Development Of Self-esteem Research Articles

Self-esteem and illness perception in multiple sclerosis: Unveiling key factors for self-management

Abstract Background Multiple sclerosis (MS) is characterized by demyelination and variable symptomatology, and typically appears during young adulthood, making it a condition of considerable public health concern. Given its chronic nature, understanding of the illness perception plays a crucial role in long-term disease management. Our research aims to examine the factors affecting illness perception among people with MS. Methods The study sample consisted of 166 patients with MS (75.3% women; mean age: 40.9±11.3 years; mean disease duration: 11.6±7.1 years). People with MS underwent medical examination to assess their functional disability measured by Expanded Disability Status Scale (EDSS), and structured interview, during which data on age, sex, education, employment status, income and disease duration were obtained. Finally, they were asked to fill in the Brief Illness Perception Questionnaire (BIPQ), and the Rosenberg Self-esteem Scale (RSE). Data were analysed with multiple linear regression analysis. Results Our results showed an association between functional disability and illness perception (β = 0.22; p < 0.05). However, this association lost its significance upon adding self-esteem into the model (β=-0.53; p < 0.001), with overall explained variance in illness perception rising from 2.7% to 27.5%. No statistically significant contribution of other socio-demographic or clinical variables was observed. Conclusions Higher self-esteem in people with MS appears to be intricately connected to their illness perception. Given that the management of chronic conditions heavily relies on patients’ personal resources, healthcare providers could play a crucial role in fostering self-esteem. By encouraging the development of self-esteem, patients may come to view their illness as more manageable and less daunting, potentially leading to mitigation of negative consequences of functional disability. [Grant support: VEGA 1/0608/23] Key messages • Self-esteem may be stronger predictor of illness perception than functional disability in people with MS. • MS patients may benefit from psychological support aimed at promoting self-esteem.

ANÁLISE DA PERCEPÇÃO DE PAIS E RESPONSÁVEIS SOBRE A EQUOTERAPIA PARA CRIANÇAS COM AUTISMO: UMA REVISÃO DA LITERATURA DE 2013 A 2023.

Equine therapy brings numerous benefits to practitioners, improving motor, cognitive, and emotional development. Due to this range of contributions, doctors and multidisciplinary teams recommend equine therapy as an alternative therapy, especially for children with autism spectrum disorder due to its benefits. Animal-assisted therapy has been demystified over time and has become the option for caregivers and/or parents. The basis of the scientific study will be basic research with a bibliographic review of the literature. Objective: The project is based on the bias of presenting the perception of parents and/or guardians of children diagnosed with autism in relation to the care process offered by an equine therapy center. Method: It used the Integrative Literature Review (ILR) in six stages, addressing everything from problem definition to critical data analysis. Articles in Portuguese and Spanish from 2013 to 2023 were included, using the LILACS, PubMed, and Google Scholar databases with descriptors related to equine therapy and autism. Results: Indicate that equine therapy provides significant benefits, such as increased self-esteem, improvements in socialization, anxiety control and development of social skills. The research highlights the importance of the bond between practitioners and animals, as well as the fundamental role of the multidisciplinary approach in treatment. Parents in all reviewed studies reported improvements in the quality of life of practitioners. Conclusion: Equine therapy shows itself to be a promising therapy for children with Autism Spectrum Disorder, contributing significantly to the development of self-esteem, mental health, social skills, emotional control and independence. Parents' perceptions are fundamental to understanding the effectiveness of these therapies, but reveal gaps when compared to professionals' views. This highlights the need for research on the topic.

