Academic Self-esteem Research Articles

The Pursuit of Self-Esteem and Its Motivational Implications.

Although recent studies have found contingent self-esteem (CSE) to be negatively related to individuals’ well-being, research concerning its implications for motivation and engagement is scarce. In two studies, we investigated the relation between CSE, motivation, and engagement in achievement-related situations. A first cross-sectional study among second year high school students (N = 641; 54.1% female) confirmed the hypothesized motivational ambiguity associated with academic CSE. Beyond the contribution of academic self-esteem, academic CSE was positively related to behavioral and emotional engagement, but also to emotional disaffection and test anxiety. These associations could partially be explained by motivational quality, as CSE was also positively related to both autonomous and controlled types of motivation. In a second experimental study among university students (N = 72; 70.8% female), who participated in a tangram puzzle task under varying feedback circumstances, global CSE related to more tension, while predicting less behavioral task perseverance. These effects were not moderated by the type of feedback provided (i.e., positive vs. negative). Theoretical and practical implications of these results are discussed.

The role of motivation and self-esteem in the academic achievement of Turkish gifted students*

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.

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

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.

Effects of Web-supported Learning on the Students’ Academic Achievement and Self-esteem

Effects of Web-supported Learning on the Students’ Academic Achievement and Self-esteem

Envy mediates the relation between low academic self-esteem and hostile tendencies

In previous research, there has been little discussion about mediators or moderators that affect the negative relation between self-esteem and hostile tendencies. In the current article, we propose a model in which envy mediates that relation in the academic context. Across three studies, with correlational (N1=303), experimental (N2=76), and round-robin designs (N3=330), results revealed that academic self-esteem indirectly influenced hostile tendencies through envy. In Studies 2 and 3, the indirect effect was moderated by the performance context. Results suggest that individuals with low academic self-esteem may exhibit hostile tendencies because of feelings of envy, especially in highly competitive contexts. Findings are discussed with respect to theoretical implications for research on personality and interpersonal perceptions.

The Meaning of Students’ Personal Belief in a Just World for Positive and Negative Aspects of School-Specific Well-Being

In two cross-sectional questionnaire studies with N = 1792 German and Indian students, aged between 12 and 17 years, we investigated the relation between personal belief in a just world (BJW) and positive as well as negative dimensions of school-specific well-being. Furthermore, we considered students’ personal experience of teacher justice as possible mediator in this relation and controlled for confounding effects of gender, neuroticism, and locus of control. In Study 1, we used multilevel modeling to analyze the German data and to control for class-level effects. In accordance with our hypotheses, Study 1 showed that the more students believed in a personal just world, the better their positive attitudes toward school, their academic self-esteem, and their enjoyment in school were, and the less somatic complaints in school, social problems in school, and worries toward school they experienced. These associations partly differed between classes, but generally persisted when controlled for sex, neuroticism, and locus of control. Finally, the association between personal BJW and well-being was at least partly mediated by students’ personal experience of teacher justice. In Study 2, we focused on the generalizability of the pattern of results across different cultural contexts. However, we did not aim to carry out comparative research. Results from bootstrap mediation analyses were predominantly the same as in Study 1. The adaptive functions of BJW and implications for future school research are discussed.

Personal and social aspects of professional identity.: An extension of Marcia's identity status model applied to a sample of university students

The study proposed an extension of Marcia's identity status model based on validation of the Professional Identity Status Questionnaire (PISQ-5d), a scale able to measure both intra-individual and intergroup processes connected with the development of a professional identity in university students. The aims were to prove the construct validity of the PISQ-5d, to determine the appropriate number of identity statuses, and to assess the concurrent validity of the identity statuses considering both job-related and academic factors. In this study, 477 university students completed a questionnaire with the PISQ-5d scale; 220 also completed the measures of work values; and 168 completed the measures of student self-esteem and self-efficacy, academic motivation, and grades. Results confirmed the expected five-dimensional structure of the PISQ-5d and the scale's effectiveness at differentiating five types of identity status. Relationship between professional identity status and job-related and academic factors showed that the students with achievement or foreclosure identities had higher scores on measures of academic self-esteem and intrinsic work value and had lower scores for intention to leave university. Implications in terms of considering the PISQ-5d scale a useful tool for the evaluation of professional identity construction processes in university students will be discussed.Personal and social aspects of professional identity. An extension of Marcia's identity status model applied to a sample of university students.

