research indicates that participation in interscholastic sports may not affect student academic achievement and self-esteem. The purpose of this study was to determine the effects of participation versus non-participation in interscholastic sports on the academic achievement and self-esteem of eighth grade students. Reading and math achievement…

  2. Self-esteem and delinquency.

    PubMed

    Rosenberg, F R; Rosenberg, M; McCord, J

    1978-09-01

    Cross-lagged panel correlation technique is used to examine whether self-esteem has a greater effect on delinquency than delinquency has on self-esteem. Analysis of a nationwide study of tenth-grade boys shows that self-esteem is the more powerful causal factor, even when initial levels of delinquency are held constant. This result, however, is found to be stronger in the lower class than in the upper class. These data are interpreted as lending greater support to Kaplan's theory of the self-enhancing nature of delinquent behavior than to the idea of reflected appraisals. PMID:24408810

  3. Improving Self-Esteem in General Music

    ERIC Educational Resources Information Center

    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…

  4. How's Your Self-Esteem? (Quiz)

    MedlinePlus

    ... I Help a Friend Who Cuts? How's Your Self-Esteem? (Quiz) KidsHealth > For Teens > How's Your Self-Esteem? (Quiz) Print A A A Text Size We hear a lot about the importance of self-esteem. Self-esteem can influence our happiness and success. ...

  5. Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?

    PubMed

    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

  6. Designing and Executing Instructional Strategies for Improving the Self-Esteem of Secondary At-Risk Students.

    ERIC Educational Resources Information Center

    Moore, Johnny

    Improving at-risk students' low self-esteem, changing the negative feeling that at-risk students have about themselves, and helping at-risk students to become empowered to do something about their poor achievement in school were the major undertaking of this project. A formalized self-esteem assessment tool, the Coopersmith Self Esteem Inventory,…

  7. Relationship Between Self-Esteem and Locus of Control in Black and White Fifth Grade Students

    ERIC Educational Resources Information Center

    Burbach, Harold J.; Bridgeman, Brent

    1976-01-01

    This investigation examines the relationship between fifth graders' scores on Coopersmith's Self Esteem Inventory and the Intellectual Achievement Responsibility Questionnaire. Data were analyzed by race and sex. (GO)

  8. Fathers and Daughters: Using a Multivariate Analysis through Multiple Regression to Help Predict a Daughter's Self-Esteem as Experienced by College-Age Women in Rural Nebraska

    ERIC Educational Resources Information Center

    Beshaler, Mary E.

    2010-01-01

    Throughout her life, a woman makes decisions about behaviors, relationships, academic accomplishments, and achievements. What propels women to make these choices may be driven by an image of self. This feeling of self-worth or self-esteem is developed early in life with the help of her primary caregivers as found in her biological mother and…

  9. Gender, Ethnicity, and the Structure of Self-Esteem: An Attitude Theory Approach.

    ERIC Educational Resources Information Center

    Tashakkori, Abbas

    1993-01-01

    Reports on a study of 305 African American and 338 white middle school students to determine whether self-beliefs underlying self-esteem are different across ethnic and gender boundaries. Finds that academic self-beliefs, as opposed to nonacademic self-beliefs were not strong predictors of self-esteem among any of the groups. (ACM)

  10. Does Low Self-Esteem Predict Health Compromising Behaviours among Adolescents?

    ERIC Educational Resources Information Center

    McGee, Rob; Williams, Sheila

    2000-01-01

    Study examined the predictive association for both global and academic self esteem among students ages 9-13 in a large sample of New Zealanders. Results showed levels of global self esteem significantly predicted adolescent reports of problem eating, suicidal ideation, and multiple compromising behaviors. Implications are discussed for the…

  11. Art Activities to Improve Self-Esteem among Native Hawaiian Children.

    ERIC Educational Resources Information Center

    Omizo, Michael M.; Omizo, Sharon A.

    1989-01-01

    Investigated effects of group counseling using art activities in improving self-esteem among Hawaiian elementary children (N=50). Found subjects who participated in counseling had higher Social Peer-Related and Academics/School-Related Self-Esteem scores than children who did not participate. (ABL)

  12. The Relationship of Risk Status to Self-Esteem and Perceived Life Chances.

    ERIC Educational Resources Information Center

    Worrell, Frank C.; Latt, Ilisha K.; Perlinski, Melissa A.

    1999-01-01

    Compared 103 students on global self-esteem and perceived life chances. Thirty-three were in a continuation high school, 20 participated in a mentoring program, and 50 were in a program for the academically gifted. The groups did not differ in global self-esteem, but students at the continuation school had lower scores for perceived life chances.…

  13. Student Self-Esteem. The Best of ERIC on Educational Management, Number 94.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Educational Management, Eugene, OR.

    This annotated bibliography of 12 publications on student self-esteem includes six research studies that indicate the following: (1) it is the actual ability of students, not their self-concepts of ability, that make the difference in academic success; (2) students who feel strong parental pressure generally have lower self-esteem; (3) self-esteem…

  14. Acculturative Stress and Self-Esteem among Puerto Rican Migrant Children.

    ERIC Educational Resources Information Center

    Diaz, Joseph O. Prewitt; Santiago, Nilza

    1998-01-01

    Studied how acculturative stress affects self-esteem of 240 upper elementary school children in Puerto Rico, half of whom had never migrated, and half of whom had spent at least one academic year in the United States. Data suggest lower self-esteem for migrants and more disadvantages because they are placed in second-language programs and delayed…

  15. Self-esteem in children after traumatic brain injury: an exploratory study.

    PubMed

    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 (p< 0.001). Children 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. PMID:22635121

  16. A Brief Primer on Self-Esteem

    ERIC Educational Resources Information Center

    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…

  17. Self-Esteem: Justifying Its Existence.

    ERIC Educational Resources Information Center

    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.…

  18. Androgyny, Masculinity, and Self-Esteem.

    ERIC Educational Resources Information Center

    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)

  19. Self-Esteem and Classroom Participation

    ERIC Educational Resources Information Center

    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)

  20. Measuring Self-Esteem in Early Adolescents.

    ERIC Educational Resources Information Center

    Juhasz, Anne McCreary

    1985-01-01

    Methods for investigating self-esteem may not reveal the factors on which a person's self-esteem rests. Twelve- to fourteen-year-olds identified aspects of the self which were important to them, and evaluated the degree of importance. Results of this study reveal age and gender differences in self-esteem factors. (Author/BL)

  1. The Educational Importance of Self-Esteem

    ERIC Educational Resources Information Center

    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…

  2. Increasing Male Academic Achievement

    ERIC Educational Resources Information Center

    Jackson, Barbara Talbert

    2008-01-01

    The No Child Left Behind legislation has brought greater attention to the academic performance of American youth. Its emphasis on student achievement requires a closer analysis of assessment data by school districts. To address the findings, educators must seek strategies to remedy failing results. In a mid-Atlantic district of the Unites States,…

  3. Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

    NASA Astrophysics Data System (ADS)

    Williams, Tammy Kay

    The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

  4. Children's Self-Esteem, Level of Esteem Certainty, and Responsibility for Success and Failure

    ERIC Educational Resources Information Center

    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)

  5. Self-esteem growth trajectory from adolescence to mid-adulthood and its predictors in adolescence.

    PubMed

    Kiviruusu, Olli; Huurre, Taina; Aro, Hillevi; Marttunen, Mauri; Haukkala, Ari

    2015-03-01

    The present study examined the trajectory of self-esteem from adolescence to mid-adulthood and its predictors in adolescence in a prospective cohort sample with a 26-year follow-up. Participants of a Finnish cohort study in 1983 at 16 years (N = 2194) were followed up at ages 22 (N = 1656), 32 (N = 1471) and 42 (N = 1334) years. Self-esteem development was analyzed using latent growth curve models with parental socioeconomic status (SES), parental divorce, school achievement, daily smoking, and heavy drinking as time invariant covariates. Self-esteem grew linearly from 16 to 32 years, but stabilized after that with no growth between 32 and 42 years. Males had significantly higher self-esteem throughout the follow-up, although females had a faster growth rate. Better school performance and higher parental SES were associated with a higher initial level of self-esteem among both genders, while parental divorce among females and daily smoking among males were associated with a lower initial level of self-esteem. Among females the growth rate of self-esteem was practically unaffected by the studied covariates. Among males, however, the initial differences in self-esteem favouring those from a higher SES background were indicated to diminish, while the differences between non-smokers and smokers were indicated to increase. The studied adolescent covariates combined had only limited predictive value for the later self-esteem development. However, the effects of any covariate on the level and slope of the self-esteem trajectory, even if small, should be assessed in combination in order to identify whether they lead to converging, diverging or constantly equidistant self-esteem trajectories. The findings highlight the variety of roles that adolescent behaviours and social environments may have in the developmental process of self-esteem from adolescence into mid-adulthood. PMID:26047839

  6. Androgyny and Self-Esteem.

    ERIC Educational Resources Information Center

    Middlebrook-Stangl, Ann

    This paper examines the relationship between androgyny and self-esteem by reviewing recent research on the two topics. It is noted that, until recently, sex-typing was considered to be a normal healthy function of development and it was believed that people were happiest and most productive if their sex-typing matched their gender. Some recent…

  7. Improving Students' Self-Esteem.

    ERIC Educational Resources Information Center

    Canfield, Jack

    1990-01-01

    To help strengthen their students' self-esteem and increase their chances for success, teachers must assume an attitude of 100 percent responsibility, focus on the positive, monitor their own self-talk, use classroom support groups, identify personal strengths and resources, set goals and objectives, use guided visualization, take action, and…

  8. Unmasking Positive Self-Esteem.

    ERIC Educational Resources Information Center

    Anderson, Marjorie

    Psychological masks can become the accepted facade of people who struggle to camouflage their real selves. Sometimes parents label a child as "lazy" or "stupid"; teachers may follow suit by labeling a child "slow learner" or "uncooperative." Healthy self-esteem is based on three main concepts: "I am lovable; I am capable; I am unique." Students…

  9. Self-esteem is characterized as a positive or a negative attitude toward the self (Rosenberg, 1965, cited in Mruk, 2006)." [corrected].

    PubMed

    Alkhateeb, Haitham M

    2014-06-01

    Mathematics achievement and self-esteem of 238 Qatari elementary students (128 girls, 110 boys) was assessed. In Grades 1 to 5, self-esteem was M = 14.3 (SD = 2.7) and mathematics achievement was M = 68.1 (SD = 21.9). Results indicated boys had higher self-esteem. Mathematics achievement and sex explained seven percent of the variance in self-esteem. PMID:25074315

  10. A Review of the Current Literature Regarding Global Self-Esteem and Specific Self-Esteem in Adolescent Development.

    ERIC Educational Resources Information Center

    Kidder, Sherri L.

    The general development of the concept of self-esteem is reviewed, and concerns about the research strategies and issues are discussed. This paper focuses on adolescent self-esteem. Research is presented on global self-esteem, domain specific self-esteem as it relates to global self-esteem, and the identification of self-esteem trajectories.…

  11. Self-Esteem and Self-Efficacy: Associations with Alcohol Consumption in a Sample of Adolescents in Northern Ireland

    ERIC Educational Resources Information Center

    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…

  12. Vocational Self-Esteem and Psychological Needs in Turkish Counseling Students

    ERIC Educational Resources Information Center

    Civitci, Asim

    2010-01-01

    In this study, relationships between vocational self-esteem and psychological needs (autonomy, affiliation, achievement, and dominance) in Turkish counseling students were examined. In addition, the moderating effect of gender on the relationships between vocational self-esteem and psychological needs was investigated. The participants consisted…

  13. An innovative summer camp program improves weight and self-esteem in obese children

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Obese children benefit from structured life-style changes and need help with self-esteem, which is lower when compared to normal-weight children. Summer camp might offer an opportunity to achieve a healthy lifestyle and to improve weight and self-esteem. he objective is to determine the effectivenes...

  14. Contingent Self-Esteem and Race: Implications for the Black Self-Esteem Advantage

    ERIC Educational Resources Information Center

    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…

  15. Gender differences in implicit self-esteem following a romantic partner's success or failure.

    PubMed

    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. PMID:23915040

  16. Counterfactual Reasoning for Regretted Situations Involving Controllable Versus Uncontrollable Events: The Modulating Role of Contingent Self-Esteem

    PubMed Central

    Wilkinson, Meredith R.; Ball, Linden J.; Alford, David

    2015-01-01

    We report a study that examined the modulating impact of contingent self-esteem on regret intensity for regretted outcomes associated with controllable versus uncontrollable events. The Contingent Self-Esteem Scale (e.g., Kernis & Goldman, 2006) was used to assess the extent to which a person’s sense of self-worth is based on self and others’ expectations. We found that there was an influence of self-esteem contingency for controllable but not for uncontrollable regret types. For controllable regret types individuals with a high contingent (i.e., unstable) self-esteem reported greater regret intensity than those with a low contingent (i.e., stable) self-esteem. We interpret this finding as reflecting a functional and adaptive role of high contingent self-esteem in terms of mobilizing the application of counterfactual reasoning and planning mechanisms that can enable personal expectations to be achieved in the future. PMID:25883697

  17. The Politics of Self-Esteem.

    ERIC Educational Resources Information Center

    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)

  18. Self-Esteem of Adolescent Athletes.

    ERIC Educational Resources Information Center

    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…

  19. Adolescent Self-Esteem and the Schools.

    ERIC Educational Resources Information Center

    Higgins, Keith B.

    This book was written to help schools and educators in their efforts to raise the self-esteem of adolescent students. The first chapter presents the layout of the book. Chapter 2 explains Coopersmith's (1967) model of self-esteem, emphasizing the model's relevance to secondary education. Experiences leading to feelings of significance, competence,…

  20. Adolescent Self-Esteem, Attachment and Loneliness

    ERIC Educational Resources Information Center

    Dhal, Anubha; Bhatia, Sangeeta; Sharma, Vidhi; Gupta, Priyanka

    2007-01-01

    Objectives: To assess self-esteem, loneliness and attachment styles among adolescents and examine their association with each other and with age and gender. Method: Adolescents (55 males and 55 females) from a public school in Delhi, aged 10-13 years were administered Coopersmith Self-Esteem Inventory (School Form), Attachment Scale and UCLA…

  1. Self-Esteem in Deaf Adolescents.

    ERIC Educational Resources Information Center

    Yachnik, Michael

    1986-01-01

    Comparison of self-esteem ratings of deaf adolescents (N=56) by adolescents and both parents (56 hearing and 56 deaf parents) on the Self Description Questionnaire III showed that adolescents with deaf parents generally rated themselves higher than did adolescents with hearing parents of global, same sex, and opposite sex self-esteem. (CB)

  2. The Costly Pursuit of Self-Esteem

    ERIC Educational Resources Information Center

    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…

  3. Academic Delay of Gratification and Academic Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

  4. Affective Processes and Academic Achievement.

    ERIC Educational Resources Information Center

    Feshbach, Norma Deitch; Feshbach, Seymour

    1987-01-01

    Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

  5. Sex roles and values of school children using self-esteem as a moderating factor.

    PubMed

    Salminen, S

    1994-01-01

    This article consists of two studies. Study 1 compares the values of Finnish high school students with those of American students. The results show that Finnish adolescents value popularity more than academic or athletic success. Differences in values also reflect differences in the Finnish national character, school system, and sports organization. Study 2 investigated self-esteem as a moderating factor between the adolescents' values and their sex roles. Subjects were 743 school children who completed the Bem's Sex-Role Inventory and the Coopersmith's Self-esteem Inventory. The results showed that a traditional sex role was more prominent in the group of students with low self-esteem than in the group with high self-esteem. PMID:7892798

  6. Stress Correlates and Academic Achievement.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson; And Others

    An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

  7. Self-esteem, self-affirmation, and schadenfreude.

    PubMed

    van Dijk, Wilco W; van Koningsbruggen, Guido M; Ouwerkerk, Jaap W; Wesseling, Yoka M

    2011-12-01

    In two studies we demonstrated that self-esteem has a negative relationship with schadenfreude toward a high achiever and that this relationship was mediated by the self-threat evoked by this high achiever. Moreover, we showed that this indirect relationship was contingent on an opportunity to affirm the self. When no self-affirmation opportunity was available, low self-esteem participants experienced a stronger self-threat when confronted with a high achiever, and this self-threat increased their schadenfreude, whereas this response was attenuated when they were given an opportunity to self-affirm. These findings indicate that the misfortunes of others can evoke schadenfreude because they provide people with an opportunity to protect or enhance their self-views. PMID:22142213

  8. Self-Esteem and Adolescent Problems: Modeling Reciprocal Effects.

    ERIC Educational Resources Information Center

    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)…

  9. How Low Self-Esteem Affects Adult Learners.

    ERIC Educational Resources Information Center

    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)

  10. Self-Esteem and Emotional Maturity in College Students.

    ERIC Educational Resources Information Center

    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)

  11. Early Acceleration of Mathematics Students and its Effect on Growth in Self-esteem: A Longitudinal Study

    NASA Astrophysics Data System (ADS)

    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.

  12. Developing Your Child's Self-Esteem

    MedlinePlus

    ... key to helping kids form accurate, healthy self-perceptions. Parents and caregivers can promote healthy self-esteem ... is affected by a child's experiences and new perceptions. So it helps to be aware of the ...

  13. Self-Esteem Maintenance in Family Dynamics.

    ERIC Educational Resources Information Center

    Tesser, Abraham

    1980-01-01

    In this study, a self-esteem maintenance model is introduced and is used to test predictions about sibling identification, sibling friction, and the closeness of father-son relationships as they relate to sibling performance. (Author/SS)

  14. Body Image and Self-Esteem

    MedlinePlus

    ... develop healthier thinking. previous continue Where Can I Go if I Need Help? Sometimes low self-esteem ... and lose interest in activities or friends. Some go on to develop eating disorders or body image ...

  15. Chemical dependency and adolescent self-esteem.

    PubMed

    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. PMID:7633338

  16. Parental pressure, self-esteem and adolescent reported deviance: bending the twig too far.

    PubMed

    Eskilson, A; Wiley, M G; Muehlbauer, G; Dodder, L

    1986-01-01

    Questionnaire responses from upper-status junior and senior high school students show the importance of perceived parental pressure in understanding adolescent self-esteem and deviant behavior. Adolescents who feel unduly pressured to achieve and succeed in school also are likely to have low self-esteem, to report deviant activity, and to feel they are incapable of reaching the goals set for them by their families. PMID:3812058

  17. Socioeconomic Determinants of Academic Achievement

    ERIC Educational Resources Information Center

    Tomul, Ekber; Savasci, Havva Sebile

    2012-01-01

    This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…

  18. The foundation of self-esteem.

    PubMed Central

    Bailey, Joseph A.

    2003-01-01

    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. PMID:12793795

  19. The foundation of self-esteem.

    PubMed

    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. PMID:12793795

  20. [Self-esteem in the elderly].

    PubMed

    Alaphilippe, Daniel

    2008-09-01

    Self-esteem is an important aspect of the adaptive processes at all stages of life, but especially in older adults. It is linked to the quality of adaptation, well-being, life satisfaction and health. Self-esteem is not related to chronological age, but to the people's quality of social integration and adaptive capacities to cope with life events, including physical and cognitive decline. Thus the aging process does not necessarily results in self-esteem decrease, regardless of the decline in many areas of mental activity. Measures of the self-esteem and interpretation of the pertaining results vary according to various theoretical models. However, the sociocognitive strategies at play for maintaining a high level of self-esteem should be stressed. Social psychology has shown the importance of the Others in such a regulation through group belonging, or psychological processes such as social comparison or causal attribution. Such a perspective underlines the importance of social and institutional environment for the regulation of a positive self-value and hence the interest of taking into account the self-esteem construct while taking with older adults. PMID:18786875

  1. The pursuit of self-esteem: contingencies of self-worth and self-regulation.

    PubMed

    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. PMID:17083665

  2. Effects of Three Years of Piano Instruction on Children's Academic Achievement, School Performance and Self-Esteem

    ERIC Educational Resources Information Center

    Costa-Giomi, Eugenia

    2004-01-01

    This study of the effects of three years of piano instruction is based on a sample of 117 fourth-grade children attending public schools in Montreal. The children had never participated in formal music instruction, did not have a piano at home, and their annual family income was below $40,000 Can. Children in the experimental group (n = 63)…

  3. The Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach

    ERIC Educational Resources Information Center

    Henman, Karen

    2010-01-01

    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,…

  4. Associations between Father-Daughter Relationship Quality and the Academic Engagement of African American Adolescent Girls: Self-Esteem as a Mediator?

    ERIC Educational Resources Information Center

    Cooper, Shauna M.

    2009-01-01

    Positive social interactions and relationships may play an influential role in the academic success of African American adolescent girls. Though studies have suggested that the paternal relationships are particularly consequential to girls' outcomes, few studies exist that have explored how aspects of the father-daughter relationship contribute to…

  5. The relationship of attributional beliefs to self-esteem.

    PubMed

    Turner, L A; Pickering, S; Johnson, R B

    1998-01-01

    Several studies have reported that beliefs about the causes of events (i.e., causal attributions) are related to achievement-oriented behavior. Skinner (1995) has suggested that achievement-oriented behavior is related to beliefs about successful strategies and beliefs about the capacity to enact those strategies. Based on Skinner's research, Wellborn, Connell, and Skinner (1989) developed the Students' Perception of Control Questionnaire (SPOCQ). In the present investigation, the SPOCQ was adapted for use with adolescents and adults. The SPOCQ and the Rosenberg Self-esteem Scale were administered to 147 college students. The internal consistency and the intercorrelations of the SPOCQ subscales were found to be acceptable. Additionally, SPOCQ scores were related to self-esteem and grade point average. There were statistically significant differences in the SPOCQ scores for males and females and in the relation of SPOCQ scores to self-esteem. It is suggested that the three constructs measured by the SPOCQ (control, strategies, and capacity) provide a more complete description of attributional beliefs than do previous scales. PMID:9706333

  6. Importance and usefulness of evaluating self-esteem in children

    PubMed Central

    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

  7. Importance and usefulness of evaluating self-esteem in children.

    PubMed

    Hosogi, Mizuho; Okada, Ayumi; Fujii, Chikako; Noguchi, Keizou; Watanabe, Kumi

    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

  8. The relationship between family functioning and self-esteem in female high school students of Isfahan, Iran, in 2013–2014

    PubMed Central

    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 < 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. PMID:26120339

  9. Is low self-esteem a risk factor for depression? Findings from a longitudinal study of Mexican-origin youth.

    PubMed

    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. PMID:23895172

  10. Two objective measures of self-esteem.

    PubMed

    Lorr, M; Wunderlich, R A

    1986-01-01

    Two scales were constructed to assess self-esteem, conceptualized as reflecting (a) feelings of competence and efficacy, and (b) perceived positive appraisal from significant others. To control for response bias a paired choice format was chosen for the items constructed. A buffer scale designed to measure social assertiveness was also included. Data were collected on three samples of high school boys. The item intercorrelations were subjected to principal component analyses followed by Varimax rotations. In each of the three analyses factors of Confidence, Popularity (Social Approval), and Social Assertiveness emerged. The revised self-esteem scales, each defined by 11 items, have been shown to have acceptable reliability and some concurrent validity based on correlations with the well-known Rosenberg Self-Esteem Scale. PMID:16367444

  11. The Racial Academic Achievement Gap

    ERIC Educational Resources Information Center

    Green, Toneka M.

