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Global Self-esteem (global + self-esteem)
Selected AbstractsGender, Delinquent Status, and Social Acceptance as Predictors of the Global Self-Esteem of TeensFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2005William Scott Forney The combinations of gender, delinquent status, and social acceptance were examined as predictors of the global self-esteem of teens. Participants (N = 225) were aged 13 to 17 and included juvenile delinquents (n = 60) and high school students (n = 165) in one county in a southwest state. Factor analyses identified two dimensions of social acceptance (social verification, social interaction) and global self-esteem (self-respect, self-acceptance). Multiple regression analyses revealed the combination of gender (males) as a weak predictor and social verification as a strong predictor for self-acceptance and social interaction as a strong predictor for self-respect. Delinquent status did not predict global self-esteem. For these teens, the findings support the role of self-confirming feedback in the development of self-acceptance and the importance of socialization in forming self-respect. Implications for building self-esteem among teens are drawn for parents, high school teachers, and secondary schools. [source] Self-Compassion Versus Global Self-Esteem: Two Different Ways of Relating to OneselfJOURNAL OF PERSONALITY, Issue 1 2009Kristin D. Neff ABSTRACT This research examined self-compassion and self-esteem as they relate to various aspects of psychological functioning. Self-compassion entails treating oneself with kindness, recognizing one's shared humanity, and being mindful when considering negative aspects of oneself. Study 1 (N=2,187) compared self-compassion and global self-esteem as they relate to ego-focused reactivity. It was found that self-compassion predicted more stable feelings of self-worth than self-esteem and was less contingent on particular outcomes. Self-compassion also had a stronger negative association with social comparison, public self-consciousness, self-rumination, anger, and need for cognitive closure. Self-esteem (but not self-compassion) was positively associated with narcissism. Study 2 (N=165) compared global self-esteem and self-compassion with regard to positive mood states. It was found that the two constructs were statistically equivalent predictors of happiness, optimism, and positive affect. Results from these two studies suggest that self-compassion may be a useful alternative to global self-esteem when considering what constitutes a healthy self-stance. [source] Self-esteem, academic self-concept, and aggression at schoolAGGRESSIVE BEHAVIOR, Issue 2 2007Laramie D. Taylor The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation. Aggr. Behav. 32:1,7, 2007. © 2006 Wiley-Liss; Inc. [source] Gender, Delinquent Status, and Social Acceptance as Predictors of the Global Self-Esteem of TeensFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2005William Scott Forney The combinations of gender, delinquent status, and social acceptance were examined as predictors of the global self-esteem of teens. Participants (N = 225) were aged 13 to 17 and included juvenile delinquents (n = 60) and high school students (n = 165) in one county in a southwest state. Factor analyses identified two dimensions of social acceptance (social verification, social interaction) and global self-esteem (self-respect, self-acceptance). Multiple regression analyses revealed the combination of gender (males) as a weak predictor and social verification as a strong predictor for self-acceptance and social interaction as a strong predictor for self-respect. Delinquent status did not predict global self-esteem. For these teens, the findings support the role of self-confirming feedback in the development of self-acceptance and the importance of socialization in forming self-respect. Implications for building self-esteem among teens are drawn for parents, high school teachers, and secondary schools. [source] Behavioral and self-reported aggression as a function of domain-specific self-esteemAGGRESSIVE BEHAVIOR, Issue 1 2006Gregory D. Webster Abstract On the basis of a domain-specific theory of self-esteem, it was hypothesized that functionally distinct domains of self-esteem would predict aggression differentially. Participants completed self-report measures of self-perceived superiority, mate value, social inclusion, and global self-esteem, as well as of aggression. Self-assessed mate value emerged as a reliable, positive predictor, and social inclusion as a reliable inverse predictor, of self-reported hostility and aggression. In a subsequent laboratory experiment, in which participants had an opportunity to aggress against the source of positive or negative feedback about a personal essay that they had written, mate value again predicted increased aggression, whereas global self-esteem predicted decreased aggression. These main effects were moderated by the feedback manipulation, such that their respective simple effects were only present among participants that received negative feedback. Aggr. Behav. 