Does insecurity lead to Envy? The longitudinal interplay between dispositional envy and Self-Esteem

Despite evidence of a close, cross-sectional association between dispositional envy and low self-esteem, there is no research on the mutual development of these two constructs across time. The aim of the present research was to systematically investigate correlated change and prospective effects between dispositional envy and self-esteem at the global level and within comparison domains. In two preregistered longitudinal studies across 6 years (Ntotal > 7,000 adult participants), change in dispositional envy was negatively correlated with concurrent self-esteem change at the global level and within domains. Moreover, we found preliminary evidence that self-esteem predicted later change in dispositional envy but not vice versa. Our findings illustrate that the development of dispositional envy is closely intertwined with self-esteem development.

"Listen to the World". Musical Themes in Children's Literature as a Space for Knowledge Integration

The authors of this article analyse contemporary children’s books containing a musical theme. Selected books were examined to determine their educational potential in promoting children’s ability to integrate associative knowledge of music. The following research questions were formulated: can the content and form of the studied works initiate the integration of children’s knowledge? What types of literary editing approaches promote knowledge integration? The study demonstrated that the analysed books can inspire educators to promote identity-building and the development of self-awareness, self-esteem, self-efficacy, and socio-cultural identity in children. They can provide students with the necessary tools for discovering their identity and true potential, becoming independent thinkers, formulating and expressing personal beliefs, and – above all – integrating their knowledge.

The Interplay of Self-Esteem in the Relationship Between Sexual Dating Violence and Self-Silencing in Adolescent Girls

Several repercussions have been linked to teen dating violence, including self-silencing. Self-silencing refers to an excessive worry about the partner’s needs and opinions, which can lead to neglecting one’s well-being. However, the mechanisms by which dating violence, especially sexual victimization, affects self-silencing are understudied. Moreover, studies have identified sexual victimization by an intimate partner as one of the most critical factors affecting youth’s self-esteem development, which may explain this relationship. The present study aimed to explore the possible mediating role of self-esteem in the relationship between sexual teen dating violence and self-silencing. Adolescents were recruited from a one-stage stratified cluster sample of 34 high schools inQuebec, Canada. Adolescents completed measures on sexual dating violence and self-esteem at Wave 1 and self-silencing in their relationship at Wave 2, 6 months later. Analyses were conducted on 2,489 adolescent girls (M= 15.48 years,SD= .95) who participated in Wave 2 and reported being in a dating relationship in the last 6 months. Results of the path analysis indicated that self-esteem acted as a mediator in the relationship between sexual teen dating violence and self-silencing. This study helps better understand the processes underlying self-silencing behaviors in adolescent victims of sexual dating violence. The results highlight a potential target for intervention to inhibit the development of self-silencing in adolescent girls experiencing sexual dating violence.

Harsh Parenting Reduces Self-Esteem of Adolescents via the Mediation of Interpersonal Sensitivity: The Modulating Role of Dispositional Mindfulness

Adolescence is a critical period for the development of self-esteem, but for many adolescents, self-esteem is compromised by harsh parenting disciplines which are still heavily used. Research into the mechanisms underlying adolescent self-esteem and the strategies that boost self-esteem thus has become very important. Based on the sociometric theory of self-esteem and the attachment theory, the current study explores the role of interpersonal sensitivity and dispositional mindfulness in the effect of harsh parenting on adolescents’ self-esteem. Questionnaire survey on 1320 Chinese adolescents showed that the detrimental effect of harsh parenting could be mediated by interpersonal sensitivity, and this mediation effect was moderated by dispositional mindfulness, participants with higher dispositional mindfulness showed stronger mediation effect than those with lower dispositional mindfulness. Our findings highlight the impact of harsh parenting and the role of interpersonal sensitivity in shaping adolescents’ self-esteem, and suggest the feasibility of mindful intervention programs that take interpersonal sensitivity into account when building the self-worth of adolescents.