    2008-01-01

    Closing the racial academic achievement gap is a problem that must be solved in order for future society to properly function. Minorities including African-American and Latino students' standardized test scores are much lower than white students. By the end of fourth grade, African American, Latino, and poor students of all races are two years…

  12. Epistemological Beliefs and Academic Achievement

    ERIC Educational Resources Information Center

    Arslantas, Halis Adnan

    2016-01-01

    This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…

  13. Self-Esteem and Children's Human Figure Drawings

    ERIC Educational Resources Information Center

    Dalby, J. Thomas; Vale, Helen L.

    1977-01-01

    One hundred and fifteen students in Grade 5 made human figure drawings which were compared with their scores on the Coopersmith Self-esteem Inventory and on teachers' ratings of the students' self-esteem. (Author)

  14. The relation between self-esteem, sexual activity, and pregnancy.

    PubMed

    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. PMID:8036980

  15. Self-Esteem and Suicide Ideation in Psychiatric Outpatients

    ERIC Educational Resources Information Center

    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…

  16. Behavioral Referents of Presented Self-Esteem in Young Children.

    ERIC Educational Resources Information Center

    Haltiwanger, Jane

    In two studies which were designed to identify behavioral manifestations of self-esteem, experienced teachers were asked to perform a criterion sort of an 84-item behavioral Q-set, with high and low self-esteem as the criteria. Aims included: (1) identification of classroom behaviors of preschool children associated with self-esteem; (2)…

  17. Enhancing Self-Esteem through Self-Management Strategies.

    ERIC Educational Resources Information Center

    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…

  18. Parents Sharing Books: Self-Esteem and Reading.

    ERIC Educational Resources Information Center

    Shermis, Michael, Ed.

    This booklet focuses on self-esteem, especially as to how reading at home can affect reading and school performance and how poor reading attainment can affect self-esteem. Specific steps to help middle school children gain self-esteem are discussed. Practical questions from parents are answered and activities are described which can be used at…

  19. Self-Esteem and Facial Attractiveness among Learning Disabled Children.

    ERIC Educational Resources Information Center

    Anderson, Lisa K.; And Others

    Past research has demonstrated a relationship between children's physical attractiveness and their self-esteem. Other research has found that learning disabled children are at risk for having low self-esteem. This study examined the relationship between self-esteem and facial attractiveness in learning disabled children. Subjects were 20 diagnosed…

  20. Counseling To Enhance Self-Esteem. ERIC Digest.

    ERIC Educational Resources Information Center

    Walz, Garry R.

    This digest reviews current literature on self-esteem, addressing its defining characteristics, discussing its importance, citing significant research findings on the development and benefits of self-esteem, and providing suggestions for counselors who seek to enhance their clients' self-esteem. Five references are included. (TE)

  1. Stress, Self-Esteem, and Suicidal Ideation in Late Adolescents

    ERIC Educational Resources Information Center

    Wilburn, Victor R.; Smith, Delores E.

    2005-01-01

    The relationships among stress, self-esteem, and suicidal ideation in late adolescents were examined in a group of college students. Multiple regression analysis indicated that both stress and self-esteem were significantly related to suicidal ideation; low self-esteem and stressful life events significantly predicted suicidal ideation. The…

  2. Correlates of Self Esteem in Adolescents with Spina Bifida.

    ERIC Educational Resources Information Center

    Eckart, M. L.

    The study examined correlates of self-esteem in 54 adolescents and young adults (ages 12-22) with spina bifida. Core issues identified were the relationships of global self-esteem and perceived competencies in specific areas, perceptions of control, and identification with the physically handicapped. Relationships of self-esteem to age, gender,…

  3. The Self-Esteem Complex and Youth Fitness.

    ERIC Educational Resources Information Center

    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…

  4. Exercise and Self-esteem: Recommendations for Expository Research.

    ERIC Educational Resources Information Center

    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)

  5. Relationships between Self-Esteem and Smoking Experimentation in Childhood

    ERIC Educational Resources Information Center

    Barlow, Alexandra; Woods, Susan E.

    2009-01-01

    There have been mixed results concerning any association between self-esteem and smoking prevalence in young people. The aim of this paper was to investigate cross-sectional and longitudinal relationships between self-esteem and the uptake of smoking in childhood, and how various sub-components of self-esteem are related to smoking. A sample of…

  6. Self-Esteem Differences among Persons with Spinal Cord Injury.

    ERIC Educational Resources Information Center

    Marini, Irmo; And Others

    1995-01-01

    Surveyed 63 people with spinal cord injury (SCI) in either their first, second, or fifth year post-injury. Results indicated that perceived levels of self-esteem decreased following the SCI. Found that self-esteem was lowest in the second year of injury. Self-esteem may be connected to loss of employment. (RJM)

  7. Visual Impairment and Self-Esteem: What Makes a Difference?

    ERIC Educational Resources Information Center

    Bowen, Jayne

    2010-01-01

    This account follows on from the research report "Visual impairment and its impact on self-esteem" (Bowen, 2010) published in this journal. The original article reported the results of an investigation of self-esteem levels amongst a sample group of 60 children with visual impairment. Four children, whose self-esteem was measured as "low" or "very…

  8. Self-Esteem and Writing Achievement.

    ERIC Educational Resources Information Center

    Grodnick, Joan Rosalsky

    This thesis describes a study that engaged 2 sections of English Composition I, 50 randomly selected students at Union County College during the fall semester of 1995. The goal of the study was to determine if in this sample population there was a positive correlation between self-concept and writing ability. The variables of the New Jersey…

  9. Classroom Management and Students' Self-Esteem: Creating Positive Classrooms

    ERIC Educational Resources Information Center

    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…

  10. A Factor Analytic Study of the Coopersmith Self-Esteem Inventory Adult Short Form.

    ERIC Educational Resources Information Center

    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)

  11. The Role of Peer Pressure, Automatic Thoughts and Self-Esteem on Adolescents' Aggression

    ERIC Educational Resources Information Center

    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…

  12. Education, Ethnic Identity, and Acculturation as Predictors of Self-Esteem in Latino Adolescents

    ERIC Educational Resources Information Center

    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…

  13. Success, Failure, Level of Aspiration, and Self-Esteem. Final Report.

    ERIC Educational Resources Information Center

    Wagner, Richard V.

    The ways in which differences between expected grades and those actually received affect a student's academic expectations, actual performance, attribution of success or failure, and self-involvement were measured. Using the assumption that an individual is usually motivated to maintain or increase his self-esteem, 4 hypotheses concerning academic…

  14. Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

    ERIC Educational Resources Information Center

    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.…

  15. Romantic Jealousy and Self-Esteem.

    ERIC Educational Resources Information Center

    Palisi, Anthony T.

    1992-01-01

    Like a fire out of control, jealousy can reduce a marriage to rubble. It can leave self-esteem ruined. Although oversimplified, the pathologically jealous person regards even slight signs as conclusive evidence of betrayal. Where jealousy arises exclusively within a relationship then a counselor might examine the jealous person's self-concept and…

  16. Restoring Self-Esteem in Adolescent Males

    ERIC Educational Resources Information Center

    Hendel, Andrea

    2006-01-01

    When presented with the words self-esteem, it is most common in our society to immediately think of girls. It is not often that people ponder the effects of body image, athleticism, success, or even friendships for boys. Unfortunately in overlooking these concepts, we are doing a disservice to our male youth. This article addresses the effects of…

  17. The Self-Esteem of Rural Children

    ERIC Educational Resources Information Center

    Yang, Raymond K.; Fetsch, Robert J.

    2007-01-01

    The self-esteem of children in small towns was assessed. Comparing these children's self-rated competencies to extant norms suggests that rural children's self-perceptions are not distinctly different from suburban and urban children. Rural children's feelings of self-worth and self-assessments of scholastic competence are comparable to or higher…

  18. The impact of adolescent girls' life concerns and leisure activities on body dissatisfaction, disordered eating, and self-esteem.

    PubMed

    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. PMID:11432599

  19. Self-esteem in children with psychosomatic symptoms: examination of low self-esteem and prognosis.

    PubMed

    Hosogi, Mizuho; Okada, Ayumi; Yamanaka, Eriko; Ootyou, Keiko; Tsukamoto, Chiaki; Morishima, Tsuneo

    2007-10-01

    Self-esteem is the evaluative feelings one holds for oneself and the sense that one has essential worth. It is evaluated as the difference between the actual self and the ideal self. Healthy self-esteem supports psychological stability and positive social activity and is an essential element in the psychological development of children. The purpose of this study was to evaluate self-esteem in children with psychosomatic symptoms and elucidate a strategy for using such evaluations in therapy. We evaluated self-esteem in 56 patients at the Department of Pediatrics of Okayama University Hospital who were undergoing outpatient therapy for psychosomatic symptoms, using Pope's 5-scale test of self-esteem for children. We examined patient attributes, course of therapy, and social adjustment. Patients with low self-esteem on multiple scales at the first visit were all female, and these patients had a significantly higher frequency of family function problems, such as a family member with a psychiatric disorder, economic hardship, or experience of child abuse. Moreover, the prognosis for these patients was poor regardless of their social adjustment at the first visit. PMID:17971844

  20. Psychological characteristics of Internet dating service users: the effect of self-esteem, involvement, and sociability on the use of Internet dating services.

    PubMed

    Kim, Mikyoung; Kwon, Kyoung-Nan; Lee, Mira

    2009-08-01

    This study explores the three major consumer characteristics that underlie the use of Internet dating services: self-esteem, involvement in romantic relationships, and sociability. A significant three-way interaction effect among these factors emerged. Among sociable people, individuals with high self-esteem are more likely to use Internet dating services than are those with low self-esteem when they are highly involved in romantic relationships. The opposite pattern was revealed for sociable people, however, when they are less involved in romantic relationships. That is, individuals with low self-esteem used Internet dating services more often than did those with high self-esteem when romantic relationships were not important. The implications for academic researchers and practitioners are discussed. PMID:19630586

  1. An implicit theory of self-esteem: the consequences of perceived self-esteem for romantic desirability.

    PubMed

    Zeigler-Hill, Virgil; Myers, Erin M

    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 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. PMID:22947962

  2. Quality of life and self-esteem in children with chronic tic disorder

    PubMed Central

    Hesapçıoğlu, Selma Tural; Tural, Mustafa Kemal; Kandil, Sema

    2014-01-01

    Aim: 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. Material and Methods: 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. Results: 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. Conclusions: 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

  3. Academic Growth Trajectories and Family Relationships among African American Youth

    PubMed Central

    Dotterer, Aryn M.; Lowe, Katie; McHale, Susan M.

    2016-01-01

    This study explored trajectories of African American youths’ academic functioning and assessed whether changes in parent-adolescent relationships were associated with changes in youths’ academic functioning. The data were drawn from a three-year longitudinal study of gender socialization and development in two-parent African American families and included 197 families. Findings revealed gender differences in achievement trajectories and indicated that boys not only had lower levels of academic achievement compared to girls, but also experienced steeper declines in school self-esteem during adolescence. Changes in parent-adolescent relationship quality were linked to changes in academic functioning: Increases in conflict were related to decreases in GPA, school bonding, and school self-esteem and increases in warmth were related to increases in school bonding and school self-esteem. PMID:27122959

  4. Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study

    ERIC Educational Resources Information Center

    Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia

    2016-01-01

    Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this…

  5. An Academic Curriculum Will Close the Academic Achievement Gap

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  6. The strategies adopted by Dutch children with dyslexia to maintain their self-esteem when teased at school.

    PubMed

    Singer, Elly

    2005-01-01

    This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia. PMID:16329442

  7. Feeling Positive about HIV: Prison-Based Peer Educators and Self-Esteem

    ERIC Educational Resources Information Center

    Collica-Cox, Kimberly

    2015-01-01

    Self-esteem is vital to a law-abiding lifestyle and serves to promote successful rehabilitative and reintegrative outcomes, particularly for female offenders often plagued by low levels of self-worth. Prison-based program administrators have the opportunity to achieve their intended programmatic goals while offenders are incarcerated, in addition…

  8. Self-esteem and injury in competitive field hockey players.

    PubMed

    Kolt, G S; Roberts, P D

    1998-08-01

    A volunteer sample of 50 competitive field hockey players completed the Coopersmith Self-esteem Inventory at pre- and postseason and prospectively collected injury data over a 20-wk. season. Multiple regression analysis showed no relationship between scores on Self-esteem and the number of injuries, the participation time affected due to injury, and sex of players. Further multiple regression analysis showed that frequency of the more severe injuries significantly predicted scores on Self-esteem. This finding can be interpreted as evidence of the relationship between low self-esteem and injury in sport. PMID:9760670

  9. Investigating self-esteem in individuals with schizophrenia: relevance of the Self-Esteem Rating Scale-Short Form.

    PubMed

    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. PMID:16725210

  10. Self-esteem and autonomic physiology: parallels between self-esteem and cardiac vagal tone as buffers of threat.

    PubMed

    Martens, Andy; Greenberg, Jeff; Allen, John J B

    2008-11-01

    In this article a potential physiological connection to self-esteem is suggested: cardiac vagal tone, the degree of influence on the heart by the vagus, a primary nerve of the parasympathetic nervous system. This hypothesis emerges from parallels between the two literatures that suggest both self-esteem and cardiac vagal tone function to provide protection from threat responding. This article reviews these literatures and evidence and preliminary findings that suggest in some contexts self-esteem and cardiac vagal tone may exert an influence on each other. Last, the article discusses theoretical and applied health implications of this potential physiological connection to self-esteem. PMID:18927472

  11. Explicit self-esteem mediates the relationship between implicit self-esteem and memory biases in major depression.

    PubMed

    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. PMID:27341330

  12. Developing self-esteem in urban youth.

    PubMed

    Sells, M B

    1984-01-01

    A group of Black, urban, teenage males from the Central Detroit catchment area were certified through the Comprehensive Employment and Training Act's (CETA) Summer Youth Employment Program to participate in a Youth and Self-Esteem project. The project's objective was to expose the participants to older Black males who have made significant contributions to community. Through research and direct interviews, we hoped to identify the coping skills which enabled them to survive and excel and share these characteristics and strategies with the youth of today. PMID:6518745

  13. Academic Attitudes of High Achieving and Low Achieving Academically Able Black Male Adolescents.

    ERIC Educational Resources Information Center

    Trotter, John Rhodes

    1981-01-01

    In order to identify the relationships between the attitudes and perceptions of peer pressure and the academic achievement of academically able male adolescents, this study compares the school attitudes of high achieving and low achieving Black male youth. (EF)

  14. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  15. Improving Student Achievement through Alternative Assessments.

    ERIC Educational Resources Information Center

    Durning, Jermaine; Matyasec, Maryann

    An attempt was made to improve students' academic grades and students' opinions of themselves as learners through the use of alternative assessments. The format of mastery learning using the direct instruction practice model was combined with performance-based assessment to increase achievement, self-esteem, and higher level thinking skills.…

  16. Predicting Academic Achievement with Cognitive Ability

    ERIC Educational Resources Information Center

    Rohde, Treena Eileen; Thompson, Lee Anne

    2007-01-01

    The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and…

  17. Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding.

    PubMed

    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. PMID:19384920

  18. Cognitive Factors in Academic Achievement.

    ERIC Educational Resources Information Center

    Cuasay, Peter

    1992-01-01

    This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

  19. Social Class and Self-Esteem among Children and Adults

    ERIC Educational Resources Information Center

    Rosenberg, Morris; Pearlin, Leonard I.

    1978-01-01

    An analysis of two studies examining the relationship of social class to self-esteem. Two groups were involved, children ages eight to 18 and adults 18 to 65. Four principles of self-esteem development were advanced to account for the results. The principles were said to apply equally to adults and children. (BC)

  20. Utility of the Rosenberg Self-Esteem Scale

    ERIC Educational Resources Information Center

    Davis, Clare; Kellett, Stephen; Beail, Nigel

    2009-01-01

    The Rosenberg Self-Esteem Scale (RSES) continues to be used to purportedly measure self-esteem of people with intellectual disabilities, despite the lack of sound evidence concerning its validity and reliability when employed with this population. The psychometric foundations of the RSES were analyzed here with a sample of 219 participants with…

  1. Multimodal frontostriatal connectivity underlies individual differences in self-esteem

    PubMed Central

    Heatherton, Todd F.

    2015-01-01

    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. PMID:24795440

  2. Temperament and Self-Esteem in Late Adolescence.

    ERIC Educational Resources Information Center

    Klein, Helen Altman

    1992-01-01

    Investigated relationship between temperament and self-esteem (or social competence). Administered Dimensions of Temperament Scale and Short Form of Texas Social Behavior Inventory to 186 college students. Found that Adaptability, Attention/Distractibility, and Reactivity all showed significant correlations with self-esteem. Suggests that…

  3. Race, Gender and Self-Esteem among Youth.

    ERIC Educational Resources Information Center

    Martinez, Ruben; Dukes, Richard L.

    1987-01-01

    Race and gender's impact on self-esteem among youth is examined. Generally, minorities tend to have lower levels of self-esteem than whites on public (intelligence) traits, but higher levels for private (satisfaction with self) traits. Black, Native American, and Asian women have higher levels for public traits than their male counterparts. (JMM)

  4. Stressors and Self-Esteem in Junior High Students.

    ERIC Educational Resources Information Center

    Gottlieb, Norman W., Jr.; And Others

    Empirical studies of stress and self-esteem of early adolescents are limited. The focus of this study was to identify stressors experienced by junior high school students (N=145) between the ages of 11 and 12 years, and to determine if there was a relationship between those stressors and the students' self-esteem. Students responded to the Youth…

  5. Self-Esteem of Junior High and High School Students.

    ERIC Educational Resources Information Center

    Lee, Kimberly E.

    The purpose of this thesis was to investigate the self-esteem of junior high and high school students. The independent variables investigated were quality of family life, birth order, family size, maternal employment, grade level and family structure. The dependent variables were the self-esteem scores from the following sub-scales of the Texas…

  6. Teachers' Definitions of Self-Esteem When Rating Preschool Children.

    ERIC Educational Resources Information Center

    Bell, Nancy J.; And Others

    1980-01-01

    Female teachers rated 107 preschool boys and girls on their self-esteem and on a sex role rating scale. Although the validity of such ratings remains an issue, it appears that children rated high in self-esteem by their teachers are those perceived as assertive, active, athletic--stereotypically masculine traits. (Author/SJL)

  7. Faculty Self-Esteem: The 4th Governance Paradigm.

    ERIC Educational Resources Information Center

    O'Hara, Leonard F.

    School and college officials should make it clear that they believe that faculty self-esteem is the central variable in student learning. A plan for better learning through better treatment of teachers would include the following steps: (1) announce that the institution intends to create conditions that will enhance the professional self-esteem of…

  8. Valuing the Self: Understanding the Nature of Self-Esteem.

    ERIC Educational Resources Information Center

    Hales, Susan

    1990-01-01

    The processes and components of self-esteem derive from the context or value system (culture) in which people live. A shift in the values of American society, especially within the last 50 years, has placed Americans in a no-win situation with respect to self-esteem. The everyday pressures of survival in a highly competitive and complex world that…

  9. Self-esteem and hopefulness in adolescents with cancer.

    PubMed

    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. PMID:11247523

  10. MATERNAL SELF-ESTEEM, EXPOSURE TO LEAD, AND CHILD NEURODEVELOPMENT

    PubMed Central

    Surkan, Pamela J.; Schnaas, Lourdes; Wright, Rosalind J.; Téllez-Rojo, Martha M.; Lamadrid-Figueroa, Héctor; Hu, Howard; Hernández-Avila, E. Mauricio; Bellinger, David C.; Schwartz, Joel; Perroni, Estela; Wright, Robert O.

    2008-01-01

    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 regression 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. PMID:18261800

  11. Girls' Perspectives: Physical Activity and Self-Esteem.

    ERIC Educational Resources Information Center

    Jaffee, Lynn; Manzer, Rebecca

    1992-01-01

    The relationship between activity and positive self-esteem in girls 9 to 12 years of age was explored in this study. The hypothesis was that the positive relationship between physical activity and positive self-esteem which exists for women also exists for girls. A secondary goal was to gain insight into some of the factors that are associated…

  12. Sex Differences in Global Self-Esteem. A Research Review.

    ERIC Educational Resources Information Center

    Skaalvik, Einar M.

    1986-01-01

    Studies included in two major reviews of sex differences in global self-esteem have been reanalyzed on methodological grounds. A survey is also conducted of 29 studies reported between 1975 and 1985. Results show a strong indication that males had higher global self-esteem than females as measured by context-free instruments. (Author/LMO)

  13. Romanticism and Self-Esteem among Teen Mothers.

    ERIC Educational Resources Information Center

    Medora, Nilufer P.; von der Hellen, Cheryl

    1997-01-01

    Examined teen mothers' (N=94) romanticism and self-esteem so as to investigate these variables' relationships among ten independent variables, (e.g., age and sexual activity). Results indicate that five variables were significantly related to romanticism (previous abortion, etc.), whereas two variables were connected to self-esteem (age and birth…

  14. Trajectories of Global Self-Esteem Development during Adolescence

    ERIC Educational Resources Information Center

    Birkeland, Marianne Skogbrott; Melkevik, Ole; Holsen, Ingrid; Wold, Bente

    2012-01-01

    Based on data from a 17-year longitudinal study of 1083 adolescents, from the ages of 13 to 30 years, the average development of self-reported global self-esteem was found to be high and stable during adolescence. However, there is considerable inter-individual variance in baseline and development of global self-esteem. This study used latent…

  15. Area Specific Self-Esteem, Values, and Adolescent Substance Use

    ERIC Educational Resources Information Center

    Donnelly, Joseph; Young, Michael; Pearson, Rebecca; Penhollow, Tina M.; Hernandez, Aida

    2008-01-01

    The use of illicit and licit drugs continues to be a major public health concern. Many prevention and drug education programs address this issue by attempting to enhance self-esteem. The idea is that increased levels of self-esteem will serve as a protective factor in decreasing the motivation and increasing the resistance to use drugs. This study…

  16. Assessment of Self-Esteem and Satisfaction in Amputee Children

    ERIC Educational Resources Information Center

    Spencer, C. D.; And Others

    1977-01-01

    The study involving six single and multiple amputee children (10 to 14 years old) was conducted to provide information on how situations affect the self esteem of amputee children, how situations affect satisfaction with their prostheses, and the relationship between amputee self esteem and their satisfaction with their prosthetic device.…

  17. Low Self-Esteem of Psychotherapy Patients: A Qualitative Inquiry

    ERIC Educational Resources Information Center

    van Zyl, Jacob D.; Cronje, Elsje M.; Payze, Catharine

    2006-01-01

    In this article, the story of 11 male psychotherapeutic patients with low self-esteem is told within the context of the research process. The literature suggests that the concept of "self-esteem" has a significant influence on the way an individual experiences his/her world. Therefore, the meaning that the psychotherapeutic patients associated…

  18. The Relationship of Self-Esteem and Learning Disabilities.

    ERIC Educational Resources Information Center

    Rowley, Joan E.