00:1,11, 2005. © 2005 Wiley-Liss, Inc. [source] Self-Compassion Versus Global Self-Esteem: Two Different Ways of Relating to OneselfJOURNAL OF PERSONALITY, Issue 1 2009Kristin D. Neff ABSTRACT This research examined self-compassion and self-esteem as they relate to various aspects of psychological functioning. Self-compassion entails treating oneself with kindness, recognizing one's shared humanity, and being mindful when considering negative aspects of oneself. Study 1 (N=2,187) compared self-compassion and global self-esteem as they relate to ego-focused reactivity. It was found that self-compassion predicted more stable feelings of self-worth than self-esteem and was less contingent on particular outcomes. Self-compassion also had a stronger negative association with social comparison, public self-consciousness, self-rumination, anger, and need for cognitive closure. Self-esteem (but not self-compassion) was positively associated with narcissism. Study 2 (N=165) compared global self-esteem and self-compassion with regard to positive mood states. It was found that the two constructs were statistically equivalent predictors of happiness, optimism, and positive affect. Results from these two studies suggest that self-compassion may be a useful alternative to global self-esteem when considering what constitutes a healthy self-stance. [source] The Elusive Importance Effect: More Failure for the Jamesian Perspective on the Importance of Importance in Shaping Self-EsteemJOURNAL OF PERSONALITY, Issue 5 2008Herbert W. MarshArticle first published online: 28 JUL 200 ABSTRACT Following William James (1890/1963), many leading self-esteem researchers continue to support the Individual-importance hypothesis,that the relation between specific facets of self-concept and global self-esteem depends on the importance an individual places on each specific facet. However, empirical support for the hypothesis is surprisingly elusive, whether evaluated in terms of an importance-weighted average model, a generalized multiple regression approach for testing self-concept-by-importance interactions, or idiographic approaches. How can actual empirical support for such an intuitively appealing and widely cited psychological principle be so elusive? Hardy and Moriarty (2006), acknowledging this previous failure of the Individual-importance hypothesis, claim to have solved the conundrum, demonstrating an innovative idiographic approach that provides clear support for it. However, a critical evaluation of their new approach, coupled with a reanalysis of their data, undermines their claims. Indeed, their data provide compelling support against the Individual-importance hypothesis, which remains as elusive as ever. [source] Self-esteem in children and adolescents with mobility impairment: impact on well-being and coping strategiesACTA PAEDIATRICA, Issue 3 2009L Jemtå Abstract Aim: The first aim was to investigate dimension-specific and global self-esteem in children and adolescents with mobility impairment and to analyse the relation between self-esteem and demographic data and disability characteristics. The second aim was to identify the impact of five self-esteem dimensions on well-being and coping strategies. Methods: A total of 138 children and adolescents aged 7,18 years with mobility impairment took part in a semi-structured interview. Demographic and disability characteristics were recorded and motor function was assessed. Self-esteem was measured by the ,I think I am' inventory. Perceived overall well-being was measured by a nine-grade visual scale, the Snoopy scale, and coping strategies by the Children's Coping Strategies Checklist. Results: Although a majority estimated a relatively high level of dimension-specific and global self-esteem, several demographic and disability factors for lower self-esteem were identified. Those who estimated their ,physical characteristics' lower used the coping strategy ,distraction' more often. Three out of five dimensions of self-esteem were positively associated with perceived overall well-being: ,physical characteristics', ,psychological well-being' and ,relationships with others'. Conclusion: Awareness of vulnerability factors for lower self-esteem in children and adolescents with mobility impairment offer health care professionals specific opportunities to enhance self-esteem in this group. [source] Self-esteem in children with attention and/or learning deficits: the importance of genderACTA PAEDIATRICA, Issue 8 2008Ulla Ek Abstract Objective: Our objective was to analyze self-esteem in children within a spectrum of attention disorders, that is, besides attention deficit hyperactivity disorder (ADHD), also children with subthreshold ADHD and even milder attention deficits and/or learning problems. Methods: From a population-based group of 10,11-year-old children in a Swedish municipality those with ADHD/subthreshold ADHD (n = 30) and those with milder attention and/or learning problems (n = 64) were targeted for the study. The children completed the ,I think I am' scale, reflecting physical appearance, scholastic competence, mental well-being, relationships to parents and to others and global self-esteem. Data from boys and girls were compared and related to the parents' and teachers' ratings on the two dimensions of the Conners' 10-item questionnaire (impulsive-restless behaviour and emotional lability) and to the children's cognitive levels. Results: Significant gender differences were found, girls reporting lower self-esteem concerning mental well-being and poorer relationships with parents and peers. However, children with ADHD/subthreshold ADHD did not report significantly lower global self-esteem when compared to a reference population. Conclusion: Self-esteem in children with attention, behaviour and/or learning problems has to be carefully evaluated, especially in girls, and measures are needed to prevent a trajectory towards adolescent psychopathology. [source] | ||||||||||