The Impact of Adverse Childhood Experiences on Self-esteem of Emerging Adults

This study quantitatively assessed the impact of adverse childhood experiences (ACES) on self-esteem levels in emerging adults, with a particular focus on a cohort of undergraduate students in China. The study drew 50 participants from three different Chinese universities using the modified and translated Rosenberg Self-esteem Scale and the culturally adapted ACE questionnaire. The findings confirm the profound and lasting impact of adversity in early childhood on self-esteem, particularly within the unique sociocultural framework of Chinese society. The study highlights the need for culturally coordinated education and psychological interventions to meet the specific needs of individuals with a history of ACE. Future research directions are suggested, highlighting the need for broader, more representative samples and longitudinal study designs to further elucidate the long-term trajectory of self-esteem development after ACE.

The Role of Self-Compassion, Self-Esteem of Bullying Victims: A Qualitative Study

Bullying is any form of intimidation or violent behavior carried out intentionally by one or a group of people who are stronger or more powerful towards another person, which aims to hurt and is carried out continuously. Bullying has a very bad impact on victims, especially teenagers. For example, it is easy to experience fear, anxiety and can lead to depression. This bullying behavior can affect the development of self-esteem, resulting in low self-esteem in teenagers. This gives rise to thoughts of one's own worthlessness and makes it difficult to socialize with the surrounding environment. Self-esteem is the basis for a person's assessment of himself both positively and negatively as a whole. This research uses quantitative methods with a literature review approach. Various sources relevant to the research topic were collected and then analyzed. So the results of this study show that increasing teenagers' self-esteem is effective in minimizing teenage victims of bullying. Therefore, it can be concluded that self- esteem is found to be related to bullying. Self-compassion in the health quality of life of adolescents is significant in the dimensions of physical, psychological well- being, relationships with parents and autonomy, as well as the school environment. However, self-compassion was found not to be very significant in the dimensions of social support and peers, because self-compassion in improving various health quality of life domains indicates the importance of developing a compassionate attitude towards oneself for adolescents in order to improve their quality of life.

Achievement Goals as Mediators of the Links Between Self-Esteem and Depressive Symptoms From Mid-Adolescence to Early Adulthood.

Numerous studies have sought to determine whether low self-esteem acts as a risk factor for depressive symptoms (i.e., a vulnerability model) or whether depressive symptoms lead to a decrease in self-esteem (i.e., a scar model). Although both models have received some support, very little research has: (a) addressed this question across critical life transitions likely to modify this pattern of associations, such as the transition to adulthood; (b) sought to identify the psychological mechanisms (i.e., mediators) underpinning these associations. The present study was designed to address these two limitations, focusing on the directionality of the associations between depressive symptoms and self-esteem from mid-adolescence to early adulthood while considering the role of motivational factors, namely mastery (intrinsic/extrinsic) and performance (approach/avoidance) goals as conceptualized in achievement goal theory. A sample of 707 Finnish adolescents aged 15-16 (52.1% boys) was surveyed six times up to the age of 25. Results from a cross-lagged panel model (CLPM) revealed that depressed individuals were more likely to have low self-esteem, although self-esteem protected against depressive symptoms between ages 16-17 to 20-21. Moreover, while self-esteem promoted mastery-extrinsic goals which in turn reinforced self-esteem, depressive symptoms promoted performance-avoidance goals which led to more depressive symptoms and lower self-esteem. Overall, these findings highlight (1) the long-lasting negative consequences of depressive symptoms on self-esteem and (2) the crucial role played by academic motivation in explaining the development of depressive symptoms and self-esteem over time. In turn, these results help refine the vulnerability and scar models, and suggest that motivational factors should be considered in prevention and intervention efforts among young populations.

The Effect of Teaching Strategies on Students’ Self-Esteem

This study investigated the impact of teaching strategies on students’ self-esteem across various domains, including general, social, marital, and academic contexts. The research focused on 10th-grade students in Murree Tehsil, employing a sample of 300 students (150 boys, 150 girls) and 120 teachers. Using a self-developed instrument and the Coopersmith Self-Esteem Inventory, the study examined relationships between teaching strategies and self-esteem, considering gender differences. Results indicated that teaching strategies significantly predict students’ self-esteem, with all variable pairs showing significant correlations (p < 0.01). A t-test revealed significant gender-based differences in the relationship between teaching strategies and self-esteem (t = -1.341, p = 0.00). The study emphasizes the importance of positive reinforcement and constructive teacher feedback to enhance students’ self-esteem. These findings contribute to understanding how teaching methods can be optimized to support students’ self-esteem development across various life domains, offering practical implications for educators and policymakers in designing effective teaching approaches.