    Self esteem in the learning disabled (LD) child is considered in terms of family, school, and peer influences. A review of the literature points out that the LD child seems to have a greater need than the normal child for parental support which helps to establish high self esteem. Performance, and not potential, appears to be the more important…

  19. Situating adolescent gender and self-esteem with personal memories.

    PubMed

    Thorne, A; Michaelieu, Q

    1996-08-01

    To identify social schemas that are associated with self-esteem in adolescence, the contents of approximately 1,400 memories from a longitudinal sample of 41 males and 43 females were correlated with a Q-sort measure of self-esteem. Each memory concerned an important or problematic encounter, and was coded for social motive, affect, and identity of significant other. For young women, memories about wanting to help female friends were associated with chronically high and increasingly high levels of self-esteem from ages 14 to 23. For young men, memories about successfully asserting oneself with male friends were associated with chronically high and increasingly high levels of self-esteem. Low self-esteem in women, both chronic as well as decreasing, was associated with memories about failing to get approval from friends. Decreasing self-esteem for males was associated with memories about wanting love from female friends. The results confirm and refine prior findings that adolescent self-esteem is localized in relationships with peers rather than parents, and is based on different relational schemas for females than for males. The findings may help to identify contexts for preventative interventions to enhance adolescent self-esteem. PMID:8890489

  20. Special Delivery Systems. Self-Esteem Exercises. Learning Disabilities Curriculum.

    ERIC Educational Resources Information Center

    Molek, Carol

    This publication contains self-esteem exercises and a learning disabilities (LD) curriculum for students with LD in adult basic education programs. The 37 student exercises are designed to build the self-esteem of students with LD. They include self-evaluations, profiles, and checklists. Topics covered are success, decision making, problem…

  1. Nurturing Self-Esteem in Your Child with Special Needs

    ERIC Educational Resources Information Center

    Mulholland, Linda

    2008-01-01

    In this article, the author offers tips to boost the self-esteem of a child with special needs. Rick Lavoie, renowned author, speaker and advocate for children with special needs, says that one of the ways to increase a child's self-esteem is to find "islands of competence" and focus on the child's natural abilities. All parents need to be…

  2. Visual Impairment and Its Impact on Self-Esteem

    ERIC Educational Resources Information Center

    Bowen, Jayne

    2010-01-01

    The aims of the study were to investigate self-esteem levels amongst a sample group of 60 children with Visual Impairment (VI). The group was made up of equal numbers of boys and girls from primary and secondary schools. Each child's self-esteem was measured using the BG STEEM Questionnaire (Maines and Robinson, 1993). The results showed that…

  3. Employed Mothers: Job Satisfaction and Self-Esteem.

    ERIC Educational Resources Information Center

    Sinacore-Guinn, Ada L.

    1998-01-01

    Examines how certain demographic variables affect job satisfaction and self-esteem in a sample of 138 employed mothers from a major U.S. city. Results indicate that age, race, and employment status were significantly related to job satisfaction and self-esteem, whereas time, education level, number and age of children, and marital status were not.…

  4. Marriage, Money, and African American Mothers' Self-Esteem

    ERIC Educational Resources Information Center

    Mandara, Jelani; Johnston, Jamie S.; Murray, Carolyn B.; Varner, Fatima

    2008-01-01

    This study examined the effects of marital status and family income on the self-esteem of 292 African American mothers. Counter to previous studies with European American mothers, family income moderated the effects of marital status. Those mothers with higher family income had higher self-esteem, regardless of their marital status. For those with…

  5. An Investigation: Self-Esteem and Female Elementary School Teachers.

    ERIC Educational Resources Information Center

    Jolley, Jeanne Swafford

    This study measured the self-esteem of 312 female elementary school teachers in the Chattagnooga area public schools, and identified their perceptions of selected job-related factors that contribute to their self-esteem. The questionnaire consisted of three parts. Part one requested demographic information. Part two consisted of the Barksdale…

  6. Psychosocial Predictors of Taiwanese Secondary Students' Self-Esteem

    ERIC Educational Resources Information Center

    Hong, Zuway-R; Veach, Patricia McCarthy; Lawrenz, Frances

    2004-01-01

    This study investigated the relationships between psychosocial factors and self-esteem for 1,672 Taiwanese senior high school students (779 boys, 893 girls). Students from Kaohsiung City, Taiwan, completed a Chinese version of the Secondary Student Questionnaire (SSQ), which measures self-esteem, depression, anxiety, stereotyped thinking,…

  7. Self-Esteem and the Reproduction of Social Class*

    PubMed Central

    James, Spencer L.; Amato, Paul R.

    2013-01-01

    Objective 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. Method 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. Results 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. Conclusion Self-esteem may constitute one previously unconsidered mechanism for reproducing the class structure in the United States. PMID:25568500

  8. HIV/AIDS knowledge and self-esteem among adolescents.

    PubMed

    Oxley, G M

    2001-05-01

    The incidence of HIV/AIDS is rapidly increasing among adolescents and young adults with some studies linking sexual risk taking and self-esteem. A convenience sample of 39 ethnically diverse adolescents, ages 14-18, participated in a pilot study designed to assess HIV/AIDS knowledge and to build self-esteem. Adolescents selected from two centers in California completed the Coopersmith Self-Esteem Inventory and the Student Health Questionnaire (SHQ) before beginning and after completing a program of six 2-hour educational sessions. These sessions focused on HIV/AIDS knowledge and building self-esteem. Knowledge of HIV/AIDS prevention and transmission increased by 2096 from pretest to posttest. Practitioners addressing the needs of adolescents should focus on in-depth information regarding HIV/AIDS, especially in the area of prevention strategies and cultural factors influencing levels of self-esteem. PMID:11881719

  9. Student Health and Academic Achievement

    MedlinePlus

    ... 11 Resources Health and Academics Data and Statistics Bullying and Absenteeism: Information for State and Local Education Agencies [PDF - 624 KB] Anti-Bullying Policies and Enumeration: An Infobrief for Local Education ...

  10. The Effects of Social Identity on the Self-Set Goals and Task Performance of High and Low Self-Esteem Individuals

    PubMed

    Pilegge; Holtz

    1997-04-01

    Social identification with co-workers was examined as a moderator of the frequently inscrutable link between worker self-esteem and goal setting. Weak or strong social identity was created in groups comprised of either high or low self-esteem persons. As expected, strengthening social identity increased perceived similarity to ingroup members regardless of self-esteem. Furthermore, only high self-esteem individuals with a strong social identity set higher goals for themselves, and achieved better performance, compared to high esteem/weak identity individuals or low self-esteem persons in either social identity condition. Increments in the goals and performance of high self-esteem individuals were associated with perceived similarity to ingroup members, and performance was attributed to personal ability. In contrast, the goals and performance of low self-esteem individuals were associated with certainty of goal achievement, and performance was attributed to perceptions of task difficulty. Asymmetrical effects of social identification are discussed in relation to group member personalities. PMID:9236162

  11. Sweets, sex, or self-esteem? Comparing the value of self-esteem boosts with other pleasant rewards.

    PubMed

    Bushman, Brad J; Moeller, Scott J; Crocker, Jennifer

    2011-10-01

    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 pursued potentially maladaptive self-image goals, presumably to elevate their self-esteem (Study 2). PMID:21950264

  12. Self-esteem accessibility as attitude strength: on the durability and impactfulness of accessible self-esteem.

    PubMed

    DeMarree, Kenneth G; Petty, Richard E; Strunk, Daniel R

    2010-05-01

    The present research examines the accessibility of one's self-esteem as a predictor of the "strength" (durability and impactfulness) of that self-esteem. Based on attitude accessibility research, the authors predicted that accessibility of self-esteem (i.e., a self-attitude) would be positively related to self-esteem's ability to resist change and guide information processing. In Study 1, accessibility of self-esteem was positively related to resistance to change in a paradigm where participants listed either positive or negative self-attributes. Self-esteem was also associated with biases in judgments of ambiguous personality feedback (Study 2) and in explanatory style and future event predictions (Study 3), but did so to a greater extent as self-esteem accessibility increased. In addition, these patterns were obtained after controlling for other variables, including general reaction time, evaluative extremity, self-concept clarity, and self-esteem certainty. Results are discussed in relation to past literature, self-strength, and applied implications. PMID:20371798

  13. Psychological Adjustment and Academic Achievement among Adolescents

    ERIC Educational Resources Information Center

    Mahmood, Khalid; Iqbal, Muhammad Maqsood

    2015-01-01

    This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…

  14. Black Students: Psychosocial Issues and Academic Achievement.

    ERIC Educational Resources Information Center

    Berry, Gordon LaVern, Ed.; Asamen, Joy Keiko, Ed.

    This collection examines the history and current status of the economic, political, social, and psychological factors that influence the academic achievement of low-income African Americans. The introduction, "Afro-American Students and Academic Achievement" (J. K. Asamen), outlines the historical development of black education and previews the…

  15. Suicide Proneness in College Students: Relationships with Gender, Procrastination, and Achievement Motivation

    ERIC Educational Resources Information Center

    Klibert, Jeffrey; Langhinrichsen-Rohling, Jennifer; Luna, Amy; Robichaux, Michelle

    2011-01-01

    This study examined the relationships between 2 academic dispositions (i.e., procrastination and achievement motivation) and 2 indices of suicidal proneness in college women and men. The degree these 2 academic dispositions could predict unique variance in suicide proneness scores, above and beyond the influence of depression and self-esteem was…

  16. The Effect of Participation in a Music Mentorship Program on the Self Esteem and Attitudes of At-Risk Students

    ERIC Educational Resources Information Center

    Darrow, Alice-Ann; Novak, Julie; Swedberg, Olivia; Horton, Monica; Rice, Brenda

    2009-01-01

    The purpose of the paper was to examine the effect of participation in a music mentorship program on the self-esteem and attitudes of at-risk students. Participants (N = 24) were adolescent girls enrolled in a special program for secondary students who are at risk for academic failure and who are experiencing conflict in school and at home.…

  17. Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University among First-Year Undergraduates

    ERIC Educational Resources Information Center

    Friedlander, Laura J.; Reid, Graham J.; Shupak, Naomi; Cribbie, Robert

    2007-01-01

    The current study examined the joint effects of stress, social support, and self-esteem on adjustment to university. First-year undergraduate students (N = 115) were assessed during the first semester and again 10 weeks later, during the second semester of the academic year. Multiple regressions predicting adjustment to university from perceived…

  18. Education-Related Goal Appraisals and Self-Esteem during the Transition to Secondary Education: A Longitudinal Study

    ERIC Educational Resources Information Center

    Vasalampi, Kati; Salmela-Aro, Katariina; Nurmi, Jari-Erik

    2010-01-01

    This study investigated whether adolescents' appraisals of their education-related goals change during the transition from comprehensive school to postcomprehensive secondary education (academic vs. vocational track) and how such appraisals contribute to their self-esteem. Six hundred and seven 16-year-old adolescents were surveyed three times:…

  19. The Mediating Effects of Self-Esteem and Optimism on the Relationship between Quality of Life and Depressive Symptoms of Breast Cancer Patients

    PubMed Central

    Cho, Young Kyung

    2014-01-01

    Objective This study investigated the mediating effects of the internal psychological factors of self-esteem and optimism on the relationship between breast cancer patients' quality of life in terms of symptoms and functioning and depressive symptoms. Methods The study centered on 384 breast cancer patients who had within a 24-month period received diagnosis of 0-4 stage cancer and had medical treatment. To achieve the study's purpose, the study made use of EORTC QLQ BR23, CES-D, and the Self-Esteem and Optimism Scales. Results Findings revealed that breast cancer patients' quality of life was negatively impacted by self-esteem and optimism, and that self-esteem and optimism impacted negatively on depressive symptoms. Analyses showed that when breast cancer patients' quality of life affects depressive symptoms, the full mediation effect of self-esteem was statistically significant. Also, findings revealed there to be a significant partial mediation effect due to optimism. Conclusion Study findings demonstrated that enhancing self-esteem is crucial in the psychological intervention of depressive symptoms because self-esteem functioned as the main causal factor accounting for all variation when breast cancer patients' quality of life affected depressive symptoms. In addition, results suggested that optimism is also vital to psychological intervention because it functioned as partial cause of heightened depressive symptoms when breast cancer patients' quality of life affected depressive symptoms. PMID:25395975

  20. Impact of parenting styles on adolescents' self-esteem and internalization of values in Spain.

    PubMed

    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. PMID:17992960

  1. Self-Esteem in Children and Adolescents With Hearing Loss

    PubMed Central

    Loy, Betty A.; Evans, Christine; Wetsel, Ashton; Tobey, Emily A.

    2015-01-01

    Children with hearing loss are at risk for lower self-esteem due to differences from hearing peers relative to communication skills, physical appearance, and social maturity. This study examines the influence of generic factors unrelated to hearing loss (e.g., age, gender, temperament) and specific factors associated with hearing loss (e.g., age at identification, communication skills) on how children with hearing loss wearing cochlear implants or hearing aids appraise self-esteem. Fifty children with hearing loss wearing cochlear implants or hearing aids participated (Mean age: 12.88 years; mean duration of device use: 3.43 years). Participants independently completed online questionnaires to assess communication skills, social engagement, self-esteem, and temperament. Children with hearing loss rated global self-esteem significantly more positively than hearing peers, t = 2.38, p = .02. Self-esteem ratings attained significant positive correlations with affiliation (r = .42, p = .002) and attention (r = .45, p = .001) temperaments and a significant negative association with depressive mood (r = − .60, p < .0001). No significant correlations emerged between self-esteem and demographic factors, communication skills, or social engagement. Because successful communication abilities do not always co-occur with excellent quality of life, clinicians and professionals working with children with hearing loss need to understand components contributing to self-esteem to improve identification, counseling, and external referrals for children in this population. PMID:25755025

  2. Self-esteem in children and adolescents with hearing loss.

    PubMed

    Warner-Czyz, Andrea D; Loy, Betty A; Evans, Christine; Wetsel, Ashton; Tobey, Emily A

    2015-01-01

    Children with hearing loss are at risk for lower self-esteem due to differences from hearing peers relative to communication skills, physical appearance, and social maturity. This study examines the influence of generic factors unrelated to hearing loss (e.g., age, gender, temperament) and specific factors associated with hearing loss (e.g., age at identification, communication skills) on how children with hearing loss wearing cochlear implants or hearing aids appraise self-esteem. Fifty children with hearing loss wearing cochlear implants or hearing aids participated (Mean age: 12.88 years; mean duration of device use: 3.43 years). Participants independently completed online questionnaires to assess communication skills, social engagement, self-esteem, and temperament. Children with hearing loss rated global self-esteem significantly more positively than hearing peers, t = 2.38, p = .02. Self-esteem ratings attained significant positive correlations with affiliation (r = .42, p = .002) and attention (r = .45, p = .001) temperaments and a significant negative association with depressive mood (r = - .60, p < .0001). No significant correlations emerged between self-esteem and demographic factors, communication skills, or social engagement. Because successful communication abilities do not always co-occur with excellent quality of life, clinicians and professionals working with children with hearing loss need to understand components contributing to self-esteem to improve identification, counseling, and external referrals for children in this population. PMID:25755025

  3. Self-esteem, life stress and psychiatric disorder.

    PubMed

    Miller, P M; Kreitman, N B; Ingham, J G; Sashidharan, S P

    1989-01-01

    Using a special subsample from a survey of women in Edinburgh investigations were carried out into (a) which types of life event are associated with lowered self-esteem; (b) the role of life events and self-esteem in onset of psychiatric disorder; and (c) the additional significance of prior psychiatric consultation in determining onset. Stressors involving impaired relationships with others were the only ones clearly associated with lowered self-esteem. Minor psychiatric illness was predicted by stress of uncertain outcome, and, to a lesser extent, by impaired relationship stress. Onset of major depression was best predicted by an interaction between total stress experienced and low self-esteem. There was evidence that such onset involves a pre-existing low level of self-esteem on which life stress impinges, rather than life stress generating low self-esteem and then onset. A small group of subjects characterised by low self-esteem, prior psychiatric consultation and maladaptive coping seemed to be fluctuating in and out of psychiatric illness irrespective of stress. PMID:2525578

  4. [Research Reports on Academic Achievement.

    ERIC Educational Resources Information Center

    Latts, Sander; And Others

    1969-01-01

    Four counselors studied the relation between achievement and choice of major, achievement and motivation, counseling and motivation, and achievement and employment. To see if those with definite majors or career choices in mind did better than those without, 300 students were tested according to the certainty of their choice. No significant…

  5. Empathy, self-esteem and creativity among junior ballet dancers.

    PubMed

    Kalliopuska, M

    1989-12-01

    62 junior ballet dancers from the Finnish National Opera (44 girls, 18 boys, ages 9 to 17 yr.) completed the Battle Self-esteem Inventory Form B or AD, the Tennessee Self-concept Scale, 2 factors from Coopersmith's Self-esteem Inventory, 10 items from Rosenberg's scale, the modified Mehrabian and Epstein Empathy Scale, a questionnaire on hobbies, the Rorschach and the Figural B Form of Torrance's creativity test. Analysis showed dancers trained 4-5 nights/week, tended to have creative hobbies, were more empathetic and sensitive (especially girls) than controls. Dancers had higher self-esteem than the normative sample. PMID:2622738

  6. The Impact of Reading Achievement on Overall Academic Achievement

    ERIC Educational Resources Information Center

    Churchwell, Dawn Earheart

    2009-01-01

    This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…

  7. Searching for a sense of purpose: the role of parents and effects on self-esteem among female adolescents.

    PubMed

    Blattner, Meghan C C; Liang, Belle; Lund, Terese; Spencer, Renee

    2013-10-01

    Achieving a sense of purpose during adolescence is a developmental asset; however, searching for that purpose may be a developmental stressor. Supportive parent-child relationships may help youth during this stressful experience. The present study included 207 female students in the sixth, eighth, and tenth grades from two competitive private schools. Searching for purpose negatively predicted self-esteem. Hierarchical linear regression examined moderating effects of parental trust and alienation on searching for purpose as a predictor of self-esteem. Parental alienation significantly moderated the association between search for purpose and girls' self-esteem; conversely, parental trust did not moderate the association. Results suggest that parent-child relationships characterized by high levels of parental alienation may exacerbate the pernicious effects of search for purpose. Person-based analyses found four clusters corresponding to Foreclosed Purpose, Diffused Purpose, Uncommitted Purpose/Moratorium, and Achieved Purpose. We discuss implications for practice and research based on these results. PMID:24011100

  8. Birth Order, Family Size, and Self-Esteem: A Filipino Study.

    ERIC Educational Resources Information Center

    Watkins, David; Astilla, Estela

    1980-01-01

    Investigates the relationship between birth order and self-esteem among 209 11- to 13-year-old girls attending a private high school in the central Philippines. The Self-Esteem Inventory was used to measure self-esteem. No evidence of any influence of birth order, family size, or their interaction with self-esteem was found. (Author/RH)

  9. A New Measure to Assess Linguistic Self-Esteem in Adolescent Latino Bilinguals

    ERIC Educational Resources Information Center

    Neugebauer, Sabina Rak

    2011-01-01

    Present conceptualizations and measures of self-esteem do not account for linguistic self-esteem, an aspect of the self specifically relevant for bilingual students. This study examines the utility of a newly developed measure of linguistic self-esteem. This novel measure is compared with a commonly used self-esteem measure, two standardized…

  10. Adaptation and Validation of Aricak's Professional Self-Esteem Scale for Use in the Pakistani Context

    ERIC Educational Resources Information Center

    Iqbal, Hafiz Muhammad; Bibi, Fariha; Gul, Asma

    2016-01-01

    One of the characteristics of teachers having great bearing upon students' learning is their professional self-esteem. Various instruments are available for measuring general self-esteem and professional self-esteem of teachers. For the present study it was deemed appropriate to use a Turkish professional self-esteem scale developed by Aricak…

  11. Scouting and Girl Scout Curriculum as Interventions: Effects on Adolescents' Self-Esteem.

    ERIC Educational Resources Information Center

    Royse, David

    1998-01-01

    Examines participation in Girl Scouts and the use of scouting curriculum as interventions for increasing the self-esteem of female adolescents. Results show that Girl Scouts had higher self-esteem than did girls without scouting experience. There were significant differences in self-esteem by age group. Self-esteem decreased with age. (Author/MKA)

  12. Cutural Predictors of Self-Esteem: A Study of Chinese American Female and Male Young Adults.

    ERIC Educational Resources Information Center

    Tsai, Jeanne L.; Ying, Yu-Wen; Lee, Peter Allen

    2001-01-01

    Domains of cultural orientation such as language, social affiliation, and cultural pride, were examined in Chinese American college students (N=353) to see how they related to self-esteem. Cultural orientation significantly predicted self-esteem differences. Cultural predictors of self-esteem varied by gender; self-esteem was mainly related to…

  13. Self-Esteem as a Barrier to Learning: Literature Review and Report.

    ERIC Educational Resources Information Center

    James, Kathryn

    2003-01-01

    Gives examples of ways in which low self-esteem inhibits educational participation, using Alexander's model of self-esteem, and discusses how participation might raise self-esteem. Suggests that stress and associated socioeconomic conditions can influence self-esteem and nonparticipation. (Contains 16 references.) (SK)

  14. Self-Esteem: A Theoretical Framework and the Implications for Migrant Children.

    ERIC Educational Resources Information Center

    Soto, Lourdes Diaz

    Self-esteem is cumulative and proactive. Events and people surrounding an individual have a direct relationship with the development of self-esteem. Factors influencing a child's self-esteem begin from the time the infant is in the mother's womb. A unique self-esteem develops for each child whether from a cohesive family, from a foundling home, or…

  15. The Effects of Similarity, Evaluation, and Self-Esteem on Interpersonal Attraction.

    ERIC Educational Resources Information Center

    Sachs, Donald H.

    It was predicted that high self-esteem subjects would have higher attraction scores than low self-esteem subjects to similar strangers or to strangers who gave positive personal evaluations. It was also predicted that high self-esteem subjects would have lower attraction scores than low self-esteem subjects to dissimilar strangers or to subjects…

  16. Family and personal correlates of academic achievement.

    PubMed

    García Bacete, F J; Rosel Remírez, J

    2001-04-01

    Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family. PMID:11351904

  17. Academic Achievements of Children in Immigrant Families

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2006-01-01

    Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and…

  18. Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem.

    PubMed

    Smokowski, Paul R; Guo, Shenyang; Wu, Qi; Evans, Caroline B R; Cotter, Katie L; Bacallao, Martica

    2016-01-01

    Positive Action (PA) is a school-based intervention for elementary-, middle-, and high-school students that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., academic achievement, school engagement). PA has a long history of documented success achieving these aims, making it an Evidence Based Practice (EBP). Intervention research on EBP's has established the importance of implementation fidelity, especially with regard to program dosage; failure to properly implement an EBP can have negative consequences on targeted outcomes, especially if participants are exposed to a low dosage of the program (e.g., fewer lessons than specified). Much of the current research on PA has neglected to examine how program dosage impacts PA's effect on targeted outcomes. Using propensity score models, multiple imputation, and a 2-level hierarchical linear model, the current study fills this gap and examines how different dosages of PA as measured by years participating in PA and number of PA lessons, impacts adolescent internalizing symptoms, aggression, perceptions of school hassles, and self-esteem over a 3-year period. The current sample included middle school students in grades 6, 7, and 8 (N = 5,894). The findings indicate that students who received 3 years of the PA intervention and a high number of PA lessons had a significantly higher self-esteem score than those who received 0 years of PA or zero lessons. Participants who received 1 year of PA also reported significantly lower school hassle scores than those who received 0 years. Dosage had no statistically significant effects on aggression or internalizing score. Implications are discussed. (PsycINFO Database Record PMID:26950079

  19. Parental Involvement and Academic Achievement

    ERIC Educational Resources Information Center

    Goodwin, Sarah Christine

    2015-01-01

    This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

  20. Student academic achievement in college chemistry

    NASA Astrophysics Data System (ADS)

    Tabibzadeh, Kiana S.