Religion and Social Capital: Examining the Roles of Religious Affiliation and Salience on Parental Network Closure

ABSTRACTSocial capital consists of relational ties and networks that can foster social norms, provide support, and be leveraged for gain. Numerous studies indicate that social capital can positively influence educational achievement. Prominent scholar Robert Putnam has noted that religion is a top source of social capital, yet few studies examine variation in levels of social capital for students of different religious backgrounds, leaving unanswered questions about the role of religion in shaping social capital. This study seeks to extend the research on religion and social capital by examining how religious salience and affiliation are related to social capital among a national sample of college students. It specifically examines parental network closure (a measure of social capital that reflects the closeness of one’s social relationships), which has been linked to academic achievement, self-esteem, and self-efficacy. Results indicate that Hindu students have higher levels of parental network closure, while students with no religious affiliation have significantly lower levels. Students with higher religiosity also have higher parental network closure regardless of affiliation. Implications are discussed.

학령기 아동의 학업스트레스와 자아존중감이 안전생활 실천행동에 미치는 영향

다양한 요인들이 발달과정에 있는 아동이 안전생활 실천행동을 적극적으로 실천하는데 영향을 주므로, 본 연구는 학령기 아동을 대상으로 학업스트레스, 자아존중감, 안전생활 실천행동 간의 관계를 파악하기 위해 실시되었다. 서울, 경상도, 경기도, 충청도, 전라도 소재의 초등학교 5, 6학년 510명을 대상으로 2013년 4월 1일부터 4월 30일까지 설문조사를 시행하였다. 연구결과, 안전생활 실천행동 영향요인은 안전교육 도움정도( ${\beta}=.254$ , p ${\beta}=-.222$ , p ${\beta}=.201$ , p ${\beta}=-.180$ , p 【Because a variety of factors affects children in the development process in order to act practice of life safety behaviors aggressively, this study examined the relationships among academic stress, self-esteem and practice of life safety behaviors of school-age children. Data was collected through a self reported structured questionnaire from 510 Korean school-age children using convenient sampling methods from April 1 to 30, 2013. Stepwise multiple regression revealed the Help of safety education ( ${\beta}=.254$ , p ${\beta}=-.222$ , p ${\beta}=.201$ , p ${\beta}=-.180$ , p】

The Effects of STEM-Focused Career Education Program on Knowledge and Interests in STEM Areas, Career Attitude and Academic Self-Esteem of Youth with Disabilities

In this study developed and implemented a STEM-focused career education program for youth with disabilities for equity of opportunity to provide them with STEM-related career information. The participants in this study were students in special classes of middle and high schools in Seoul, Gyeonggi and Incheon, and took part 12 members of an experimental group and 12 members of a control group. This study used pre- and post-tests to verify the effect of the STEM-focused career education program and analyzed the differences of the averages in knowledge and interests in STEM areas, career attitude and academic self-esteem between the experimental group and the control group with an independent sample t-test. SETM-focused career education that consist of 12 session was to increase accessibility for students with disabilities to apply to the principle of UDL and SDLMI for individual approach. The result of study, knowledge and interests in STEM areas, academic self-esteem in experimental group were statistically significant, and career attitude was not statistically significant. The STEM-focused career education program in this study provided a chance youth with disabilities to be given and explore the STEM field and jobs on the dimension of equal opportunity.

The influence of academic pressure on student burnout: the moderation of self-esteem

Objective To examine the impact of academic pressure, self-esteem, and their interactive effect on student burnout. Methods A total of 1 497 middle school students were investigated with three questionnaires. Results The scores of academic pressure, self-esteem, exhaustion, cynicism, efficacy were 9.95±4.52, 21.90±5.04, 11.84±4.05, 10.84±4.88, 20.60±5.47 respectively.Results indicated that the main effects of academic pressure and self-esteem on student burnout were significant. Specifically, academic pressure affected exhaustion (β=0.467, P<0.01) and efficacy (β=0.134, P<0.05); self-esteem affected cynicism (β=0.588, P<0.01) and efficacy (β=0.549, P<0.01). Self-esteem moderated the impact of academic pressure on student burnout(β=-0.216, P<0.01). The impact of academic pressure on student burnout became lower when their self-esteem grows. Self-esteem moderated the impacts of academic pressure on exhaustion and efficacy, but the moderate effect of self-esteem on the influence of academic pressure on efficacy was very small and could be neglected. Conclusion Academic pressure, self-esteem affect student burnout, and self-esteem moderate the influence of academic pressure on student burnout negatively. Key words: Academic pressure; Self-esteem; Student burnout; Moderation; Interactive effect

Multidimensional self-esteem and test derogation after negative feedback.