Family environment and self-esteem development in adolescence: A replication and extension

A study by Krauss et al. (2020) suggested that the family environment (e.g., parental warmth, economic conditions of family) plays an important role for self-esteem development in adolescence. The present research sought to closely replicate and extend the study, using 4-wave longitudinal data from the Iowa Youth and Families Project, including 451 families. To replicate the prior study, we conducted the same set of analyses with similar measures and multi-informant assessments of mothers, fathers, and children from the same families. To extend the previous study, we tested novel aspects (i.e., controlling for prior exposure and testing the effect of the quality of sibling relationships). Overall, the findings provide no evidence for prospective effects between family environment and self-esteem in adolescence.

Teachers' and Students' Opinions Regarding the Effects of Climbing and Escalation in Sports Activities

The aim of the study is to highlight the views of teachers and students on the impact of wall climbing in secondary school sports activities. The results of the study are based on the analysis of the answers given by 114 teachers to a 12-item questionnaire and by 234 students to a 6-item questionnaire, completed online during the first half of the school year 2022-2023. Both categories of respondents belong to schools in the counties of Bacau, Vaslui and Suceava. In order to conduct the study, the following methods were used: documentation, survey, analysis and statistical data processing. The analysis of the answers recorded in the two questionnaires revealed that the interviewed respondents believe that climbing and escalation exercises contribute to the development of courage, self-confidence and selfesteem, and that teachers and students are willing to perform such exercises in Physical Education lessons and extracurricular activities.

Nursing students' self-esteem levels and attitudes toward the nursing profession.

This study aimed to examine nursing students' self-esteem levels and attitudes toward the nursing profession. Although it is important to choose a profession that will make the person happy in many aspects such as one's abilities, interests, values, attitudes, personal goals, and social expectations, it has an important place, especially in a profession such as nursing, which involves intense emotional and physical load. The study population was 390 nursing students at a foundation university in Istanbul, while the sample included 202 students. Data were collected between January 16, 2023, and February 15, 2023, with the Demographic Data Collection Tool, Coopersmith Self-Esteem Inventory, and the Attitude Scale for Nursing Profession. The data were analyzed using the SPSS 27.0 program. The STROBE checklist was used to report the study. The mean age of the participants was 20.79±1.72 (years), among which 65.3% were in the 20-22 age range, 76.7% were female, and 29.7% were in the first grade. A positive but very weak relationship was found between the Coopersmith Self-Esteem Inventory and the Attitude Scale for Nursing Profession scores (p<0.05). The results show that professionalization and socialization processes greatly affect nursing students' self-esteem. Considering the extended period that students spend in academic institutions under the guidance of faculty members, this matter deserves greater attention. While developing the curriculum and education process, factors that support the development of self-esteem in nursing students should be taken into account and initiatives should be planned to increase positive attitudes toward the profession. Nursing students can gain different perspectives by spending more time with nurses in hospitals.