    General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

  1. Grade Level Differences in Factors of Self-Esteem

    ERIC Educational Resources Information Center

    Kokenes, Barbara

    1974-01-01

    Investigated the construct validity of the Coopersmith Self Esteem Inventory, using approximately 1500 elementary school students. Also investigated grade level differences in preadolescent and adolescent children. (Author/ED)

  2. An Analysis of Futsal Players' Self-Esteem Levels

    ERIC Educational Resources Information Center

    Kocak, Mehmet

    2015-01-01

    The purpose of this study is to investigate the self-esteem levels of futsal players according to certain variables. The samples of the study constituted 119 females and 96 males; a total of 215 players with an average age of 21.57 ± 2.20 years. The research was carried out with the end of "Rosenberg self-esteem Scale" developed by…

  3. Workaholism, self-esteem, and motives for money.

    PubMed

    Burke, Ronald J

    2004-04-01

    This study examined correlations of workaholism types among 69 male and 86 female undergraduate business students. Three types were considered (Work Addicts, Work Enthusiasts, and Enthusiastic Addicts) using measures developed in 1992 by Spence and Robbins. Correlates included personal demographics, self-esteem, and motives for money. Work Addicts indicated significantly lower self-esteem than both Work Enthusiasts and Enthusiastic Addicts; the workaholism types mentioned above did not differ on motives for money, however. PMID:15154172

  4. Yoga improves attention and self-esteem in underprivileged girl student

    PubMed Central

    Sethi, Jaspal Kaur; Nagendra, H. R.; Sham Ganpat, Tikhe

    2013-01-01

    Background: A student under optimal stress does bring out his or her best; however, extreme stress can result in mental health problems and deteriorates their academic performance. Students who esteem themselves low are most likely to engage in destructive and self-destructive behaviors. Moreover, excessive stress is harmful to academic performance and may lead to dropping out in student. Can Yoga be of benefit in students for improving their attention and self-esteem (SE)? Objective: To assess attention and SE in girls undergoing Integrated Yoga Module (IYM). Materials and Methods: Sixty low-income high school girls with 15.17 + 0.64 years of mean age participated in this single group pre-post study. The data was collected before and after 5 days of IYM. Statistical Analysis: Means, standard deviations, Kolmogorov-Smirnov test, and Wilcoxon signed rank test were used to analyze the data with the help of SPSS 16. Results: The data analysis showed 9.04% increase (P = 0.001) in SE scores, whereas d2 test for attention revealed 10.12% increase (P < 0.001) in total number of symbols processed scores and 44.73% decrease (P < 0.001) in total number of errors. Conclusion: The present study suggests that of IYM can result in improvement of attention and SE among students and thereby enhancing their mental health and can help them in improving their academic achievement. Efforts aimed at reducing mental health problems among students may focus more on implementing effective and culturally acceptable interventions, such as Yoga, counseling, and social support. Additional well-designed studies are needed before a strong recommendation can be made. PMID:24251291

  5. Curricular Diversity and Academic Achievement.

    ERIC Educational Resources Information Center

    Wilson, Reginald

    1991-01-01

    Educational achievement should be intellectually and philosophically divorced from cultural affirmation, which is merely a byproduct of the inclusion of diverse voices in the search for truth. A model based on the relationship between the valuation of oneself by others and by oneself is presented to explain differential effects of schooling on…

  6. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  7. Can Judges Improve Academic Achievement?

    ERIC Educational Resources Information Center

    Greene, Jay P.; Trivitt, Julie R.

    2008-01-01

    Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise…

  8. Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

    PubMed

    Arroyo, C G; Zigler, E

    1995-11-01

    The relation between racial identity and personal psychological functioning was examined within the framework of the "racelessness" construct proposed by Fordham and Ogbu (S. Fordham, 1988; S. Fordham & J. U. Ogbu, 1986). These researchers have proposed that academically successful African American students achieve their success by adopting behaviors and attitudes that distance them from their culture of origin, resulting in increased feelings of depression, anxiety, and identity confusion. Studies 1 and 2 describe the development of the Racelessness Scale (RS) designed to test these assumptions. Study 2 also investigated Race X Achievement level differences in students' responses to the RS. In Study 3, correlations between the RS and measures of depression, self-efficacy, anxiety, alienation, and collective self-esteem were assessed. The pattern of results in Study 2 suggest that the behaviors and attitudes described by Fordham and Ogbu are common to high-achieving adolescents and not specific to African Americans. However, racial differences in the pattern of associations between the RS and measures of depression suggest that racelessness may have important psychological consequences for African American adolescents. PMID:7473037

  9. Self-esteem in patients treated for anorexia nervosa.

    PubMed

    Karpowicz, Ewa; Skärsäter, Ingela; Nevonen, Lauri

    2009-10-01

    Anorexia nervosa (AN) mainly affects girls or women between 13 and 45 years of age. According to previous studies, one of the reasons for the desire to be thin is low self-esteem. The purpose of the study was to examine the self-esteem of 38 female patients with AN between 16 and 25 years of age, before and after 3 months of treatment at a specialist ward for eating disorders in Göteborg, Sweden. A quantitative pre- and post-assessment based on two self-rating questionnaires, the Rosenberg Self-Esteem Scale (RSE-S) and three subscales (weight phobia, body dissatisfaction, and ineffectiveness) of Eating Disorder Inventory-2 (EDI-2), together with body mass index (BMI), were used in the study, which was conducted between June 2005 and March 2008. The results reveal that self-esteem, BMI, weight phobia, and body dissatisfaction improved significantly between pre- and post-treatment. The RSE-S and EDI-2 ineffectiveness correlate highly with one another, which lends support to convergent validity, and the internal consistency was high for both the RSE-S and EDI-2 ineffectiveness. The results indicate that the treatment was effective, as both patients' self-esteem and BMI increased after completed treatment, which was the primary goal of the treatment at this ward. Future studies should focus on follow up and the way self-esteem manifests itself at different points in time within an individual. PMID:19740141

  10. The relationship between perceived parental favoritism and self-esteem.

    PubMed

    Zervas, L J; Sherman, M F

    1994-03-01

    In this study of 91 male and female college subjects, we used two questionnaires to explore the relationship between the students' perceived parental favoritism and their self-esteem. In addition, the prevalence of parental favoritism, the reasons for it, and the ways it is shown were examined. Results indicated that total self-esteem and two facets of self-esteem were related to parental favoritism; the no-favoritism subjects had higher total self-esteem than the nonfavored subjects, the no-favoritism and the favored subjects had higher self-esteem with respect to home-parent relationships than the nonfavored subjects, and the no-favoritism subjects had higher social self-esteem than the favored subjects. Furthermore, the perception of parental favoritism was widespread--62% of the subjects thought one or both of their parents had a favored child. Moreover, parents were more likely to show favoritism in subtle ways than in more obvious material ways; and the predominate reasons given for favoritism were the child's intellect, behavior, birth-order, and creativity rather than his or her physical appearance or gender. PMID:8021620

  11. Stress, self-esteem, and suicidal ideation in late adolescents.

    PubMed

    Wilburn, Victor R; Smith, Delores E

    2005-01-01

    The relationships among stress, self-esteem, and suicidal ideation in late adolescents were examined in a group of college students. Multiple regression analysis indicated that both stress and self-esteem were significantly related to suicidal ideation; low self-esteem and stressful life events significantly predicted suicidal ideation. The hypothesis that self-esteem would moderate the effects of life stressors on suicidal ideation was supported at the .06 level. A significant minority of the sample indicated having thoughts severe enough to be classified as clinical suicidal ideation. In general, participants who had experienced negative life events in the 6 to 12 months prior to participating in the study had lower self-esteem than those who had similar stresses within the prior six months. However, the opposite was true for clinical suicidal ideators; those who experienced negative life stressors recently had lower self-esteem than those who experienced negative life events six months to a year in the past. PMID:15861616

  12. Relation between Self-Esteem and Socially Desirable Responding and the Role of Socially Desirable Responding in the Relation between Self-Esteem and Performance

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2013-01-01

    This investigation examines the relation between self-esteem and socially desirable responding by integrating previous findings via a meta-analysis. In 55 studies containing 73 independent samples (N?=?11,901), the correlation between self-esteem and Impression Management was weak, that between self-esteem and Self-Deceptive Enhancement was from…

  13. Adoptees Do Not Lack Self-Esteem: A Meta-Analysis of Studies on Self-Esteem of Transracial, International, and Domestic Adoptees

    ERIC Educational Resources Information Center

    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…

  14. Should We Be Targeting Self-Esteem in Treatment for Offenders: Do Gender and Race Matter in whether Self-Esteem Matters?

    ERIC Educational Resources Information Center

    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…

  15. Debating Values: Race, Class and Academic Achievement

    ERIC Educational Resources Information Center

    Milton, Penny

    2008-01-01

    The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…

  16. Gifted Student Academic Achievement and Program Quality

    ERIC Educational Resources Information Center

    Jordan, Katrina Ann Woolsey

    2010-01-01

    Gifted academic achievement has been identified as a major area of interest for educational researchers. The purpose of this study was to ascertain whether there was a relation between the quality of gifted programs as perceived by teachers, coordinators and supervisors of the gifted and the achievement of the same gifted students in 6th and 7th…

  17. Computer Use, Parental Expectations, & Latino Academic Achievement

    ERIC Educational Resources Information Center

    Taningco, Maria Teresa V.; Pachon, Harry P.

    2008-01-01

    In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison…

  18. Self-esteem and satisfaction with life of deaf and hard-of-hearing people--a resource-oriented approach to identity work.

    PubMed

    Hintermair, Manfred

    2008-01-01

    In the context of the current identity discussions, the interrelations between acculturations, psychological resources, and self-esteem as well as the satisfaction with life of deaf and hard-of-hearing people (N = 629) were examined by means of a questionnaire-based survey. To check these interrelations, one-factor and two-factor analyses of variance were employed. The results show that bicultural, deaf, and hearing acculturation styles have the advantage over marginal acculturation, but the results for marginal acculturation need to be discussed in depth to ensure a comprehensive understanding of them. All in all, bicultural acculturation seems to be a secure option for psychosocial well-being. The availability of psychological resources (optimism, self-efficacy) seems to be of special importance for the quality of self-esteem and satisfaction with life. On the other hand, the power of these psychological resources is closely associated with good communicative conditions in the individual biographies of the participants in this study as well as with their education level. Going beyond a methodological discussion then, the mission for educators would seem to be one of making good communicative conditions available to each deaf or hard-of-hearing child and optimizing academic achievement so as to ensure a secure, comprehensive, and differentiated opening up of the world and psychological empowerment. In this way, a good foundation can be laid for developing quality of life. PMID:17971343

  19. Academic Achievement Among Juvenile Detainees.

    PubMed

    Grigorenko, Elena L; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard

    2015-01-01

    The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research. PMID:24064502

  20. Academic achievement in high functioning autistic individuals.

    PubMed

    Minshew, N J; Goldstein, G; Taylor, H G; Siegel, D J

    1994-04-01

    Academic achievement levels in 54 high functioning (IQ > 70) autistic subjects were compared with those of 41 normal controls, who did not differ significantly in age, IQ, gender, race, or SES from the autistic subjects. The measures of academic achievement used included portions of the Detroit Tests of Learning Aptitude-2, the Woodcock Reading Mastery Test, and the Kaufman Test of Educational Achievement. Based on prior neuropsychological findings, it was hypothesized that autistic subjects would not differ from controls on subtests assessing mechanical and procedural skills, but would differ on subtests measuring comprehension and interpretive skills. As predicted, the autistic subjects performed significantly less well than controls on comprehension tasks, but not on mechanical reading, spelling, and computational tasks. This pattern is at variance with the typical academic profile of individuals with disabilities in reading or spelling, but shares some features with the nonverbal learning disabilities. PMID:8021313

  1. Differences and similarities in the trajectories of self-esteem and positive and negative affect in persons with chronic illness: an explorative longitudinal study

    PubMed Central

    Bonsaksen, Tore; Lerdal, Anners; Småstuen, Milada Cvancarova; Fagermoen, May Solveig

    2016-01-01

    Background Chronic illness is a risk factor for low self-esteem, and the research literature needs to include more studies of self-esteem and its development in chronic illness groups using longitudinal and comparative designs. The aim of this study was to explore the trajectories of self-esteem and of positive and negative affect in persons with morbid obesity and in persons with chronic obstructive pulmonary disease (COPD). Methods Patient education course attendants in Norway having morbid obesity (n=139) or COPD (n=97) participated in the study. Data concerning self-esteem, positive and negative affect, and sociodemographic background were collected at the start and at the end of the patient education, with subsequent follow-ups at 3, 6, and 12 months. Data were analyzed using linear mixed models for repeated measures. Results Taking all measurements into account, our data revealed a statistically significant increase in self-esteem for participants with morbid obesity but not for those with COPD. There were no significant differences in levels of negative and positive affect between the two groups, and the time-trajectories were also similar. However, participants in both groups achieved lower levels of negative affect for all the successive measurement points. Conclusion An increase in self-esteem during the first year after the patient education course was observed for persons with morbid obesity, but not for persons with COPD. Initial higher levels of self-esteem in the participants with COPD may indicate that they are less troubled with low self-esteem than people with morbid obesity are. The pattern of reduced negative affect for both groups during follow-up is promising. PMID:27574438

  2. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

    PubMed

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  3. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  4. Influence of adult attachment insecurities on parenting self-esteem: the mediating role of dyadic adjustment

    PubMed Central

    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 0–6 years. They were administered the Experiences in Close Relationships-Revised (ECR-R) questionnaire, the Dyadic Adjustment Scale, and the Parenting Sense of Competence Scale. 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. PMID:26441811

  5. Weaker Self-Esteem in Adolescence Predicts Smoking

    PubMed Central

    Saari, Antti J.; Kentala, Jukka; Mattila, Kari J.

    2015-01-01

    Background. To study whether weaker self-esteem in adolescence is connected with smoking behavior in adulthood. Methods. An age cohort born in 1979 responded to the Lawrence Self-Esteem Questionnaire (LAWSEQ) at the age of 16 (n = 1,072). Respondents' smoking behavior was monitored annually during adolescence and 75.3% (n = 813) of them remained nonsmokers during adolescence. A follow-up questionnaire eliciting smoking behavior was sent to the adolescent nonsmokers at the age of 29 years. Response rate at follow-up was 46.2% (n = 376). Results. Weaker self-esteem (LAWSEQ score ≥ 3) during the adolescence was not significantly associated with smoking in adulthood. However, those respondents who had weaker self-esteem in adolescence had increased risk of having been smoking regularly (adjusted OR 1.8, 95% CI 1.1–3.0) although not all of them were smokers at the time of the follow-up. Conclusions. Those with weaker self-esteem in adolescence are more likely to smoke regularly in adulthood. PMID:26273640

  6. Pretreatment self-esteem and posttreatment sexual recidivism.

    PubMed

    Thornton, David; Beech, Anthony; Marshall, William L

    2004-10-01

    The relationship between self-esteem assessed prior to treatment using the Self-Esteem Scale and sexual recidivism was explored in two samples of adult male sex offenders, 53 of whom were beginning treatment in the community and 172 of whom were beginning treatment in prison. Sexual reconviction rates were obtained for both samples using a 6-year followup for the community sample and an average follow-up of just less than 4 years for the prison sample. Lower levels of self-esteem were associated with higher sexual recidivism rates with similar trends being apparent in both samples. The linear main effect of self-esteem was significant at beyond the .01 level in a logistic regression analysis. Receiver operating characteristics analysis was used to assess the strength of this association and an area-under-the-curve coefficient of .69 was obtained. Results are discussed in terms of their meaning for the relevance of self-esteem as a predictor of recidivism and as a target for treatment. PMID:15358933

  7. Assessing the Psychometric Properties of a Scenario-Based Measure of Achievement Guilt and Shame

    ERIC Educational Resources Information Center

    Thompson, Ted; Sharp, Jessica; Alexander, James

    2008-01-01

    In this study, the psychometric properties of the scenario-based Achievement Guilt and Shame Scale (AGSS) were established. The AGSS and scales assessing interpersonal guilt and shame, high standards, overgeneralization, self-criticism, self-esteem, academic self-concept, fear of failure, and tendency to respond in a socially desirable manner were…

  8. Can Code Switching Enhance Learners' Academic Achievement?

    ERIC Educational Resources Information Center

    Simasiku, Liswani; Kasanda, Choshi; Smit, Talita

    2015-01-01

    There has been a high failure rate of Grade 10 learners in the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools…

  9. The Impact of Interest on Academic Achievement.

    ERIC Educational Resources Information Center

    Charry, Myrna B.

    There is ample theoretical and experimental evidence showing the positive impact of interest on academic achievement to suggest that college administrators might be well advised to include "expressed interest" in test batteries designed to facilitate the accurate placement of students in particular courses and curricula. J. Dewey was the first to…

  10. Optimism versus Pessimism and Academic Achievement Evaluation

    ERIC Educational Resources Information Center

    Harpaz-Itay, Yifat; Kaniel, Shlomo

    2012-01-01

    This article integrates three central theories of optimism-pessimism (OP). The combination of the shared components of these theories--outcome expectancies, emotions, and behavioral intention--may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a…

  11. Athletics, Athletic Leadership, and Academic Achievement

    ERIC Educational Resources Information Center

    Yeung, Ryan

    2015-01-01

    This study examines the relationship between athletics, athletic leadership, and academic achievement. This is likely to be a tricky issue as athletes and athletic leaders are not likely to be a random group of students. To address this issue I control for school fixed effects and instrument the endogenous variables with height. I find that…

  12. Academic Freedom, Achievement Standards and Professional Identity

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2011-01-01

    The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

  13. Parenting Style and Black Adolescents' Academic Achievement

    ERIC Educational Resources Information Center

    Attaway, Nicole M.; Bry, Brenna Hafer

    2004-01-01

    The relationships between maternal beliefs in control and responsiveness and adolescent academic achievement were examined by interviewing 59 Black mothers and female guardians of adolescents, ages 11 to 19, living in a northeastern small city or adjacent suburb and correlating their answers to year-end report cards of their adolescents.…

  14. The Protestant Work Ethic and Academic Achievement.

    ERIC Educational Resources Information Center

    Warner, Stephen L.

    The factor make-up of the Protestant Work Ethic, first presented by M. Weber, was explored, and the relationship between endorsement of the Protestant Work Ethic and academic achievement was studied in a sample of 257 high school seniors. The independent variable was level of endorsement of the Protestant Work Ethic. The dependent variable was…

  15. Eye Movement Models of Academic Achievement.

    ERIC Educational Resources Information Center

    Dillon, Ronna F.

    Current pscyhometric assessments, which are based on test score predictors providing information only on products of performance, fail to account for satisfactory amounts of variance in academic achievement or other criterion measures of interest. To corroborate and extend previous work on information processing measures, by examining the…

  16. The Relationship between Resources and Academic Achievement.

    ERIC Educational Resources Information Center

    Womack, Sid T.

    This paper evaluates whether or not there is a direct academic-achievement benefit from additional expenditures on education in the United States. Numerous critics have said that education is already overfunded and that it can never be funded enough to make any appreciable difference. Berliner's study of 900 school districts in Texas in the 1993…

  17. Personality Traits, Learning and Academic Achievements

    ERIC Educational Resources Information Center

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  18. Refining the vulnerability model of low self-esteem and depression: Disentangling the effects of genuine self-esteem and narcissism.

    PubMed

    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. PMID:25915133

  19. Psychological Determinants of University Students' Academic Performance: An Empirical Study

    ERIC Educational Resources Information Center

    Gebka, Bartosz

    2014-01-01

    This study utilises an integrated conceptual model of academic performance which captures a series of psychological factors: cognitive style; self-theories such as self-esteem and self-efficacy; achievement goals such as mastery, performance, performance avoidance and work avoidance; study-processing strategies such as deep and surface learning;…

  20. Bullying and Victimization: Predictive Role of Individual, Parental, and Academic Factors

    ERIC Educational Resources Information Center

    Atik, Gökhan; Güneri, Oya Yerin

    2013-01-01

    This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The…

  1. Utility of the Rosenberg self-esteem scale.

    PubMed

    Davis, Clare; Kellett, Stephen; Beail, Nigel

    2009-05-01

    The Rosenberg Self-Esteem Scale (RSES) continues to be used to purportedly measure self-esteem of people with intellectual disabilities, despite the lack of sound evidence concerning its validity and reliability when employed with this population. The psychometric foundations of the RSES were analyzed here with a sample of 219 participants with intellectual disabilities. The factor analytic methods employed revealed two factors (Self-Worth and Self-Criticism) and more specific problems with RSES Items 5 and 8. Overall, this scale showed only moderate temporal and moderate internal reliability and poor aspects of criterion validity. Results are discussed with reference to either developing a new measure of self-esteem or redesigning and simplifying the RSES in order to increase its initial face validity in intellectual disability samples. PMID:19374464

  2. Parental authority, nurturance, and two-dimensional self-esteem.

    PubMed

    Tafarodi, Romin W; Wild, Nicole; Ho, Caroline

    2010-08-01

    This study examined the relations of parental permissiveness, authoritativeness, authoritarianism, and nurturance with two dimensions of self-esteem - self-liking and self-competence. In a sample of 207 two-parent families, university students and both their parents provided independent reports on all the above variables. Covariance structure analysis was used to eliminate reporter-specific bias and unreliability in predicting student self-esteem from parenting behavior. The results revealed highly redundant positive associations of mothers' and fathers' authoritativeness and nurturance with both self-liking and self-competence. The pattern of these associations suggests that the significance of parental authoritativeness for the child's self-esteem is due mainly to the nurturance it provides. Contrary to expectation, mothers' and fathers' authoritarianism was also positively associated with self-liking. As discussed, however, this is likely to be an artifact of the specific measures and testing methods used. PMID:20132455

  3. Racial differences in adolescent coping and self-esteem.

    PubMed

    Chapman, P L; Mullis, R L

    2000-06-01

    Racial differences in coping strategies and self-esteem were examined for 361 male and female adolescents in Grades 7-12. Coping strategies were assessed with the Adolescent Coping Orientation for Problem Experiences (J. M. Patterson & H. I. McCubbin, 1986). Self-esteem was assessed by the Coopersmith Self-Esteem Inventory (S. Coopersmith, 1987). Multivariate analysis revealed racial differences in adolescent coping strategies of ventilating feelings, seeking diversions, developing self-reliance, avoiding problems, seeking spiritual support, investing in close friends, engaging in demanding activities, solving family problems, and relaxing. In particular, African American adolescents reported using diversions, self-reliance, spiritual support, close friends, demanding activities, family problems, and relaxation more frequently than Caucasian adolescents did. Implications for professionals and recommendations for future research are discussed. PMID:10851678

  4. Sibship and Self-esteem in Children with Asthma

    PubMed Central

    Polizzi, Concetta; Fontana, Valentina; Carollo, Antonio; Bono, Alessandra; Burgio, Sofia; Perricone, Giovanna

    2016-01-01

    This study has explored the valence of sibship that may empower the self-esteem of children with asthma at the interpersonal, environmental control competence, emotionality management, and body-image levels. It has been assumed that the relationship between siblings may have a moderating effect on the negative impact that asthma has on child’s development. Seventy children suffering from chronic asthma have been involved: 40 children with siblings (experimental group) and 30 sibling-free children (control group). The children with asthma have exhibited higher levels of self-esteem in comparison with the sibling-free children. The results of the study, at the clinical significance level, highlight how meaningful could be the involvement of healthy siblings to support the development, and to ease the compliance of children suffering from asthma. The outcomes have confirmed the supportive valence of sibship for the self-esteem of the children with asthma. PMID:27433304

  5. Sibship and Self-esteem in Children with Asthma.

    PubMed

    Polizzi, Concetta; Fontana, Valentina; Carollo, Antonio; Bono, Alessandra; Burgio, Sofia; Perricone, Giovanna

    2016-06-15

    This study has explored the valence of sibship that may empower the self-esteem of children with asthma at the interpersonal, environmental control competence, emotionality management, and body-image levels. It has been assumed that the relationship between siblings may have a moderating effect on the negative impact that asthma has on child's development. Seventy children suffering from chronic asthma have been involved: 40 children with siblings (experimental group) and 30 sibling-free children (control group). The children with asthma have exhibited higher levels of self-esteem in comparison with the sibling-free children. The results of the study, at the clinical significance level, highlight how meaningful could be the involvement of healthy siblings to support the development, and to ease the compliance of children suffering from asthma. The outcomes have confirmed the supportive valence of sibship for the self-esteem of the children with asthma. PMID:27433304

  6. Physical attractiveness, happiness, neuroticism, and self-esteem.

    PubMed

    Mathes, E W; Kahn, A

    1975-05-01

    The hypotheses that physical attractiveness is positively correlated with happiness, psychological health, and self-esteem was tested with 211 men and women undergraduates. Physical attractiveness was measured by judges' ratings, while happiness, psychological health (neuroticism), and self-esteem were measured by self-report inventories. Physical attractiveness was found to correlate positively with happiness (r equals .37), negatively with neuroticism (r equals minus.22), and positively with self-esteem (r equals .24) for women but not for men (corresponding rs equals .09, .03, and minus.04, respectively). These results were accounted for by the suggestion that physical attractiveness "buys" more for women than for men, and the most prominent outcomes obtained by physical attractiveness--friends and dates--are of greater value to women undergraduates than men. The superior outcomes obtained by the attractive women made them happy, psychologically healthy, and proud of themselves. PMID:1151901

  7. A masked negative self-esteem? Implicit and explicit self-esteem in patients with Narcissistic Personality Disorder.

    PubMed

    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. PMID:27254651

  8. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  9. Immigrant Children and the Importance of Self-Esteem in Second Language Acquisition.