The present study has advanced the literature on self-esteem and self-enhancement by examining the joint impact of global, academic, and physical ability self-esteems on self-serving biases after students received negative feedback on a word-association test. We hypothesised that global self-esteem and academic self-esteem would be positively correlated with test derogation after negative feedback, and physical ability self-esteem would be uncorrelated with test derogation after negative feedback. Three samples of undergraduate students (N 203; N 134; N 132) completed multidimensional self-esteem questionnaires. In Samples 1 and 2, participants then received negative feedback (a poor word-association test score) and were given an opportunity to self-enhance by derogating the test. In Sample 3 (N 132) participants viewed a difficult test, but did not receive feedback. Students with high academic self-esteem engaged in more test derogation in all 3 samples. Physical ability and global self-esteems were unrelated to test derogation. These results held when results were combined across all 3 samples using meta-analysis. Results for academic and physical self-esteem were consistent with theory on self-threat; however, results for global self-esteem were anomalous. Future researchers might use experimental methods or examine other key covariates to explore these findings more fully.

Adjustment issues among Adolescents of Substance Using Parents.

Adolescence is the most important period of human life which is called the transitional period of life. Adolescence is also a period of progress towards mental, intellectual and emotional maturation. It is estimated that six to nine million children and adolescents in the United States have mental or behavioral problems. Indian Council of Medical Research reported that about 12.8 per cent of children (1–16 years) suffer from mental health problems. With respect to adolescent adjustment, parental warmth/involvement and behavioral control are associated with greater social competence, autonomy, positive attitudes toward school and work, academic achievement and self-esteem, as well as with less depression, school misconduct, delinquency and drug use. There is strong evidence to suggest that family dysfunction during childhood can negatively influence later life experiences and adjustment. Drinking behavior may interrupt normal family tasks, cause conflict and demand adjustive and adaptive responses from family members who do not know how to appropriately respond. Parental alcohol abuse is an independent risk factor for attention and conduct problems at school, which is not fully mediated by adolescent mental distress. Prior research has found that characteristics of the family (e.g., parental monitoring, parental discipline, family conflict, family rituals) may mediate and/or moderate the relationship between parental alcoholism and offspring adjustment. The Longitudinal associations between fathers ’heavy drinking patterns and children's psychosocial adjustment results demonstrated significant and meaningful associations between these drink patterns in fathers and adjustment problems in children over time. It is therefore important that the therapeutic needs of these children are addressed through individual psychotherapy and other supportive therapies by providing an opportunity for ventilation of feelings and integrating elements that will boost their self esteem and promote their psychosocial adjustment in deficient areas. Normal difficulties and dilemmas associated with adolescence in general could be worked through in these sessions besides focusing on issues pertaining to parental alcoholism. Intervention with children of alcoholics or substance users, must hence involve resolution of individualized issues pertaining to adolescence as well as parental alcoholism. Elements to enhance their self esteem and adjustment across various domains need to be consciously included besides involving them in family therapy sessions.

Influence of Parental Employment Status on Caribbean Adolescents' Self-Esteem

Potential connections between the self-esteem of adolescents and their parents’ employment status have been revealed in the literature. This cross-sectional study examines the relation of gender, age, and parental employment status to academic and global self-esteem of 369 fourth to upper sixth form Caribbean secondary school adolescents. Their ages ranged from 13 to 18 years old (M=15.52, SD=1.21), 223 were females and 146 were males. The participants completed a questionnaire that assessed academic and global self-esteem. Pearson product moment correlation coefficient, Independent t-tests and Multiple Regressions were used to analyse the data obtained from the sample. Results indicated no significant differences in self-esteem between male and female adolescents. With regard to age, the 16-18 year old age group had higher levels of academic self-esteem than the 13-15 year olds. Adolescents of unemployed parents had the highest academic and global self-esteem. However, multiple regression analyses did not reveal any predictive relationships. These findings are discussed with due consideration of earlier research and their implications for the psychology of Caribbean people.

Show me the product, show me the model: Effect of picture type on attitudes toward advertising

We suggest that a consideration of consumer self-evaluations is fundamental to understanding the conditions under which it is more advantageous to present person or product pictures in print advertisements. We build on the basic human motives of self-enhancement and self-verification to propose that the specific self-esteem level of consumers, in the domain relevant for the category, differentially affects their responses to picture type. Specifically, for consumers with low (high) domain-specific self-esteem, depicting a product (person) in the advertisement enhances attitudes toward the advertisement more than depicting a person (product). In two studies, we demonstrate the proposed matching relationships using two different domains of consumer self-evaluation: appearance self-esteem and academic self-esteem. We also show that increased and more fluent generation of self-related mental imagery drives the observed improvement in attitudes toward the advertisement. Our findings suggest direct implications for advertising design.