    ERIC Educational Resources Information Center

    Berryman, Jack

    1983-01-01

    Examines the development of the egocentric factor of self-esteem within the context of the acculturation process that immigrant children experience and shows how their self-esteem affects second language acquisition. (EKN)

  10. Self Esteem Training as an Aid to Acquiring Conflict Management Skills.

    ERIC Educational Resources Information Center

    Casey, Margaret; Casey, Paul

    1997-01-01

    The conflict management skills of 16 women receiving self-esteem training were assessed before and after the program. Most made significant gains in self-esteem and at the same time developed nonadversarial styles of conflict management. (SK)

  11. Self-Esteem among Boys with and without Specific Learning Disabilities.

    ERIC Educational Resources Information Center

    Bingham, Grace

    1980-01-01

    The self-esteem of 120 males with and without specific learning disabilities, at each of two levels of development (preadolescent and adolescent) was measured using Coopersmith Self-esteem Inventory. (MP)

  12. Some Factors Affecting Undergraduate Academic Achievement

    PubMed Central

    Hunter, R. C. A.

    1965-01-01

    A related series of studies, most of which have been published previously, is described. These studies form a coherent whole and demonstrate the development of a theme, namely, the identification of factors in the student and the medical school which, in their interaction, influenced undergraduate academic performance at one medical school. In the population concerned no reliable positive or negative correlation could be demonstrated between cognitive ability and academic performance, when the former was measured by the Wechsler Adult Intelligence Scale and the Medical College Admission Test, and the latter by the current assessment methods of the medical school. Other factors, including socioeconomic and individual personality variables, are at present under investigation as to their effect on academic achievement. It is emphasized that the results of these studies cannot be regarded as valid for all medical schools, but the methods employed can be generalized. PMID:14278025

  13. Raising trophy kids: The role of mothers' contingent self-esteem in maternal promotion of extrinsic goals.

    PubMed

    Soenens, Bart; Wuyts, Dorien; Vansteenkiste, Maarten; Mageau, Geneviève A; Brenning, Katrijn

    2015-07-01

    This study examined the role of mothers' child-invested contingent self-esteem, that is, their tendency to hinge their self-worth on their child's achievements, in maternal promotion of extrinsic goals, as perceived by adolescents. It was also examined whether maternal promotion of extrinsic goals would, in turn, relate to adolescents' Social Dominance Orientation (SDO). Participants were 184 mothers and their adolescent children (66% female). Maternal child-invested contingent self-esteem predicted adolescent-perceived maternal promotion of extrinsic goals, even when taking into account the variance shared between the promotion of extrinsic goals and mothers' use of a controlling parenting style. Maternal child-invested contingent self-esteem also moderated associations between mothers' personal pursuit of extrinsic goals and their promotion of those goals, such that the association between mothers' own extrinsic goals and their promotion of those goals was significant only among mothers high on child-invested contingent self-esteem. Maternal promotion of extrinsic goals was, in turn, related to adolescent SDO, suggesting that the dynamics examined in this study ultimately relate to adolescents' social and ideological development. PMID:25910466

  14. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

  15. The Relationship of Self-Esteem to Selected Personal and Environmental Resources of Adolescents.

    ERIC Educational Resources Information Center

    Holland, Alyce; Andre, Thomas

    1994-01-01

    Examined self-esteem among 648 high school and college students. High masculinity scores and greater activity participation were significantly related to self-esteem for males and females in large and small schools. For males in small schools, athletic participation was significant predictor of self-esteem. For females in small schools,…

  16. Building a Self: Teenaged Girls and Issues of Self-Esteem.

    ERIC Educational Resources Information Center

    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…

  17. Life-Span Trajectory of Self-Esteem Development: A Myth or Reality

    ERIC Educational Resources Information Center

    Badayai, Abdul Rahman bin Ahmad; Ismail, Khaidzir bin Haji

    2012-01-01

    Self-esteem has been regarded as one of the most pivotal component in almost every day human daily activities. Trajectory of self esteem development means that on the average, one's self-esteem is relatively high in childhood, then drops during adolescence, later to arise gradually throughout adulthood, and then declines sharply in old age. The…

  18. Evaluating the Link between Self-Esteem and Temperament in Mexican Origin Early Adolescents

    ERIC Educational Resources Information Center

    Robins, Richard W.; Donnellan, M. Brent; Widaman, Keith F.; Conger, Rand D.

    2010-01-01

    The present study examined the relation between self-esteem and temperament in a sample of 646 Mexican-American early adolescents (mean age = 10.4). Findings show that (a) early adolescents with high self-esteem exhibit higher levels of Effortful Control but, contrary to findings in adult samples, do not differ from low self-esteem adolescents in…

  19. What's Mine Is Yours: The Crossover of Day-Specific Self-Esteem

    ERIC Educational Resources Information Center

    Neff, Angela; Sonnentag, Sabine; Niessen, Cornelia; Unger, Dana

    2012-01-01

    This diary study examines the daily crossover of self-esteem within working couples. By integrating self-esteem research into the crossover framework, we hypothesized that the day-specific self-esteem experienced by one partner after work crosses over to the other partner. Furthermore, we proposed that this daily crossover process is moderated by…

  20. Self-Esteem: A Comparison between Hong Kong Children and Newly Arrived Chinese Children

    ERIC Educational Resources Information Center

    Chan, Yiu Man; Chan, Christine Mei-Sheung

    2004-01-01

    The Self-esteem Inventory developed by Coopersmith (1967) was used to measure the self-esteem of 387 Chinese children. The sample included newly arrived mainland Chinese children and Hong Kong children. The results showed significant statistical differences when measuring the self-esteem level associated with the length of their stay in Hong Kong…

  1. The Effect of Attributional Style Change on Self-Esteem and Depression.

    ERIC Educational Resources Information Center

    Layden, Mary Anne

    Low self-esteem and depressed individuals tend to have an attributional style of externalizing success and internalizing failure. To evaluate a program developed to help reverse this pattern of responses to be more similar to high self-esteem and nondepressed individuals, subjects were first tested for self-esteem, depression, and attributional…

  2. Toward Accountability in the Use of the Self-Esteem Construct

    ERIC Educational Resources Information Center

    Guindon, Mary H.

    2002-01-01

    Self-esteem is a common target of intervention, and the proliferation of research on self-esteem attests to the widely held belief of its significance as a personality variable. Despite its popularity, there is limited consistency in the use of its definition, and little evidence suggests that counselors routinely assess levels of self-esteem.…

  3. Improving Student Self-Esteem through Changes in the Learning Environment.

    ERIC Educational Resources Information Center

    Rugen, Betsy

    Parents, teachers, and peers play significant roles in a child's development of self-esteem. This report describes a program for improving the self-esteem of fourth-grade students in a large, multi-ethnic suburb. The researcher documented the students' low self-esteem through teacher observations and by the administration of a student self-esteem…

  4. Lesbian and Gay Male Group Identity Attitudes and Self-Esteem: Implications for Counseling.

    ERIC Educational Resources Information Center

    Walters, Karina L.; Simoni, Jane M.

    1993-01-01

    Ninety-six lesbians and gay men completed Rosenberg Self-Esteem Scale and modified version of Racial Identity Attitude Scale. Results indicated moderate inverse relationship between preencounter attitudes and self-esteem and positive relationship between internalization attitudes and self-esteem. Encounter and immersion-emersion attitudes were…

  5. Adolescent Mothers' Self-Esteem and Role Identity and Their Relationship to Parenting Skills Knowledge.

    ERIC Educational Resources Information Center

    Hurlbut, Nancy L.; Culp, Anne McDonald; Jambunathan, Saigeetha; Butler, Patrice

    1997-01-01

    Investigates the relationship between adolescent mothers' (N=24) self-esteem and their knowledge of parenting skills. Findings indicate that self-esteem is a good indicator of the adolescent mother's parenting. Significant correlations arose between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental…

  6. Self-Esteem and Alcohol Consumption: A Study of College Drinking Behavior in a Naturalistic Setting.

    ERIC Educational Resources Information Center

    Glindemann, Kent E.; Geller, E. Scott; Fortney, Jason N.

    1999-01-01

    Research assessed 44 students' levels of self-esteem and then measured their actual levels of intoxication with a breathalyzer as they were leaving a fraternity party. Participants with lower levels of self-esteem exited the party with a mean Blood Alcohol Concentration (BAC) of .126, while those with higher levels of self-esteem exited with a…

  7. Self-Esteem and Selected Clothing Attitudes of Black Adults: Implications for Counseling.

    ERIC Educational Resources Information Center

    Holloman, Lillian O.

    1989-01-01

    Examined relationship between self-esteem and selected clothing attitudes among Black adults (N=80). Results revealed that both men and women showed positive correlations between self-esteem and clothing attitude statements on aesthetics and practicality. For males, there was negative correlation between self-esteem and attitudes on attracting…

  8. Correlation of shyness and self-esteem for elementary school children.

    PubMed

    Lazarus, P J

    1982-08-01

    98 children were identified as shy based on their self-perceptions and specific criteria related to shyness. These shy children were administered a self-esteem inventory and self-report measures of shyness. A significant correlation of .63 was found between shyness and self-esteem scores which indicated that shyness is related to low self-esteem. PMID:7133925

  9. Self-Esteem as a Moderator of Performance-Satisfaction Relationships.

    ERIC Educational Resources Information Center

    Dipboye, Robert L.; And Others

    1979-01-01

    Korman's prediction that performance and satisfaction should be positively related for high self-esteem individuals and unrelated for low self-esteem individuals was tested with samples of scientists, engineers, homemakers, firefighters, and clerical workers. Self-esteem did not appear to be a reliable moderator of the performance-satisfaction…

  10. Self-Esteem Instability and Its Implications for HIV Prevention among Gay Men.

    ERIC Educational Resources Information Center

    Martin, James I.; Knox, Jo

    1997-01-01

    Examines self-esteem instability and its association with risky sexual behavior among 455 gay and bisexual men. Results indicate that the self-esteem of participants who recently engaged in unprotected anal intercourse with nonprimary partners was more unstable than the self-esteem of participants who did not engage in such intercourse. (RJM)

  11. The Integration of Self-Identity and Self-Esteem through Curriculum Development.

    ERIC Educational Resources Information Center

    Brown, Violet H.

    Written specifically for bilingual Native American teachers, this guide discusses the importance of self-esteem for Native American students and provides a set of lessons designed to develop self-esteem and cultural identity. The first section of the guide discusses the relationship among culture, individual identity, and self-esteem, stressing…

  12. The Dynamics of Self-Esteem: A Growth-Curve Analysis.

    ERIC Educational Resources Information Center

    Baldwin, Scott A.; Hoffmann, John P.

    2002-01-01

    Using 7 years of sequential data from the Family Health Study for 762 subjects aged 11 to 16 years in year 1, estimated a hierarchical growth curve model that emphasized the effects of age, life events, gender, and family cohesion on self-esteem. Results show a curvilinear relationship between age and self-esteem, suggesting that self-esteem is a…

  13. Development of the Self-Esteem Rating Scale for Children (Revised).

    ERIC Educational Resources Information Center

    Chiu, Lian-Hwang

    1987-01-01

    Developed a teacher's rating scale of self-esteem for children. Participants were 231 school children in grades K-7. Used sociometric measures, popularity ranking by teachers, and the Coopersmith Self-Esteem Inventory to estimate validity. The Self-Esteem Rating Scale for Children (SERSC) included 12 behavioral characteristics rated most…

  14. A Factor Analytic Study of the Coopersmith Self-Esteem Inventory

    ERIC Educational Resources Information Center

    Kokenes, Barbara

    1978-01-01

    Assesses the construct validity of the Coopersmith Self-Esteem Inventory using a variation of Thurstone's Orthogonal Rotation technique. Also attempted to obtain data on the sources of self-esteem which contribute to global self-esteem. It was hoped that data would reflect the comparative importance of the home, peers, and the school to the global…

  15. Self-Esteem of American and Chinese Children: A Cross-Cultural Comparison.

    ERIC Educational Resources Information Center

    Chiu, Lian-Hwang

    The construct of self-esteem has received considerable attention in recent years. Self-esteem is defined as a personal judgment of worthiness that is expressed in attitudes that individuals hold for themselves. This study compared self-esteem of American and Chinese children. Subjects included 446 American elementary school students from the…

  16. Cross-Sectional and Longitudinal Comparisons of Adolescent Self-Esteem.

    ERIC Educational Resources Information Center

    Mullis, Ann K.; And Others

    1992-01-01

    Examined self-esteem of adolescents over three years of high school. Ninth graders (n=270) completed Coopersmith Self-Esteem Inventory for each of three years. Found grade level significantly related to self-esteem in longitudinal but not cross-sectional design. Mediational effects of gender and socioeconomic status were found to be minimal.…

  17. Self-Esteem Comparisons among Intellectually Gifted Minority/Non-Minority Junior High Students.

    ERIC Educational Resources Information Center

    Legin-Bucell, Cynthia; And Others

    Differences in self-esteem between 48 minority and 62 non-minority intellectually gifted and 75 intellectually average junior-high students were assessed using the Coopersmith Self-Esteem Inventory. Results indicated a higher level of self-esteem for the gifted students than for the control group. Significant differences were also found to exist…

  18. The Use of Peer Facilitators To Enhance Self-Esteem Levels of At-Risk Students.

    ERIC Educational Resources Information Center

    Winkler, Joann B.

    This practicum addressed the problems of low self-esteem levels of at-risk students in kindergarten and in grades three and five by implementing a peer facilitator program. The Coopersmith Self-Esteem Inventory, the OUNCE Attitude Scale, and a Kindergarten Checklist of Low Self-Esteem Characteristics were used to determine the students'…

  19. Generalizing about Sex Role and Self-Esteem: Results or Effects?

    ERIC Educational Resources Information Center

    Dorgan, M.; And Others

    1983-01-01

    In a study of the relationship between sex role and self-esteem, different results were obtained with two different self-esteem measures (the Texas Social Behavior Inventory and the Coopersmith Self Esteem Inventory). The findings emphasize the need for caution in interpreting research results beyond the limits of procedures used. (Author/MJL)

  20. Should Schools Try to Boost Self-Esteem? Beware the Dark Side.

    ERIC Educational Resources Information Center

    Baumeister, Roy F.

    1996-01-01

    Argues that schools' efforts at boosting student self-esteem can backfire and create above-average rates of interpersonal and psychological problems, including aggression and violence. The benefits of promoting self-esteem are believed to be questionable and may ultimately be harmful. The problems caused by overinflating student self-esteem are…

  1. Maladaptive Perfectionism, Adult Attachment, and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Rice, Kenneth G.; Lopez, Frederick G.

    2004-01-01

    Extending an earlier study that found high self-esteem to modify the impact of otherwise maladaptive perfectionism on depression, the current study used adult attachment theory to explore the link between perfectionism, self-esteem, and depression in college students. Results indicated that self-esteem buffered the effects of maladaptive…

  2. The Relationship between Unstable Self-Esteem and Aggression: Differences in Reactive and Proactive Aggression

    ERIC Educational Resources Information Center

    Lee, Eunju J.

    2014-01-01

    This study examines whether the instability of self-esteem (i.e., a high intraindividual variability in self-esteem) is differentially associated with different types of aggressive behavior by using a sample of 235 preadolescent children. Self-esteem was measured four times for four consecutive days, and proactive and reactive aggressive behaviors…

  3. Self-Esteem and Irrational Beliefs: An Exploratory Investigation with Implications for Counseling.

    ERIC Educational Resources Information Center

    Daly, Michael J.; Burton, Robert L.

    1983-01-01

    Investigated the relationship between Ellis' theory of irrational beliefs and the psychosocial construct of self-esteem and identified the specific irrational beliefs that predicted low self-esteem. Results showed a significant, negative correlation between self-esteem and irrational beliefs and four specific beliefs which predicted low…

  4. Relation of Social Support and Self-Esteem to Problem Behavior: Investigation of Differing Models.

    ERIC Educational Resources Information Center

    Moran, Benjamin L.; DuBois, David L.

    2002-01-01

    Relations of social support and self-esteem to problem behavior were investigated among young adolescents. Three models were evaluated, and the mediated and direct effects model was found best fitting. Social support and self-esteem predicted less involvement in problem behavior, and unique variance in peer self-esteem predicted greater problem…

  5. Locus of Control and Self-Esteem in Indian and White Students.

    ERIC Educational Resources Information Center

    Martin, James C.

    1978-01-01

    Although self-esteem and locus of control orientation differ for American Indian and White children at all educational levels, internality increases with age and is positively related to self-esteem for both groups. American Indian students have a more external orientation and lower self-esteem than White students. (SB)

  6. Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence

    ERIC Educational Resources Information Center

    Barker, Erin T.; Bornstein, Marc H.

    2010-01-01

    Global self-esteem, appearance satisfaction, and self-reported dieting are interrelated. This study examines the temporal ordering of global self-esteem and appearance satisfaction across the early adolescence transition, from age 10 to age 14, as well as the independent associations of self-esteem and appearance satisfaction on self-reported…

  7. Biological and Ecological Factors in the Expression of Adolescent Self-Esteem.

    ERIC Educational Resources Information Center

    Jaquish, Gail A.; Savin-Williams, Ritch C.

    1981-01-01

    The relationship between self-esteem and pubertal maturation is examined based on results of the first two years of a six-year naturalistic longitudinal study of the ecology of self-esteem during adolescence. Results are discussed in terms of the onset and timing of pubertal maturation and its influence on self-esteem. (Author/GK)

  8. Social Support and Self-Esteem among Adolescents with Visual Impairments.

    ERIC Educational Resources Information Center

    Huurre, Taina Maarit; Komulainen, Erkki Juhani; Aro, Hillevi Marita

    1999-01-01

    The social support and self-esteem of 115 adolescents with visual impairments who attended mainstream Finnish schools, and a control group of 607 classmates were assessed. Self-esteem of the adolescents did not differ; relationships with friends contributed to the enhancement of the self-esteem of the adolescents with visual impairments.…

  9. Latino Adolescents Perception of Parenting Behaviors and Self-Esteem: Examining the Role of Neighborhood Risk

    ERIC Educational Resources Information Center

    Bamaca, Mayra Y.; Umana-Taylor, Adriana J.; Shin, Nana; Alfaro, Edna C.

    2005-01-01

    We examined the relations among parenting behaviors, adolescents' self-esteem, and neighborhood risk with a Midwestern sample of 324 Latino adolescents. The findings suggest that boys' self-esteem is influenced by both mothers' and fathers' parenting behaviors, whereas girls' self-esteem is influenced by mothers' behaviors only. In addition, the…

  10. The School Short-Form Coopersmith Self-Esteem Inventory: Revised and Improved

    ERIC Educational Resources Information Center

    Hills, Peter R.; Francis, Leslie J.; Jennings, Penelope

    2011-01-01

    The school short form of the Coopersmith Self-Esteem Inventory is a widely used measure of children's global self-esteem. Unlike the full-length scale, however, it has been generally understood that the short form does not allow differentiation between the major individual sources of self-esteem. The present study has examined the internal…

  11. Spirituality among College Freshmen: Relationships To Self-Esteem, Body Image, and Stress

    ERIC Educational Resources Information Center

    Hayman, Jessie Wetherbe; Kurpius, Sharon Robinson; Befort, Christy; Nicpon, Megan Foley; Hull-Blanks, Elva; Sollenberger, Sonja; Huser, Laura

    2007-01-01

    The authors investigated the relationships between spirituality, body image, self-esteem, and stress in 204 college freshmen who identified themselves as being highly spiritual. A positive relationship was found between spirituality and self-esteem. Although self-esteem was found to be negatively related to stress, spirituality served as a buffer…

  12. Does Low Self-Esteem Predict Depression and Anxiety? A Meta-Analysis of Longitudinal Studies

    ERIC Educational Resources Information Center

    Sowislo, Julia Friederike; Orth, Ulrich

    2013-01-01

    Low self-esteem and depression are strongly related, but there is not yet consistent evidence on the nature of the relation. Whereas the vulnerability model states that low self-esteem contributes to depression, the scar model states that depression erodes self-esteem. Furthermore, it is unknown whether the models are specific for depression or…

  13. Pro and Antisocial Television Content and Modeling by High and Low Self-esteem Children.

    ERIC Educational Resources Information Center

    Baran, Stanley J.

    Children will individually react to television program content according to different psychological characteristics, one of which is self-esteem. Results of one study revealed a definite relationship between a child's self-esteem and his "modeling," or imitative behavior, after observing a televised film. A self-esteem inventory was administered…

  14. Cognitive Creative Abilities and Self-Esteem across the Adult Life-Span.

    ERIC Educational Resources Information Center

    Jaquish, Gail A.; Ripple, Richard E.

    1981-01-01

    Explored the relationship between divergent thinking and self-esteem across the adult lifespan. Subjects from 18 to 84 years of age responded to a self-esteem inventory and an exercise in divergent thinking. Self-esteem predicted divergent thinking across age groups, whereas age differences accounted for little variance in divergent thinking.…

  15. The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem.

    ERIC Educational Resources Information Center

    MacMaster, Keith; Donovan, Leslie A.; MacIntyre, Peter D.