Contextos de socialización y consumo de drogas ilegales en adolescentes escolarizados

The aim of this study was to test an explanatory model about illegal drug use among schooled adolescents. Different types of variables were used, including personal variables (academic self-esteem, social selfesteem and depressive symptoms), family variables (family functioning, father-mother communication), school variables (academic expectations), and social variables (community integration and participation). A sample of 1,285 adolescents, both males and females, aged between 12 and 20 years old, from four different schools in Monterrey, Mexico, was used. A structural equation model was used, explaining 20% of variance. The moderating effect of gender was explored. Results show a significant positive relationship between community context and illegal drugs use, mediated by social self-esteem only for boys. Likewise, a positive indirect relationship was found between the family context and drug use, mediated by social self-esteem, school self-esteem and academic expectations. Moreover, the family context showed a negative relationship with depressive symptoms, which in turn were related to drug use.

Ten priorities for mentoring success

There has been a lot of noise about mentoring in recent months, often accompanied by research showing the positive impact it can have on improving academic results, self-esteem, social mobility and life chances.

English

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 KA±rA±kkale University, Education Faculty in Turkey. Students in the research group are from different grades and demographic features. “Aitken Academic Procrastination Scale”, “Academic Self-Efficacy Scale”, “Rosenberg Self-Esteem Scale” and “Coping with Stress Scale” are used in the research. Path analysis modeling is used in the research in order to test the hypothesis models. Results indicate that, it is determined that the academic procrastination behavior of students is explained by academic self-efficacy, self-esteem and coping with stress strategies in scope of a model. It is seen that active planning, one of the coping with stress strategies explains academic procrastination on a negative and meaningful level; biochemical avoidance strategies explain on a positive and meaningful level. Research results are discussed in the light of related literature. Keywords: Academic procrastination, academic self-efficacy, self-esteem, coping with.

Locus of control, interest in schooling and self-efficacy as predictors of academic identity in an academic community of practice

This research set out to explore how French-speaking students (FSS) construct and negotiate their academic identities in a multiculturally contrasting academic milieu. Academic identity is described as academic self-esteem because it is required by students to take responsibility for their learning. It is a stipulation of communicated and negotiated trajectories of experiences that depict how people see themselves and how they are seen by others(Vandeyar, 2010). The negotiation of identity requires diverse dimensions of engagement with more knowledgeable others (MKO) (Reyes, 2007) in communities of practice (Wenger, 1998). Utilising the research strategy of narrative inquiry, case study, semistructured interviews, and focus group interviews, this paper explores how FSS perceived themselves in relation to how they took responsibility for their learning. It is argued in this paper that the development of the necessary academic self-esteem via the acquisition of locus of control, interest in schooling and self-efficacy can assist foreign students to take responsibility for their learning without having feelings of prejudice as they engage with MKO in academic communities of practice. The paper will conclude by suggesting that academic institutions can utilise

The Impact of Quantum Teaching Strategy on Student Academic Achievement and Self-Esteem in Inclusive Schools

Purpose – This research was aimed at showing the impact of a teaching strategy called the Quantum Teaching Strategy on students’ academic achievements in two school subjects, namely in Bahasa Indonesia and Science, in comparison to that experienced through classes using a conventional teaching strategy. This research also examined the role of self-esteem on the students’ academic achievements in both the subjects in inclusive schools in Indonesia. Methodology – This research was a quasi-experimental study on two intact groups of sixth graders of two different inclusive schools. The sample was assigned through multi-staged cluster sampling from 78 elementary schools in 15 sub-district areas. The data on student academic achievements was collected by means of tests, while the data on self-esteem were obtained through a questionnaire. T-test was used to analyze the different impacts of the Quantum Teaching Strategy and conventional teaching strategy on the academic achievements of students, while ANCOVA was applied to determine whether the students’ self-esteem infl uenced their academic achievements in Bahasa Indonesia and Science. Findings – The t-test showed that the Quantum Teaching Strategy had a better impact on both Bahasa Indonesia and Science achievements as compared to the conventional teaching strategy. Significance – Findings of this study can be used as a guide for planning and using Quantum Teaching Strategy in teaching and learning Bahasa Indonesia and Science in inclusive schools.