    2002-01-01

    This study used a quasi-experimental design to examine the effect of being diagnosed with a learning disability on elementary school children's self-esteem. Findings indicated that self-esteem increased significantly above prediagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities…

  16. Self-Esteem of Greek Mothers of Children with Intellectual Disabilities.

    ERIC Educational Resources Information Center

    Argyrakouli, Effi; Zafiropoulou, Maria

    2003-01-01

    This study examined the self-esteem of 50 mothers of children with intellectual disabilities living in central Greece and 50 similar mothers of non-disabled children. Results indicated significantly lower self-esteem for mothers of children with intellectual disabilities. The best predictor of positive maternal self-esteem in the disabled group…

  17. Cognitive-Behavior Therapy for Low Self-Esteem: A Case Example

    ERIC Educational Resources Information Center

    McManus, Freda; Waite, Polly; Shafran, Roz

    2009-01-01

    Low self-esteem is a common, disabling, and distressing problem that has been shown to be involved in the etiology and maintenance of a range of Axis I disorders. Hence, it is a priority to develop effective treatments for low self-esteem. A cognitive-behavioral conceptualization of low self-esteem has been proposed and a cognitive-behavioral…

  18. Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences.

    ERIC Educational Resources Information Center

    Ai, Xiaoxia

    2002-01-01

    Focuses on gender differences in growth in mathematics achievement in relation to various social-psychological factors such as attitude towards mathematics, self-esteem, parents' academic encouragement, mathematics teachers' expectations, and peer influence. Results indicate that gender differences in growth in mathematics varied by the student's…

  19. Factors Impacting the Psychological Adjustment of Saudi Arabian International Students in the United States: Self-Esteem, Social Support, and Discrimination

    ERIC Educational Resources Information Center

    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…

  20. Psychosocial Adjustment of Children with Short Stature (Achondroplasia): Social Competence, Behavior Problems, Self-Esteem, Family Functioning, Body Image, and Reaction to Frustrations.

    ERIC Educational Resources Information Center

    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…

  1. GNVQ science at advanced level: motivation and self-esteem

    NASA Astrophysics Data System (ADS)

    Solomon, J.

    1995-07-01

    An interview study carried out in the pilot year of the new GNVQ in science at A-level has shown that the use of grading criteria, which require independent learning, as a method of assessment is better for students' motivation and self-esteem.

  2. Extracurricular Activity Involvement and Adolescent Self-Esteem

    ERIC Educational Resources Information Center

    Kort-Butler, Lisa A.

    2012-01-01

    Structured extracurricular activity participation has been linked to self-esteem and other indicators of positive youth development. This article describes the theoretical basis for this relationship, centering on extracurricular activities as a location for identity development. A summary of the empirical evidence points to the importance of…

  3. Correlates of the Rosenberg Self-Esteem Scale Method Effects

    ERIC Educational Resources Information Center

    Quilty, Lena C.; Oakman, Jonathan M.; Risko, Evan

    2006-01-01

    Investigators of personality assessment are becoming aware that using positively and negatively worded items in questionnaires to prevent acquiescence may negatively impact construct validity. The Rosenberg Self-Esteem Scale (RSES) has demonstrated a bifactorial structure typically proposed to result from these method effects. Recent work suggests…

  4. Promoting Self-Esteem. Leaders Sharing--Special Needs

    ERIC Educational Resources Information Center

    O'Donnell, Donna J.

    2005-01-01

    Many of today's teachers are taking strides toward effectively incorporating technology into the classroom curriculum. Although most are aware of the benefits technology use can have on reinforcing learned material and promoting understanding, the positive effect that carefully selected software can have on a student's self-esteem--especially a…

  5. Empathy, Self-Esteem and Creativity among Junior Ballet Dancers.

    ERIC Educational Resources Information Center

    Kalliopuska, Mirja

    This study examined the effect of the active pursuit of ballet as a hobby on personality. The study group consisted of 62 members of the junior ballet of the Finnish National Opera, ranging in age from 9 to 17 with the majority under 14. The dancers were given four self-esteem questionnaires which measured empathy, creativity, and other…

  6. Relation between Depression, Loneliness, Self-Esteem and Internet Addiction

    ERIC Educational Resources Information Center

    Ayas, Tuncay; Horzum, Mehmet Baris

    2013-01-01

    Problem: Internet addiction has been emerged as a result of excessive internet misuse. In this study, analyzing the effects of depression, loneliness and self-esteem has been aimed in the prediction of the internet addiction levels of secondary education students. Method: The research is conducted according to the cross-sectional model as one of…

  7. A Validity Study of the Self-Esteem Inventory.

    ERIC Educational Resources Information Center

    Landis, H. John

    Results of this validation study of a slightly modified version of the Coppersmith Self-Esteem Inventory substantiate its use with seventh graders to assess Goal I (concerning self-understanding and appreciation of self-worth) of the Educational Quality Assessment Program in Pennsylvania. Appendixes include the definition and rationale for Goal I,…

  8. Gender Differences in the Meaning of Self-Esteem.

    ERIC Educational Resources Information Center

    Diedrick, Patricia

    It has been found that the sexes differ as to social/affective versus instrumental/competence orientation, with females oriented more towards the social domain and males oriented more towards the instrumental domain. Because it has been suggested that the sexes also differ as to the source of self-esteem, with males deriving esteem from task…

  9. [Affective touch and self esteem in the elderly].

    PubMed

    Boudreault, Andréa; Ntetu, Antoine Lutumba

    2006-09-01

    The hospital is an environment which accomodates the elderly persons and in which these last have to make trainings at one time when they are not in full possession with all their physical, psychological and cognitive capacities. They can then live there humiliating situations which generate feelings of discomfort, embarrassment and shame. The presence of interveners not very warm, lacking compassion lack and impressed negative prejudices towards the elderly patients, is another factor which is added to lead them not to feel at ease, involving, inter alia, consequences a fall of their self-esteem. However the affective touch is a strategy which would have the potential to act on the personal value of the elderly patients and to thus improve their self-esteem. It is with a view to popularize the use of the affective touch in practice nurse that a study was carried out in order to check its effects on the self-esteem of the elderly patients. The results confirm that the emotional touch influences positively the self-esteem of the elderly patients. The authors of the study thus recommend the systematization of the affective touch in nursing practice. PMID:17020239

  10. The Impact of Dyslexia on Pupils' Self-Esteem

    ERIC Educational Resources Information Center

    Glazzard, Jonathan

    2010-01-01

    This study investigates the factors that affect the self-esteem of learners with dyslexia. It provides a brief overview of some of the key literature in this area and then describes a small-scale study conducted in two mainstream secondary schools in the north of England. Data were collected using semi-structured interviews with secondary-aged…

  11. Self Esteem and Self Reference in Computer Mediated Communication.

    ERIC Educational Resources Information Center

    Koehler, T.; Trimpop, R.

    This study focused on explaining the social character of text-based computer mediated communication (CMC), focusing on the outcomes of self esteem and "self reference." Subjects were 200 undergraduate students of a German university. Three perspectives of CMC were compared in this study: CMC as an impersonal situation, via mediated small groups,…

  12. Self-Esteem as an Antidote to Crime and Violence.

    ERIC Educational Resources Information Center

    Reasoner, Robert W.

    The United States suffers the highest incidence of interpersonal violence among all industrial nations, and violence among youth is increasing. While the causes of crime and violence are multiple and complex, research indicates that self-esteem is a critical factor as both a source of crime prevention and an essential element of rehabilitation and…

  13. School Life and Adolescents' Self-Esteem Trajectories

    ERIC Educational Resources Information Center

    Morin, Alexandre J. S.; Maïano, Christophe; Marsh, Herbert W.; Nagengast, Benjamin; Janosz, Michel

    2013-01-01

    This study investigates heterogeneity in adolescents' trajectories of global self-esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain…

  14. Character Style of the Defensively High Self-Esteem Man.

    ERIC Educational Resources Information Center

    Harder, David W.

    1984-01-01

    Studied personality correlates and psychodynamics of defensively high self-esteem in 40 male college students grouped according to clinician's ratings of defensiveness. Results supported the expectation of distinguishable configurations of characteristics and suggested high defensives tend to be more confident, ambitious, self-centered, and…

  15. The Eating Disorders Continuum, Self-Esteem, and Perfectionism

    ERIC Educational Resources Information Center

    Peck, Lisa D.; Lightsey, Owen Richard

    2008-01-01

    Among 261 undergraduate women, increased severity of eating disorders along a continuum was associated with decreased self-esteem, increased perfectionism, and increased scores on 7 subscales of the Eating Disorders Inventory-2. Women with eating disorders differed from both symptomatic women and asymptomatic women on all variables, whereas…

  16. Neural Manifestations of Implicit Self-Esteem: An ERP Study

    PubMed Central

    Wu, Lili; Cai, Huajian; Gu, Ruolei; Luo, Yu L. L.; Zhang, Jianxin; Yang, Jing; Shi, Yuanyuan; Ding, Lei

    2014-01-01

    Behavioral research has established that humans implicitly tend to hold a positive view toward themselves. In this study, we employed the event-related potential (ERP) technique to explore neural manifestations of positive implicit self-esteem using the Go/Nogo association task (GNAT). Participants generated a response (Go) or withheld a response (Nogo) to self or others words and good or bad attributes. Behavioral data showed that participants responded faster to the self paired with good than the self paired with bad, whereas the opposite proved true for others, reflecting the positive nature of implicit self-esteem. ERP results showed an augmented N200 over the frontal areas in Nogo responses relative to Go responses. Moreover, the positive implicit self-positivity bias delayed the onset time of the N200 wave difference between Nogo and Go trials, suggesting that positive implicit self-esteem is manifested on neural activity about 270 ms after the presentation of self-relevant stimuli. These findings provide neural evidence for the positivity and automaticity of implicit self-esteem. PMID:25006966

  17. Growing with EASE: Eating, Activity, and Self-Esteem

    ERIC Educational Resources Information Center

    Huettig, Carol; Rich, Shannon; Engelbrecht, Jo Ann; Sanborn, Charlotte; Essery, Eve; DiMarco, Nancy; Velez, Luisa; Levy, Luba

    2006-01-01

    A diverse group of professionals associated with Texas Woman's University's Institute for Women's Health, working collaboratively with school administrators, teachers, family support teams, and family members, developed Growing with EASE: Eating, Activity, and Self-Esteem, a nutrition program for young children and their families. In tracking the…

  18. Cognitive Overgeneralization, Parental Authority, and Self-Esteem.

    ERIC Educational Resources Information Center

    Buri, John R.; And Others

    This study examined the relationship of adolescents' self-esteem (SE) to the familial variables of parental permissiveness, authoritarianism, and authoritativeness and to the cognitive variables of high standards, self-criticism, and overgeneralization. Participants (N=99) were college students from a coeducational, liberal arts university.…

  19. An Essential Interrelationship: Healthy Self-Esteem and Productive Creativity.

    ERIC Educational Resources Information Center

    Yau, Cecilia

    1991-01-01

    This paper defines the term "self-image" or "self-esteem" and defines the term "creativity" from psychoanalytic and humanist interpretations. It then proposes the theory that a positive self-image enhances the possibilities for creative productivity or lifestyle. Practical implications for child rearing are offered. (JDD)

  20. Blacks and High Self-Esteem: A Puzzle

    ERIC Educational Resources Information Center

    Simmons, Roberta G.

    1978-01-01

    Changes in research findings related to the self-esteem of blacks may be due to the impact of ideology; or to methodological differences, such as the populations studied, the definitions and dimensions of self-image conceptualized, and the measures used. This article is a commentary on the previous Adam article (TM 503 243). (BW)

  1. Racial Group Concept and Self-Esteem in Black Children.

    ERIC Educational Resources Information Center

    Clark, Maxine L.

    The relationship of racial group concepts (racial preference and racial attitudes) to general and specific self-esteem in black children was examined in this study. A secondary purpose of this study was to assess the validity of Nobles' (1973) theory that racial group attitudes influence the black American's concept of "self." The subjects were…

  2. Signed vs. Unsigned Report of Depression and Self-Esteem.

    ERIC Educational Resources Information Center

    Nolan, R. F; And Others

    1994-01-01

    One hundred thirty-five adolescents were administered the Children's Depression Inventory (CDI) and the Coopersmith Self-Esteem Inventory (CSEI). On the CDI, male adolescents responded more severely on an item involving fighting with others when they could be identified. There were no significant differences among responses on CSEI items.…

  3. The Coopersmith Self-Esteem Inventory in an Adult Sample.

    ERIC Educational Resources Information Center

    Noller, Patricia; Shugm, David

    1988-01-01

    The reliability and validity of the Self-Esteem Inventory developed by S. C. Coopersmith (1975) were evaluated via item-total correlation, discriminant analysis, factor analysis, and analysis of variance of data for 352 Australian adults. The instrument had high internal consistency and discriminated well between subjects with high and low…

  4. Children's Attitudes toward Physical Activity and Self-Esteem.

    ERIC Educational Resources Information Center

    Ewy, Stan R.

    This study was conducted to investigate attitudes toward physical activity and self-esteem of students (N=82) in grades three through five. The independent variables were gender, grade placement, and physical fitness. The dependent variables were scores from the Grade 3 Children's Attitudes Toward Physical Activity, the Revised Children's…

  5. Self-esteem: its application to eating disorders and athletes.

    PubMed

    Lindeman, A K

    1994-09-01

    Self-esteem, a hierarchical and multifactorial perception, can be described as the extent to which a person feels positive about himself or herself. Social factors such as life satisfaction, sex, age, and strongly held values can affect self-esteem. Low self-esteem is a well-recognized trait of those with eating disorders and may be associated with a heightened self-awareness. Body dissatisfaction, common among women in Western society, may enhance this awareness. Athletes, especially those with eating disorders, are perfectionists and have acute body awareness and a sense of loss of control. Control is a crucial issue with these athletes. Before any nutrition counseling starts, readiness to listen should be assessed in conjunction with a mental health professional. Various tools are available to assess the eating disordered athlete's self-esteem, body image, and eating behavior. Nutrition counseling can help the athlete overcome an eating disorder by clarifying misconceptions and focusing on the role of nutrition in promoting health and athletic performance. PMID:7987359

  6. Agaliha. Indian Self-Esteem Curriculum Activity Book.

    ERIC Educational Resources Information Center

    Sims, Kathryn M.

    An Indian self-esteem curriculum activity book, whose title is a Cherokee word meaning "light of sun shining on everything," was developed to provide activities to encourage Indian children (K-8) to appreciate their Indian cultural heritage and feel positive about themselves, their families, and their children. Each of 23 activity sections,…

  7. The Effect of a Camp Experience on Self Esteem.

    ERIC Educational Resources Information Center

    Dorian, Alexia Eve

    Two groups of American adolescents of Greek descent (12-15 year olds N=90 and 16-18 year olds N=166) at an Orthodox Christian Camp in Greece responded to the Rosenberg Self Esteem Scale (1965). Campers took the test on the first day of camp (pretest) and then two weeks later at the camp's conclusion (posttest). All subjects showed a significant…

  8. Wellness and Self-Esteem among Turkish University Students

    ERIC Educational Resources Information Center

    Oguz-Duran, Nagihan; Tezer, Esin

    2009-01-01

    This study investigated the differences among 465 Turkish first year university students regarding overall wellness and four of its dimensions (cognitive emotional wellness-CEW, relational wellness-RW, life goal-LG, and physical wellness-PW) in terms of self-esteem levels and gender. The data were gathered by administering the Rosenberg…

  9. Romanticism and self-esteem among teen mothers.

    PubMed

    Medora, N P; von der Hellen, C

    1997-01-01

    This study examined teen mothers' romanticism and self-esteem. The Dean Romanticism Scale and the Bachman Self-esteem Scale were administered to 94 mothers between the ages of 13 and 18 in Southern California. The study also investigated the relationship between the dependent variables--romanticism and self-esteem--and ten independent variables--age, age of mother when first child was born, incidence of sexual abuse, incidence of abortion, current sexual activity, adoption considerations, current use of birth control, whether paternity was denied by the baby's father, whether the mother's parents were living together, and the quality of the relationship between the mother's parents. Results indicated that five variables were significantly related to romanticism--whether the teenager had a previous abortion, adoption considerations, current sexual activity, whether the parents were living together, and the quality of the relationship between the parents. Two variables were significantly related to self-esteem--age and current use of birth control. PMID:9426805

  10. Self-Esteem, Locus of Control, and Adolescent Contraception.

    ERIC Educational Resources Information Center

    Herold, Edward S.; And Others

    1979-01-01

    Of the 486 single women aged 13-20 who were tested, the subjects with high self-esteem had positive attitudes toward using birth control pills, were less embarrassed about obtaining contraception, and were more effective and consistent contraceptive users. (RL)

  11. Communication and Self-Esteem in Adults with Down Syndrome

    ERIC Educational Resources Information Center

    Jackson, Claire; Cavenagh, Penny; Clibbens, John

    2014-01-01

    Background: It is estimated that around 50-90% of people with learning disabilities experience difficulties in communicating. Previous research has linked communication difficulties and self-esteem in other populations, yet this relationship has not previously been investigated for people with Down syndrome. Aims: To explore the relationship…

  12. Self-Esteem and Narcissism: Implications for Practice. ERIC Digest.

    ERIC Educational Resources Information Center

    Katz, Lilian G.

    While the development of children's self-esteem is a worthwhile goal in early education, many practices designed to reach this goal may instead be encouraging narcissism. Such practices include those that direct children's attention to their own inner gratifications, or encourage children to believe their specialness is dependent on trivial…

  13. Facial Attractiveness and Self-Esteem in Adolescence

    ERIC Educational Resources Information Center

    Mares, Suzanne H. W.; de Leeuw, Rebecca N. H.; Scholte, Ron H. J.; Engels, Rutger C. M. E.

    2010-01-01

    Facial attractiveness has been associated with many (social) advantages in life, like greater popularity, acceptance, and social competence. Because social evaluations and acceptance are important factors contributing to self-esteem (SE), we hypothesized that high levels of attractiveness would be related to increased levels of SE. To test this…

  14. Perceived Parent-Child Relations and Adolescent Self-Esteem

    ERIC Educational Resources Information Center

    Bulanda, Ronald E.; Majumdar, Debarun

    2009-01-01

    We used data drawn from the National Longitudinal Study of Adolescent Health to assess the independent and interactive correlations of maternal and paternal parenting with adolescent self-esteem. Specifically, ordinary least squares regression was used to provide estimates for a large, culturally diverse sample of married, biological…

  15. Developing Self-Esteem in the Early Years

    ERIC Educational Resources Information Center

    Pawl, Jeree

    2012-01-01

    Jeree Pawl, PhD, former clinical professor, Department of Psychiatry, University of California at San Francisco and past director of the Infant-Parent Program located at San Francisco General Hospital responds to questions about how parents and caregivers can support the development of self-esteem in very young children. Contrary to the idea that…

  16. The Neurobiology of Self-Esteem and Aggression.

    ERIC Educational Resources Information Center

    Sylwester, Robert

    1997-01-01

    Recent primate studies suggest that fluctuations in the neurotransmitter serotonin help regulate our level of self-esteem and place within the social hierarchy. The serotonin system helps us cope psychologically in a bad social situation. The best support for a serotonin deficiency is probably the natural system of positive social feedback evolved…

  17. Braille Literacy and Self-Esteem: A Report from Uruguay.

    ERIC Educational Resources Information Center

    Elissalde, E.

    1996-01-01

    Brief excerpts from correspondence from blind persons and their families in Uruguay indicate increased self-esteem resulting from access to braille materials such as a braille newspaper. Braille literacy is seen to enhance the dialog between student and teacher, parent and child, or child and book. Knowledge of community events offered by the…

  18. Boosting Teachers' Self-Esteem: A Dropout Prevention Strategy.

    ERIC Educational Resources Information Center

    Ruben, Ann Moliver

    Good teachers leave teaching not because pay is low but because of poor working conditions and too little recognition. Since students can be strongly affected by teachers, teachers who feel negatively about themselves can adversely affect students. A five-evening workshop was developed in Dade County, Florida to boost teachers' self-esteem and to…

  19. Girls' Relationship Authenticity and Self-Esteem across Adolescence

    ERIC Educational Resources Information Center

    Impett, Emily A.; Sorsoli, Lynn; Schooler, Deborah; Henson, James M.; Tolman; Deborah L.

    2008-01-01

    Feminist psychologists have long posited that relationship authenticity (i.e., the congruence between what one thinks and feels and what one does and says in relational contexts) is integral to self-esteem and well-being. Guided by a feminist developmental framework, the authors investigated the role of relationship authenticity in promoting…

  20. Implicit and Explicit Self-Esteem Discrepancies, Victimization and the Development of Late Childhood Internalizing Problems.

    PubMed

    Leeuwis, Franca H; Koot, Hans M; Creemers, Daan H M; van Lier, Pol A C

    2015-07-01

    Discrepancies between implicit and explicit self-esteem have been linked with internalizing problems among mainly adolescents and adults. Longitudinal research on this association in children is lacking. This study examined the longitudinal link between self-esteem discrepancies and the development of internalizing problems in children. It furthermore examined the possible mediating role of self-esteem discrepancies in the longitudinal link between experiences of peer victimization and internalizing problems development. Children (N = 330, M(age) = 11.2 year; 52.5 % female) were followed over grades five (age 11 years) and six (age 12 years). Self-report measures were used annually to test for victimization and internalizing problems. Implicit self-esteem was assessed using an implicit association test, while explicit self-esteem was assessed via self-reports. Self-esteem discrepancies represented the difference between implicit and explicit self-esteem. Results showed that victimization was associated with increases in damaged self-esteem (higher levels of implicit than explicit self-esteem. Additionally, damaged self-esteem at age 11 years predicted an increase in internalizing problems in children over ages 11 to 12 years. Furthermore, damaged self-esteem mediated the relationship between age 11 years victimization and the development of internalizing problems. No impact of fragile self-esteem (lower levels of implicit than explicit self-esteem) on internalizing problems was found. The results thus underscore that, as found in adolescent and adult samples, damaged self-esteem is a predictor of increases in childhood internalizing problems. Moreover, damaged self-esteem might explain why children who are victimized develop internalizing problems. Implications are discussed. PMID:25403344

  1. The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life, and social support.

    PubMed

    Hirsch, B J; Rapkin, B D

    1987-10-01

    This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition. PMID:3665642

  2. A Comparison between Children with ADHD and Children with Epilepsy in Self-Esteem and Parental Stress Level

    PubMed Central

    Gagliano, Antonella; Lamberti, Marco; Siracusano, Rosamaria; Ciuffo, Massimo; Boncoddo, Maria; Maggio, Roberta; Rosina, Simona; Cedro, Clemente; Germanò, Eva

    2014-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is frequently associated with negative psychological outcomes. This study explores the relationship between self-esteem, ADHD symptoms and parental stress. It compares children with ADHD, children with epilepsy (E) and typical developmental controls (TD). Participants included 65 children (aged 9-12 yrs) and their parents. The assessment was conducted by Multidimensional Self-Concept Scale (MSCS), Parent Stress Index (PSI) and Conners' Parent Rating Scales–Revised. Significant differences were found in Social, Competence and Academic areas of self-esteem between children with ADHD, with E and TD. Moreover, parents of children with ADHD showed a higher overall stress than both other groups. In conclusion, it seems important to evaluate the psychological aspects of ADHD con-dition, both in children and in parents, in order to suggest an individual multimodal treatment. PMID:25614755

  3. Study of stress, self-esteem and depression in medical students and effect of music on perceived stress.

    PubMed

    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. PMID:25906616

  4. The neural basis of academic achievement motivation.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

    2008-08-01

    We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes. PMID:18550387

  5. School Resources and the Academic Achievement of Canadian Students

    ERIC Educational Resources Information Center

    Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.

    2011-01-01

    This study estimates the impact of schools' physical resources and teachers' academic press on students' academic achievement in mathematics and reading when a number of important student variables are controlled. Academic press is defined as teachers' emphasis on academic excellence and upholding academic standards (McDill, Natriello, & Pallas,…

  6. Is Self-Esteem Only Skin-Deep? The Inextricable Link between Physical Appearance and Self-Esteem.

    ERIC Educational Resources Information Center

    Harter, Susan

    2000-01-01

    This article discusses the gender differences in perceived physical appearance that contribute to problems such as depression and eating disorders. Ways are explored to help children and adolescents reject media messages and base their self-esteem on genuine qualities. (Author/MKA)

  7. A Study of Cooperative Learning in Mathematics, Writing and Reading as Implemented in Third, Fourth and Fifth Grade Classes: A Focus upon Achievement, Attitudes and Self-Esteem for Males, Females, Blacks, Hispanics and Anglos.

    ERIC Educational Resources Information Center

    Glassman, Phyllis

    Two intermediate elementary schools in the Bay Shore District of Bay Shore, New York, were studied to assess the impact upon student achievement of a program in cooperative learning applied to mathematics, reading, and writing. The schools include the Gardiner Manor and South Country Schools; in the 1986-87 school year, 510 students attended the…

  8. Parenting Styles and Academic Achievement: A Cross-Cultural Study.

    ERIC Educational Resources Information Center

    Leung, Kwok; Lau, Sing; Lam, Wai-Lim

    1998-01-01

    Investigated relationships between parenting style and adolescents' academic achievement in Hong Kong, United States, and Australia. Found cultural differences in general and academic authoritarianism and general authoritativeness. Academic achievement was negatively related to academic authoritarianism and was positively related to general…

  9. En Route to Depression: Self-Esteem Discrepancies and Habitual Rumination.

    PubMed

    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. PMID:25308729

  10. Effects of a self-esteem intervention program on school-age children.

    PubMed

    Dalgas-Pelish, Peggy

    2006-01-01

    Self-esteem is essential for school-aged children's optimum health. High self-esteem is linked to increased school performance, improved health, and productive behavior. This study reports on the effects of a four-lesson self-esteem enhancement program for six groups of 5th and 6th grade children (N=98). The interactive lessons dealt with an overview of self-esteem, media influences, hiding emotions, and changes in self-esteem. Using a pre-test/ post-test design, Coopersmith's Self-Esteem Inventory (SEI) was used to measure self-esteem. The self-esteem subscales dealing with general and social areas were found to significantly increase over time (p<.05). Girls had more significant changes than boys in the general subscale score and the total self-esteem score. Mean scores showed that children who had friends had more significant changes than those who did not have friends. Children with lower socioeconomic status had lower scores at both the pre and post testing with significance in the general and social subscales. No significance was found related to racial group, family make-up, or the number of household chores or activities. This study supports the effectiveness of a self-esteem enhancement program for girls, those children with friends, and those in lower socioeconomic status. Future research is needed to understand what contributes to the self-esteem of children who report that they do not have friends. PMID:16927727

  11. Implications of adolescents' acculturation strategies for personal and collective self-esteem.

    PubMed

    Giang, Michael T; Wittig, Michele A

    2006-10-01

    Berry, Trimble, and Olmedo's (1986) acculturation model was used to investigate the relationship among adolescents' acculturation strategies, personal self-esteem, and collective self-esteem. Using data from 427 high school students, factor analysis results distinguished Collective Self-esteem Scale constructs (Luhtanen & Crocker, 1992) from both ethnic identity and outgroup orientation subscales of the Multigroup Ethnic Identity Measure (Phinney, 1992). Subsequent results showed that: 1) both acculturation dimensions were correlated with personal and collective self-esteems, 2) integrationists shared similar levels of personal and collective self-esteems with assimilationists and/or separationists, and 3) marginalizationists generally had the lowest levels of personal and collective self-esteems. Implications are drawn for understanding acculturation among adolescents and for the utility of group-level measures of self-esteem. PMID:17087532

  12. Implications of Adolescents’ Acculturation Strategies for Personal and Collective Self-esteem

    PubMed Central

    Giang, Michael T.; Wittig, Michele A.

    2008-01-01

    Berry, Trimble, and Olmedo’s (1986) acculturation model was used to investigate the relationship among adolescents’ acculturation strategies, personal self-esteem, and collective self-esteem. Using data from 427 high school students, factor analysis results distinguished Collective Self-esteem Scale constructs (Luhtanen & Crocker, 1992) from both ethnic identity and outgroup orientation subscales of the Multigroup Ethnic Identity Measure (Phinney, 1992). Subsequent results showed that: 1) both acculturation dimensions were correlated with personal and collective self-esteems, 2) integrationists shared similar levels of personal and collective self-esteems with assimilationists and/or separationists, and 3) marginalizationists generally had the lowest levels of personal and collective self-esteems. Implications are drawn for understanding acculturation among adolescents and for the utility of group-level measures of self-esteem. PMID:17087532

  13. Authenticity and Relationship Satisfaction: Two Distinct Ways of Directing Power to Self-Esteem

    PubMed Central

    Wang, Yi Nan

    2015-01-01

    Possessing power contributes to high self-esteem, but how power enhances self-esteem is still unknown. As power is associated with both self-oriented goals and social-responsibility goals, we proposed that power predicts self-esteem through two positive personal and interpersonal results: authenticity and relationship satisfaction. Three studies were carried out with a total of 505 Chinese participants, including college students and adults, who completed surveys that assessed personal power, self-esteem, authenticity, relationship satisfaction, communal orientation, and social desirability. Hierarchical multiple regression analyses demonstrated that power, authenticity, and relationship satisfaction each uniquely contributed to self-esteem. More importantly, multiple mediation analysis showed that authenticity and relationship satisfaction both mediated the effects of power on self-esteem, even when controlling for participants’ communal orientation and social desirability. Our findings demonstrate that authenticity and relationship satisfaction represent two key mechanisms by which power is associated with self-esteem. PMID:26720814

  14. Pubertal status, interaction with significant others, and self-esteem of adolescent girls.

    PubMed

    Lacković-Grgin, K; Dekovíc, M; Opacić, G

    1994-01-01

    The aim of this study was to examine the relationship between pubertal status, the quality of interactions with significant others, and the self-esteem of adolescent girls. The model which was tested, hypothesized that pubertal status affects self-esteem through girls' interactions with their parents and friends. Pubertal status was operationalized as the number of months between occurrence of the first menstrual periods and time of the investigation. The measure of self-esteem was the shortened form of the Coopersmith Self-Esteem Inventory. Analyses revealed that girls who begun menstruating six months before the investigation obtained higher scores on the measure of self-esteem than did girls who had been menstruating 13 months or more. The best predictor of self-esteem, however, was the quality of interaction with their mothers. The results support the theoretical view that stresses the importance of interaction with significant others for the development of self-esteem. PMID:7832033

  15. Does self-esteem affect body dissatisfaction levels in female adolescents?☆

    PubMed Central

    Fortes, Leonardo de Sousa; Cipriani, Flávia Marcele; Coelho, Fernanda Dias; Paes, Santiago Tavares; Ferreira, Maria Elisa Caputo

    2014-01-01

    Objective: To evaluate the influence of self-esteem on levels of body dissatisfaction among adolescent females. Methods: A group of 397 adolescents aged 12 to 17 years were enrolled in the study. The Body Shape Questionnaire (BSQ) was applied to assess body dissatisfaction. The Rosenberg Self-Esteem Scale was used to assess self-esteem. Weight, height, and skinfold thickness were also measured. These anthropometric data were controlled in the statistical analyses. Results: The multiple regression model indicated influence of "positive self-esteem" (R2=0.16; p=0.001) and "negative self-esteem" (R2=0.23; p=0.001) subscales on the BSQ scores. Univariate analysis of covariance demonstrated differences in BSQ scores (p=0.001) according to groups of self-esteem. Conclusion: It was concluded that self-esteem influenced body dissatisfaction in adolescent girls from Juiz de Fora, MG. PMID:25479855

  16. Relationship between Self-Esteem and Smoking Behavior among Japanese Early Adolescents: Initial Results from a Three-Year Study.

    ERIC Educational Resources Information Center

    Kawabata, Tetsuro; Cross, Donna; Nishioka, Nobuki; Shimai, Satoshi

    1999-01-01

    Examined the relationship between self-esteem and smoking behavior among Japanese elementary and junior high school students. Surveys of students indicated that those who had never smoked had higher cognitive, family, and global self-esteem but lower physical self-esteem than did smokers. Grade and gender were significantly related to self-esteem,…

  17. Self-Esteem and Children's Reactions to Youth Sport Coaching Behaviors: A Field Study of Self-Enhancement Processes.

    ERIC Educational Resources Information Center

    Smith, Ronald E.; Smoll, Frank L.

    1990-01-01

    Studied the attraction responses of child athletes to coaches who differed in their behavior patterns during the season. Children with low self-esteem responded positively to coaches with high self-esteem and negatively to coaches with low self-esteem on the instructiveness and supportiveness dimensions. Moderate- and high-self-esteem children…

  18. Being modest makes you feel bad: effects of the modesty norm and mortality salience on self-esteem in a collectivistic culture.

    PubMed

    Du, Hongfei; Jonas, Eva

    2015-02-01

    Terror management research shows that existential terror motivates people to live up to social norms. According to terror management theory (TMT), people can achieve a sense of self-worth through compliance with social norms. However, this has not yet been empirically tested. Modesty has long been known as an important social norm in Eastern cultures, such as China, Japan, and Korea. The current research examined whether conforming to the modesty norm in response to reminders of death concerns increases self-esteem for Chinese. In Study 1, following the modesty norm (i.e., explicit self-effacement) led to decreased implicit self-esteem, however, this was only the case if mortality was salient. In Study 2, violating the modesty norm (i.e., explicit self-enhancement) increased implicit self-esteem - however - again, this was only the case when mortality was salient. These findings indicate that self-esteem cannot be maintained through compliance with the modesty norm. Implications of this research for understanding the interplay between self-esteem and social norms in terror management processes are discussed. PMID:25346396

  19. A Longitudinal Evaluation of the Positive Action Program in a Low-Income, Racially Diverse, Rural County: Effects on Self-Esteem, School Hassles, Aggression, and Internalizing Symptoms.

    PubMed

    Guo, Shenyang; Wu, Qi; Smokowski, Paul R; Bacallao, Martica; Evans, Caroline B R; Cotter, Katie L

    2015-12-01

    Positive Action is a school-based program that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., school engagement, academic achievement). Although a number of studies have shown that Positive Action successfully achieves these goals, few studies have evaluated the program's effectiveness in rural schools. Given that rural youth are at an increased risk for risky behaviors (e.g., violence, substance use), this is a critical gap in the existing Positive Action research base. The current study assesses the impact of Positive Action on change rates of self-esteem, school hassles, aggression, and internalizing symptoms in a group (N = 1246, 52% female) of ethnically/racially diverse (27% White, 23% African American, 12% mixed race/other, 8% Latino, 30% as American Indian) middle school youth (age range 9-20) located in two violent, low-income rural counties in North Carolina. One county engaged in Positive Action over the 3-year study window while the other county did not. Following multiple imputation and propensity score analysis, 4 two-level hierarchical linear models were run using each of the outcome measures as dependent variables. The results indicate that the program generates statistically significant beneficial effects for youth from the intervention county on self-esteem scores and school hassles scores. Although the program generates beneficial effects for intervention youth on the change in aggression scores, the finding is not statistically significant. The finding on the change in internalizing scores shows a non-significant detrimental effect: the youth from the comparison county have lower internalizing scores than those from the intervention county. Implications are discussed. PMID:26411991

  20. An Action Research Study on the Influence of Gangsta Rap on Academic and Behavioral Issues of 5th Grade African-American Males

    ERIC Educational Resources Information Center

    Lewis, Shaun; Boes, Susan R.; Chibbaro, Julie S.

    2015-01-01

    This small action research study (ARS) began with a review of the literature examining the relationship of gangsta rap in regards to academic achievement, self-esteem, decision-making, identity issues and development of young African American males. The purpose of the ARS was to examine the correlation between gangsta rap and its influence on 5th…

  1. A comparison of self-esteem, dogmatism and fantasy in psychiatric inpatient adolescents and their parents with non-hospitalized adolescents and their parents.

    PubMed

    Mlott, S R; Lira, F T; Campbell, P L

    1978-01-01

    Forty in-patient adolescents and 40 non-hospitalized adolescents, comparable in age, sex, education, birth position and socioeconomic level, and their parents were administered the Rokeach Dogmatism Scale, Barksdale Self-Esteem Evaluation Scale, the Singer and Antrobus Imaginal Process Inventory, and the Elms Empathic Fantasy Scale. Distinct differences were found between the in-patient adolescent and his/her parents in aspects of fantasy, empathy, dogmatism, and self-esteem, while the non-hospitalized adolescents were very similar in fantasy with both parents. In addition, both parents of the nonhospitalized adolescents had greater levels of self-esteem with less dogmatism evident in the fathers. The results are discussed in terms of the identification process and modeling, the socialization process with its suppression or reduction of taboo drive manifestations and fantasy as a means of achieving unattainable drives. PMID:676838

  2. Does School Size Have Any Relationship to Academic Achievement?

    ERIC Educational Resources Information Center

    Edington, Everett D.; Martellaro, Helena C.

    1990-01-01

    Examines relationship between school size and achievement. Correlates size and achievement factors, controlling for correlated variables. Finds no relationship between enrollment and achievement levels. Links academic achievement to percentages of Title I and ethnic students. Suggests academic achievement related to socioeconomic factors and…

  3. Internalization of values and self-esteem among Brazilian teenagers from authoritative, indulgent, authoritarian, and neglectful homes.

    PubMed

    Martínez, Isabel; García, José Fernando

    2008-01-01

    The relation between parenting styles and adolescent outcomes was analyzed in a sample of 1,198 15-18-year-old Brazilians. The adolescents were classified into 1 of 4 groups (Authoritative, Authoritarian, Indulgent, and Neglectful) on the basis of their own ratings of their parents on two dimensions: Acceptance/ Involvement and Strictness/Imposition. The adolescents were then contrasted along two different outcomes: (1) priority given to Schwartz Self-transcendence and Conservation values, and (2) level of Self-esteem (appraised in 5 domains: Academic, Social, Emotional, Family, and Physical). Results showed that Authoritative and Indulgent parenting is associated with the highest internalization of Self-Transcendence and Conservation values of teenagers, whereas Authoritarian parenting is associated with the lowest. On the other hand, adolescents with Indulgent parents have equal or higher levels of Self-esteem than adolescents with Authoritative parents, while adolescents raised in Authoritarian and Neglectful homes have the lowest scores in Self-Esteem. PMID:18447078

  4. Project Self-Esteem: A Parent Involvement Program for Improving Self-Esteem and Preventing Drug and Alcohol Abuse, K-6. Revised.

    ERIC Educational Resources Information Center

    McDaniel, Sandy; Bielen, Peggy

    This guide presents Project Self-Esteem, a program for improving self-esteem and preventing drug and alcohol abuse in kindergarten through grade 6. Chapter I presents the team leader's guide and discusses introducing the program to the principal, school staff, and parents. Chapter II focuses on kindergarten and includes lessons on being a friend…

  5. Adoptees do not lack self-esteem: a meta-analysis of studies on self-esteem of transracial, international, and domestic adoptees.

    PubMed

    Juffer, Femmie; van IJzendoorn, Marinus H

    2007-11-01

    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 adoptive status, which often includes difficulties associated with the lack of resemblance to their adoptive parents. Additionally, transracial and international adoptees may feel less integrated into their family, resulting in low self-esteem. In a series of metaanalyses, the authors found, however, no difference in self-esteem between adoptees (N = 10,977) and nonadopted comparisons (N = 33,862) across 88 studies. This was equally true for international, domestic, and transracial adoptees. Across 18 studies including 2,198 adoptees, no differences in self-esteem were found between transracial and same-race adoptees. In contrast, in a small set of 3 studies (N = 300), adoptees showed higher levels of self-esteem than nonadopted, institutionalized children. The authors' findings may be explained by adoptees' resilience to overcome early adversity, supported by the large investment of adoptive families. Adoption can be seen as an effective intervention, leading to normative self-esteem. PMID:17967094

  6. Impact of self esteem on risky sexual behaviors among Nigerian adolescents.

    PubMed

    Enejoh, Victor; Pharr, Jennifer; Mavegam, Bertille Octavie; Olutola, Ayodotun; Karick, Haruna; Ezeanolue, Echezona E

    2016-05-01

    Although improved knowledge is often the first approach in HIV prevention for adolescents, studies have shown that despite being well informed, adolescents still engage in risky sexual behavior (RSB). Low self-esteem has been considered to be a psychological explanation for behavioral problems, but little is known about the impact of self-esteem on RSB among adolescents in Nigeria. The purpose of this study was to determine whether adolescents with high self-esteem demonstrate lower RSB compared to those with low self-esteem. We conducted a cross-sectional survey of 361 adolescents in 9 secondary schools in Jos Plateau, Nigeria. The Rosenberg Self Esteem Scale was used to measure self-esteem and the Brief HIV Screener (BHS) was used to measure RSB. All data were analyzed using SPSS 21. Chi square and odds ratios were calculated to determine differences in BHS questions based on predetermined low or high self-esteem categories. Independent t-test were utilized to determine difference in mean BHS scores based on self-esteem categories. Participants were 169 male (46.8%) and 192 female (53.2%) with a mean age of 16.9. Mean self-esteem score was 27.6 with no significant difference in self-esteem scores by gender. Adolescents with low self-esteem were 1.7 times more likely to be sexually active and had a higher mean BHS scores compared to adolescents with high self-esteem. Programs aimed at reducing RSB and in-turn HIV/AIDS should consider interventions to raise adolescents' self-esteem. PMID:26674246

  7. Self esteem and assertiveness of final year Turkish university students.

    PubMed

    Karagözoğlu, Serife; Kahve, Emine; Koç, Oznur; Adamişoğlu, Derya

    2008-07-01

    This study developed a quantitative methodology to ascertain the level of self esteem and assertiveness of last year students in baccalaureate degree programs at Cumhuriyet University Nursing School, School for Health Sciences' Midwifery School, Education Faculty's Mathematics Teacher, Classroom Teacher, and Social Sciences Teacher programs and to determine if there is a correlation between self esteem and assertiveness. The research population was a total of 372 students who were in their final year of university in these programs. Sampling was not done in the research, the entire population was studied. However there was a total of 82 students who were not included in the research because of illness, absenteeism, registration on hold, who could not be found on campus or who did not want to participate in the research and who did not correctly complete the survey form. The research was conducted with total of 290 students. Total response rate was 77.9%. The data were collected using a "Personal Information Form," Stanley Coopersmith Self Esteem Inventory (SEI) and Rathus Assertiveness Schedule (RAS). Frequency distribution, t test, correlation and variance analysis were used in the analysis of the data. The results of the study were that the nursing students had the highest scores from SEI (80.64+/-15.83). Similarly the nursing students had the highest scores on the RAS (36.29+/-25.33). PMID:17964696

  8. Academically Resilient Latino Elementary Students Bridging the Achievement Gap

    ERIC Educational Resources Information Center

    Diamond, Elena; Furlong, Michael J.; Quirk, Matthew

    2016-01-01

    This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of…

  9. Narcissistic subtypes and contingent self-esteem: do all narcissists base their self-esteem on the same domains?

    PubMed

    Zeigler-Hill, Virgil; Clark, C Brendan; Pickard, Jessica D

    2008-07-01

    It has been suggested that there are two forms of narcissism: a grandiose subtype and a vulnerable subtype. Although these forms of narcissism share certain similarities, it is believed that these subtypes may differ in the domains upon which their self-esteem is based. To explore this possibility, the present study examined the associations between these narcissistic subtypes and domain-specific contingencies of self-worth. The results show that vulnerable narcissism was positively associated with contingencies of self-worth across a variety of domains. In contrast, the associations between grandiose narcissism and domain-specific contingencies of self-worth were more complex and included both positive and negative relationships. These results provide additional support for the distinction between grandiose and vulnerable narcissism by showing that the domains of contingent self-esteem associated with grandiose narcissism may be more limited in scope than those associated with vulnerable narcissism. PMID:18482357

  10. The Impact and Racial Identity on Academic Achievement

    ERIC Educational Resources Information Center

    Mulzac, Anica Camela

    2012-01-01

    Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…

  11. Exploring Processes Linking Shyness and Academic Achievement in Childhood

    ERIC Educational Resources Information Center

    Hughes, Kathleen; Coplan, Robert J.

    2010-01-01

    The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was…

  12. Utilizing Modality Theory to Achieve Academic Success

    ERIC Educational Resources Information Center

    Lister, Dena; Ansalone, George

    2006-01-01

    Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and…

  13. Effects of Physiologic Testosterone Replacement on Quality of Life, Self-Esteem, and Mood in Women with Primary Ovarian Insufficiency

    PubMed Central

    Guerrieri, Gioia M.; Martinez, Pedro E.; Klug, Summer P.; Haq, Nazli A.; Vanderhoof, Vien H.; Koziol, Deloris E.; Popat, Vaishali B.; Kalantaridou, Sophia N.; Calis, Karim A.; Rubinow, David R.; Schmidt, Peter J.; Nelson, Lawrence M.

    2014-01-01

    Objective Low androgen levels occur in women with primary ovarian insufficiency(POI) and could contribute to mood and behavioral symptoms in this condition. We examined the effects of physiologic testosterone (T) replacement therapy added to standard estrogen/progestin replacement therapy (EPT) on quality of life, self-esteem, and mood in women with POI. Methods 128 women with 46XX spontaneous POI participated in a 12 month randomized, placebo-controlled, parallel-design investigation of the efficacy of T augmentation of EPT. Quality of life, self-esteem, and mood symptoms were evaluated with standardized rating scales and a structured clinical interview. Differences in outcome measures between the T and placebo treatments were analyzed by Wilcoxon rank-sum tests. Results No differences were found in baseline characteristics including serum hormone levels(P >0.05). Baseline mean(SD) CES-D scores were 10.7(8.6)(T) and 9.2(7.8)(placebo) (P = 0.35). After 12 months of treatment, measures of quality of life, self-esteem, and the presence of mood symptoms did not differ between treatment groups. Serum T levels achieved physiologic levels in the T group and were significantly higher compared to placebo (P < 0.001). Baseline T levels were not associated with either adverse or beneficial clinical effects. Conclusions The 150 microgram T patch achieves physiologic hormone levels in women with POI. Our findings suggest that augmentation of standard EPT with physiologic testosterone replacement in young women with POI neither aggravates nor improves baseline reports of quality of life, or self-esteem and had minimal effect on mood. Other mechanisms might play a role in the altered mood that accompanies this disorder. PMID:24473536

  14. Life Satisfaction, Self-Esteem, and Loneliness Among LGB Adults and Heterosexual Adults in China.

    PubMed

    Hu, Jingchu; Hu, Jize; Huang, Gang; Zheng, Xifu

    2016-01-01

    Low levels of life satisfaction have been linked to low self-esteem and loneliness, but this association has never been tested directly in LGB (lesbian/gay/bisexual) populations. We compared 275 Chinese LGB adults to 275 demographic-matched Chinese heterosexual controls on life satisfaction, self-esteem, and loneliness. LGB adults reported lower levels of self-esteem and higher levels of loneliness than heterosexuals, but similar levels of overall life satisfaction. Self-esteem partially mediated (but did not moderate) the relationship between loneliness and life satisfaction in both groups. Hierarchical regressions indicated that demographic variables, loneliness, and self-esteem can predict life satisfaction in both LGB and heterosexual adults, but explained more variance of life satisfaction in the LGB group. Thus self-esteem and loneliness play a more important role in life satisfaction for LGB rather than heterosexual Chinese adults. PMID:26244408

  15. Problematic eating behaviors in adolescents with low self-esteem and elevated depressive symptoms.

    PubMed

    Courtney, Elizabeth A; Gamboz, Julie; Johnson, Jeffrey G

    2008-12-01

    Previous research has indicated that low self-esteem may be an important risk factor for the development of eating disorders. Few longitudinal studies have examined the relationships between low self-esteem, depressive symptoms, and eating disorders in adolescents. The present study investigated whether low self-esteem was associated with depressive symptoms and problematic eating behaviors. Measures of low self-esteem and problematic eating behaviors were administered to a sample of 197 adolescent primary-care patients. Depressive symptoms and problematic eating behaviors were assessed ten months later. Youths with low self-esteem were at greater risk for high levels of depressive symptoms and eating disorder symptoms. In addition, depressive symptoms mediated the association of low self-esteem with problematic eating behaviors. PMID:18928903

  16. The Effect of Self-Esteem on Corrupt Intention: The Mediating Role of Materialism.

    PubMed

    Liang, Yuan; Liu, Li; Tan, Xuyun; Huang, Zhenwei; Dang, Jianning; Zheng, Wenwen

    2016-01-01

    The present set of studies aimed to explore the effect of self-esteem on corrupt intention and the mediating role of materialism in generating this effect. In Study 1, we used questionnaires to investigate the correlation among self-esteem, materialism, and corrupt intention. In Study 2, we manipulated self-esteem to explore the causal effect of self-esteem on materialism and corrupt intention. In Study 3, we manipulated materialism to examine whether inducing materialism can reduce the relationship between self-esteem and corrupt intention. The three studies converged to show that increased self-esteem caused a low level of materialism, which in turn decreased corrupt intention. The theoretical and practical implications of the results are discussed. PMID:27462297

  17. Parental conflict and self-esteem: the rest of the story.

    PubMed

    Pawlak, J L; Klein, H A

    1997-09-01

    Previous research has supported the hypothesis that high levels of marital conflict are related to lower self-esteem in children. In this study, 122 young adults completed the Rosenberg Self-Esteem Questionnaire and the Student Interparental Conflict Scale, as well as the Parental Nurturance Scale and the Parental Authority Questionnaire. One parent of each young adult completed the Parent Interparental Conflict Scale, the O'Leary-Porter Overt Hostility Scale, and a modified Parental Authority Questionnaire. Perceived interparental conflict and parental style discrepancies in nurturance and in authoritarianism were significantly and negatively related to self-esteem, but the best predictors of self-esteem were the parental styles themselves. Warm, nurturant parents were more likely to have high self-esteem children and demonstrated less conflict in marital partnerships. Correlations between marital conflict and self-esteem may reflect parental characteristics. PMID:9255958

  18. Global self-esteem in relation to structural models of personality and affectivity.

    PubMed

    Watson, David; Suls, Jerry; Haig, Jeffrey

    2002-07-01

    Three studies examined global self-esteem in relation to structural models of personality and affectivity. In every study, self-esteem was strongly negatively correlated with Neuroticism/Negative Affectivity and moderately to strongly related to Extraversion/Positive Affectivity. Additional findings, however, revealed that self-esteem is better viewed at the lower order level. For instance, global self-esteem correlated -.79 with the Depression facet of the Revised NEO Personality Inventory (P. T. Costa, Jr., & R. R. McCrae, 1992) in Study 3. Moreover, confirmatory factor analyses produced very strong correlations between self-esteem and depression in both Study 2 (r = -.82) and Study 3 (r = -.86). Taken together, the data suggest that global self-esteem measures define one end of a bipolar continuum, with trait indicators of depression defining the other. PMID:12088125

  19. Self-esteem, social support, collectivism, and the thin-ideal in Latina undergraduates.

    PubMed

    Cordero, Elizabeth D

    2011-01-01

    Thin-ideal internalization (TII) reflects agreement that thinness equates with beauty. TII is a risk factor for body dissatisfaction and eating pathology; this phenomenon and its correlates, however, are just beginning to be studied in Latina undergraduates. This study examined the ability of self-esteem, social support, and collectivism to predict TII in 279 Latina undergraduates. It was hypothesized that higher levels of self-esteem, social support, and collectivism would predict lower levels of TII. Cross-sectional data were analyzed using multiple regression; the model was significant, p<.01. Although both self-esteem and social support negatively correlated with thin-ideal internalization, only self-esteem accounted for a significant amount of variance. Results indicate that investigations of self-esteem as a protective factor against TII in Latina undergraduates would be fruitful, as would how self-esteem and social support affect the relationship between TII and other variables. Implications and limitations are discussed. PMID:21147052

  20. Factors related to depression and eating disorders: self-esteem, body image, and attractiveness.

    PubMed

    Grubb, H J; Sellers, M I; Waligroski, K

    1993-06-01

    To test hypotheses that women suffering from some form of eating disorder would experience lower self-esteem and higher depression and that women with lower self-esteem and greater depression would rate their attractiveness lower and see themselves as heavier than less depressed individuals, 42 college undergraduate women were individually administered the Eating Disorders Inventory, Beck Depression Inventory, Coopersmith Self-esteem Inventory, and a Body Image/Attractiveness Perception Scale. A Pearson correlation indicated a substantial relation between scores on depression and scores on eating disorders, but nonsignificant values between self-esteem scores and scores on either eating disorders or on depression. Depression scores correlated significantly with rated body size, but not attractiveness, while self-esteem scores were significantly correlated with rated attractiveness, not body size. These results contradict literature on the relation between self-esteem and depression. Directions for additional research are discussed. PMID:8332667

  1. Self-esteem instability and its implications for HIV prevention among gay men.

    PubMed

    Martin, J I; Knox, J

    1997-11-01

    This study, using a modified State Self-Esteem Scale (SSES), examined self-esteem instability and its association with risky sexual behavior among 455 gay and bisexual men. A self-administered questionnaire included the SSES and measures of intimacy, loneliness, social support, and ways of coping. Analysis of variance showed that the self-esteem of participants who recently engaged in unprotected anal intercourse with nonprimary partners was more unstable than the self-esteem of participants who did not engage in unprotected anal intercourse. Self-esteem instability was associated with higher avoidance coping, higher loneliness, and lower social support. Episodes of self-esteem injury might motivate some gay men to engage in risky sex. HIV prevention strategies with gay men should target the quality of their interpersonal relationships and community supports. PMID:9408776

  2. Children of divorce and its effect on their self-esteem.

    PubMed

    Bynum, M K; Durm, M W

    1996-10-01

    The purpose was to investigate the temporal relationship of divorce with self-esteem of children and to assess differences in self-esteem, if any, between children of divorced families and children of intact families. The self-esteem of 60 children in Grade 9 and from divorced homes was measured using the Culture-free Self-esteem inventory. There was no significant positive correlation between the passage of time and higher self-esteem among these children. Independent t tests were then computed using the inventory scores of 60 students in Grade 9 from homes with both parents and the 60 from homes of divorced parents. Significant differences in self-esteem were found between the two groups. PMID:8909066

  3. Effects of contingent self-esteem on depressive symptoms and suicidal behavior.

    PubMed

    Lakey, Chad E; Hirsch, Jameson K; Nelson, Lyndsay A; Nsamenang, Sheri A

    2014-01-01

    Contingent self-esteem, or self-worth hinged upon successfully meeting standards or attaining goals, requires continual maintenance and validation. Despite the inherent instability that accompanies contingent self-esteem, relatively little is known about how it relates to markers of mental health. A sample of 371 college students completed measures of self-esteem, contingent self-esteem, suicidal behaviors, and depression. Individuals with fragile low self-esteem, described as highly contingent, reported greater depressive symptoms and suicidal behavior. Among those with secure high self-esteem, or high yet noncontingent, depression and suicide risk were markedly lower. Therapeutically promoting positive but noncontingent self-worth may reduce poor mental health outcomes. PMID:24499415

  4. Perceived and desired facilitativeness of one's closest friend, need for approval and self-esteem.

    PubMed

    Cramer, D

    1993-03-01

    The hypothesis that the positive association between self-esteem and the perceived facilitativeness of one's closest friend can be explained by the presumed greater desire of low self-esteem individuals for a facilitative relationship was not confirmed in 262 16-17-year-old females, who completed the Rosenberg (1965) Self-Esteem Scale and a shortened version of the Barrett-Lennard (1964) Relationship Inventory. Although desired facilitativeness correlated significantly positively with self-esteem, the correlation between perceived facilitativeness and self-esteem remained significantly positive when desired facilitativeness was partialled out. The further prediction that the correlation between perceived facilitativeness and self-esteem would be more positive for those scoring higher on the Jones' (1969) Need for Approval Scale was also not confirmed. The opposite result was obtained in that this correlation was significantly positive for those with low need for approval but not for those with a high need. PMID:8485083

  5. The long-term impact of parents' childbearing decisions on children's self-esteem.

    PubMed

    Axinn, W G; Barber, J S; Thornton, A

    1998-11-01

    We examine the long-term impact of parents' childbearing decisions on children's self-esteem. We focus on subjective aspects of the home environment in the creation of children's internalized sense of self-worth. Unique 23-year family panel data combining measures of mothers' childbearing, mothers' childbearing intentions, and children's self-esteem allow us to examine the overall links between parents' childbearing and children's self-esteem. The results demonstrate that parents' childbearing intentions can have a significant long-term impact on their children's self-esteem. Children who were unintended by their mothers have significantly lower self-esteem 23 years later. Our findings indicate that giving birth to an unintended child can have a long-term negative impact on subjective aspects of the child's well-being, at least in terms of self-esteem. Unintended childbearing has received an increasing amount of research attention in recent years. PMID:9850468

  6. The Effect of Self-Esteem on Corrupt Intention: The Mediating Role of Materialism

    PubMed Central

    Liang, Yuan; Liu, Li; Tan, Xuyun; Huang, Zhenwei; Dang, Jianning; Zheng, Wenwen

    2016-01-01

    The present set of studies aimed to explore the effect of self-esteem on corrupt intention and the mediating role of materialism in generating this effect. In Study 1, we used questionnaires to investigate the correlation among self-esteem, materialism, and corrupt intention. In Study 2, we manipulated self-esteem to explore the causal effect of self-esteem on materialism and corrupt intention. In Study 3, we manipulated materialism to examine whether inducing materialism can reduce the relationship between self-esteem and corrupt intention. The three studies converged to show that increased self-esteem caused a low level of materialism, which in turn decreased corrupt intention. The theoretical and practical implications of the results are discussed. PMID:27462297

  7. Critical thinking, self-esteem, and state anxiety of nursing students.

    PubMed

    Suliman, Wafika A; Halabi, Jehad

    2007-02-01

    This study aimed at exploring the existing predominant critical thinking disposition(s) of baccalaureate nursing students and the relationship among their critical thinking (CT), self-esteem (SE), and state anxiety (SA). Cross-sectional correlational design was utilized to achieve the said aim. A voluntary convenient sample consisted of first year (n=105) and fourth year (n=60) nursing students. The California Critical Thinking Disposition Inventory, Rosenberg Self-Esteem Scale, and Spielberger State Anxiety Inventory were used for data collection after their translation to Arabic language and test for validity and reliability. Descriptive and inferential statistics were used to analyze data. Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them. However, the two groups were weak with significant difference on CT self-confidence (t=-2.053, df=136.904, p=.042) with beginning students reporting poorer level of CT self-confidence. Significant correlation results showed that critical thinking is positively correlated with SE, negatively correlated with SA, and SE is negatively correlated with SA; however, all correlations were actually quite low. PMID:16857300

  8. Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

    PubMed Central

    Theunissen, Stephanie C. P. M.; Rieffe, Carolien; Netten, Anouk P.; Briaire, Jeroen J.; Soede, Wim; Kouwenberg, Maartje; Frijns, Johan H. M.

    2014-01-01

    Objective Sufficient self-esteem is extremely important for psychosocial functioning. It is hypothesized that hearing-impaired (HI) children have lower levels of self-esteem, because, among other things, they frequently experience lower language and communication skills. Therefore, the aim of this study was to compare HI children's self-esteem across different domains with those of normal hearing (NH) children and to investigate the influence of communication, type of education, and audiological characteristics. Methods This large (N = 252) retrospective, multicenter study consisted of two age- and gender-matched groups: 123 HI children and 129 NH controls (mean age  = 11.8 years). Self-reports were used to measure self-esteem across four domains: perceived social acceptance by peers, perceived parental attention, perceived physical appearance, and global self-esteem. Results HI children experienced lower levels of self-esteem regarding peers and parents than NH controls. Particularly HI children who attended special education for the deaf were at risk, even after correcting for their language development and intelligence. Yet, levels of global self-esteem and self-esteem involving physical appearance in HI children equalled those of NH controls. Furthermore, younger age at implantation and longer duration of having cochlear implants (CIs) were related to higher levels of self-esteem. Conclusion HI children experience lower levels of self-esteem in the social domains. Yet, due to the heterogeneity of the HI population, there is high variability in levels of self-esteem. Discussion Clinicians must always be aware of the risk and protective factors related to self-esteem in order to help individual patients reach their full potential. PMID:24722329

  9. Self-Esteem and Problematic Drinking in China: A Mediated Model

    PubMed Central

    Zhai, Hui; Yang, Yanjie; Sui, Hong; Wang, Wenbo; Chen, Lu; Qiu, Xiaohui; Yang, Xiuxian; Qiao, Zhengxue; Wang, Lin; Zhu, Xiongzhao; Yang, Jiarun

    2015-01-01

    Background Although self-esteem is related to problematic drinking, the mechanisms by which it affects drinking remain unclear. The purpose of this study was to determine whether coping mechanisms mediate the relationship between self-esteem and problematic drinking among Chinese men and women with alcohol use disorders and to recommend appropriate interventions for drinking problems. Methods A cross-sectional survey was conducted in Harbin, Heilongjiang Province, China. A sample of 5,689 community residents was screened, and 517 male and 172 female problematic drinkers were chosen to participate in this study. A self-esteem scale, a coping questionnaire and an alcohol use disorder identification test were completed in order to assess participants’ self-esteem, coping mechanisms and alcohol use disorders, respectively. Participants’ socio-demographic data were also gathered at this stage. The resulting data were examined via descriptive statistics, correlations and bootstrap analyses. Results Lower self-esteem levels were related to problematic drinking, and there were no gender differences in the relationship between self-esteem and problematic drinking. A relationship between low self-esteem and negative coping was observed only in men. Negative coping thus mediated the relationship between self-esteem and problematic drinking among men, but this was not the case for women. Positive coping did not mediate the relationship between self-esteem and problematic drinking among the participants, regardless of gender. Conclusions Self-esteem and coping strategies are correlated among problematic drinkers. In addition, there are gender differences in the manners in which negative coping mediates the relationship between self-esteem and problematic drinking. Problematic drinking interventions directed at males should simultaneously address low self-esteem and negative coping. PMID:26451595

  10. Role of self-esteem in the relationship between stress and ingratiation.

    PubMed

    Wu, Keke; Li, Chenwei; Johnson, Diane E

    2011-02-01

    The relations among self-esteem, stress, and ingratiatory behaviors in the workplace were examined. Competing models for moderating and mediating effects of self-esteem on the relationship between stress and ingratiation were presented. Data from a sample of 136 employees at a state lottery organization were used to test the competing models. Support was found for the full mediation model, wherein self-esteem completely mediated the relationship between stress and ingratiation. PMID:21526608

  11. A Study of the Self-Esteem and Related Background Factors of New Reformatory Inmates.

    ERIC Educational Resources Information Center

    Johnson, Robert Edwin

    The purposes of this study were to examine whether the self-esteem of inmates is low when compared with the self-esteem of a civilian population, and to examine twelve inmate background factors that might influence inmate self-esteem at the time of incarceration. The population consisted of 153 Negro and 182 white 17-22 year old "first-timers"…

  12. Strategies To Improve the Self-Esteem of Ninth and Tenth Grade Haitian Limited English Proficient Students through a Self-Concept Program.

    ERIC Educational Resources Information Center

    Bien-Aime, Joseph C.

    In response to a situation in which limited-English-proficient Haitian students were found to have behavior problems, anxiety, depression, low motivation, low energy, and underachievement, attributed to low self-esteem, a project was undertaken to improve student self-concept and achievement. Ninth- and tenth-grade Haitian English-as-a-Second…

  13. Family Functioning Predictors of Self-Concept and Self-Esteem in Children at Risk for Learning Disabilities in Oman: Exclusion of Parent and Gender Contribution

    ERIC Educational Resources Information Center

    Emam, Mahmoud Mohamed; Abu-Serei, Usama Saad

    2014-01-01

    The study investigated whether family functioning can predict the self-concept and self-esteem of normally achieving (NA) and at risk for learning disabilities (LD) students in Oman regardless of parent education level and gender status. A total of 259 elementary school students were selected from schools in the main districts of Muscat, the…

  14. Self-esteem and cognitive development in the era of the childhood obesity epidemic.

    PubMed

    Wang, F; Veugelers, P J

    2008-11-01

    Consequences of obesity for mental health and cognitive development are not established to the same degree as those for chronic diseases. This study aims to document the interrelationships between body weight, self-esteem and school performance in childhood. Height and weight measurements and self-report of self-esteem, diet quality and physical activity of 4945 grade 5 students were linked with standardized literacy test results. Structural equation models were applied to confirm hypothesized relationships between body weight, self-esteem and school performance, and revealed that body weight affected self-esteem negatively and that school performance affected self-esteem positively. Body weight did not affect school performance, and self-esteem did affect neither body weight nor school performance. Subsequent multi-level logistic regression showed that obese students, relative to normal weight students, were more likely (1.44; 95% CI: 1.12-1.84), and students with good school performance, relative to those performing poor, were less likely (0.39; 95% CI: 0.26-0.58), to have low self-esteem. Diet quality and active living had positive effects on both school performance and self-esteem. The study findings further establish obesity as a risk factor for low self-esteem and add to the rationale to promote healthy eating and active living among children and youth as this will prevent chronic diseases and improve mental health and cognitive development. PMID:18647242

  15. The relationship between psychological comfort space and self-esteem in people with mental disorders.

    PubMed

    Kunikata, Hiroko; Shiraishi, Yuko; Nakajima, Kazuo; Tanioka, Tetsuya; Tomotake, Masahito

    2011-02-01

    The purpose of this study was to demonstrate a causal model of the sense of having psychological comfortable space that is call 'ibasho' in Japanese and self-esteem in people with mental disorders who had difficulty in social activities. The subjects were 248 schizophrenia patients who were living in the community and receiving day care treatment. Data were collected from December 2007 to April 2009 using the Scale for the Sense of ibasho for persons with mentally ill (SSI) and the Rosenberg Self-Esteem Scale (RSES), and analyzed for cross-validation of construct validity by conducting covariance structure analysis. A relationship between the sense of having comfortable space and self-esteem was investigated. Multiple indicator models of the sense of having psychological comfortable space and self-esteem were evaluated using structural equation modeling. Furthermore, the SSI scores were compared between the high- and low-self-esteem groups. The path coefficient from the sense of having comfortable space to self-esteem was significant (0.80). High-self-esteem group scored significantly higher in the SSI subscales, 'the sense of recognizing my true self' and 'the sense of recognizing deep person-to-person relationships' than the low-self-esteem group. It was suggested that in order to help people with mental disorders improve self-esteem, it might be useful to support them in a way they can enhance the sense of having comfortable space. PMID:21372487

  16. Does low self-esteem enhance social pain? The relationship between trait self-esteem and anterior cingulate cortex activation induced by ostracism.

    PubMed

    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. PMID:20144945

  17. Does low self-esteem enhance social pain? The relationship between trait self-esteem and anterior cingulate cortex activation induced by ostracism

    PubMed Central

    Okamoto, Yasumasa; Nakashima, Ken’ichiro; Nittono, Hiroshi; Yoshimura, Shinpei; Yamawaki, Sigeto; Yamaguchi, Shuhei; Ura, Mitsuhiro

    2010-01-01

    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. PMID:20144945

  18. Factors Associated with the Anxiety, Subjective Psychological Well-Being and Self-Esteem of Parents of Blind Children.

    PubMed

    Sola-Carmona, Juan Jesús; López-Liria, Remedios; Padilla-Góngora, David; Daza, María Teresa; Aguilar-Parra, José Manuel; Salido-Campos, María Ángeles

    2016-01-01

    The objective was to examine the connection of the personal, social and family context, educational variables with the levels of anxiety, subjective psychological well-being and self-esteem in a sample of 61 parents of blind children. Results suggest that parents present less anxiety when they have only one child, possess a technical degree, receive remuneration for their work, their child's visual impairment is not progressive, their knowledge about their child's disability is appropriate, and their leisure and labour possibilities have not been affected. Their psychological well-being is higher when they are married in first nuptials and perceive that their health is good. Their well-being is negatively related to reduced leisure, and self-esteem is lower when labour possibilities have been affected. In order for these families to achieve a more pleasant life, with greater psychological well-being, lower anxiety and higher self-esteem, professionals should be aware of the aspects with a negative impact. PMID:27603670

  19. The Impact of Personal Digital Assistants on Academic Achievement

    ERIC Educational Resources Information Center

    Bick, Alexander

    2005-01-01

    A positive correlation has been found between laptops and student achievement. Laptops are similar to Personal Digital Assistants (PDAs) in many respects. This study seeks to determine the effect of PDA usage on high school student academic achievement. It was hypothesized that a positive correlation between PDA usage and academic achievement in…

  20. Implicit Self-Esteem Decreases in Adolescence: A Cross-Sectional Study

    PubMed Central

    Cai, Huajian; Wu, Mingzheng; Luo, Yu L. L.; Yang, Jing

    2014-01-01

    Implicit self-esteem has remained an active research topic in both the areas of implicit social cognition and self-esteem in recent decades. The purpose of this study is to explore the development of implicit self-esteem in adolescents. A total of 599 adolescents from junior and senior high schools in East China participated in the study. They ranged in age from 11 to 18 years with a mean age of 14.10 (SD = 2.16). The degree of implicit self-esteem was assessed using the Implicit Association Test (IAT) with the improved D score as the index. Participants also completed the Rosenberg Self-Esteem Scale (α = 0.77). For all surveyed ages, implicit self-esteem was positively biased, all ts>8.59, all ps<0.001. The simple correlation between implicit self-esteem and age was significant, r = −.25, p = 1.0×10−10. A regression with implicit self-esteem as the criterion variable, and age, gender, and age × gender interaction as predictors further revealed the significant negative linear relationship between age and implicit self-esteem, β = −0.19, t = −3.20, p = 0.001. However, explicit self-esteem manifested a reverse “U” shape throughout adolescence. Implicit self-esteem in adolescence manifests a declining trend with increasing age, suggesting that it is sensitive to developmental or age-related changes. This finding enriches our understanding of the development of implicit social cognition. PMID:24587169