Longitudinal trajectories of self-esteem, related predictors, and impact on depression among students over a four-year period at college in China

Self-esteem plays a crucial role in the psychological development of college students. Based on four-wave longitudinal data, this study empirically investigated the longitudinal trajectories of self-esteem, related predictors, and the impact on depression in a sample of Chinese college students. Piecewise growth mixture modeling was utilized to identify potential self-esteem trajectories. Furthermore, multinomial logistic regression models were employed along with the Kruskal‒Wallis test to analyze the factors that influence self-esteem development trajectories and assess variations in depression. The results showed that college students’ self-esteem trajectories can be divided into three categories: slowly decreasing (81.04%), rising then falling (16.94%), and falling then rising (2.02%). Various personal factors (e.g. ethnicity, family residence, self-reported health status, extroversion) and socioeconomic factors (e.g. closeness with classmates, family economic level, family social status, and the mother’s educational level) can influence the classification of students’ self-esteem development trajectories. Moreover, notable differences in depression were observed among students in different self-esteem trajectory groups. The results emphasize the imperative of implementing interventions to enhance self-esteem among college students.

ВЗАЄМОЗВ’ЯЗОК ТИПІВ СІМЕЙНОГО ВИХОВАННЯ ТА ПРОЦЕСУ САМОСТАВЛЕННЯ ОСІБ ПІДЛІТКОВОГО ВІКУ

The article empirically investigates the relationship between the process of self-determination in teenagers and the parenting styles of relatives. Adolescence is perceived as a period when developmental contradictions become particularly acute. It is during this period of life that the child becomes aware of his individuality, his attitude to the surrounding world, himself, other people changes, needs, motives, and behavior are restructured. In this regard, the child needs to reconcile his needs with the expectations of others and the requirements of social norms. The style of family upbringing plays an important role in the development of a child’s personality. In the process of education, it is important for parents to know and take into account the age characteristics of children, to have a certain level of knowledge in psychology and physiology, and an appropriate cultural level (general culture, culture of communication, culture of relationships, culture of behavior, legal culture). Family relationships are very often a model for a child, and the development of his personality largely depends on how his family perceives and treats him. Standardized psychological methods were used to conduct an empirical study and reveal the existence of a relationship between parenting styles and the self-identification process of adolescents: 1. Test-questionnaire – self-identification by V. Stolina, S. Pantileev; 2. “Parenting styles” test by R. Ovcharova; 3. Questionnaire test – parental attitude by A. Varga, V. Stolina. Based on the analysis of the results, we established that the vast majority of respondents from the parents’ side adhere to liberal and democratic parenting styles. With the help of mathematical statistics, we have found out that the higher the level of parental sympathy for the child, acceptance of him as he is, the manifestation of respect for the child’s personality, the higher the level of the child’s approval of himself in general and in essential details, trust in himself and development of positive self-esteem. Key words: individual, personality, teenager, self-attitude, self-development, self-esteem, upbringing, psychological well-being, antisocial behavior.

The effect of self-esteem development programme applied to secondary school students on self-esteem and peer bullying victimization: A randomized controlled trial

BackgroundSelf-esteem and peer bullying, which affect the academic success and psychological development of secondary school students, are increasingly becoming a serious problem. AimThis study was conducted to examine the effect of the Self-Esteem Development Programme applied to secondary school students on self-esteem and peer bullying victimization. MethodsThis randomized controlled trial was conducted with 66 students (intervention = 33, control = 33) studying in the 6th grade at a secondary school. Personal Information Form, Rosenberg Self-Esteem Scale and Peer Bullying Identification Scale Adolescent Form were used to collect the data. The intervention group received 8 sessions of Self-Esteem Development Programme in the form of one session per week of 45–60 min; the control group continued their routine education programme. ResultsIn the study, after the Self-Esteem Development Programme, the mean self-esteem score of the intervention group increased and the mean peer bullying score decreased, and the difference between the groups was found to be statistically significant (p < 0.05). ConclusionIn conclusion, it can be stated that the Self-Esteem Programme is an effective psychiatric nursing intervention in increasing self-esteem and reducing peer bullying. Implications for practicesStudents with low self-esteem are at risk of exposure to peer bullying. This study provides significant evidence for improving the self-esteem and reducing peer bullying among students who are at risk due to low self-esteem and peer bullying. The results of this study demonstrate that the Self-Esteem Development Programme can be utilized to enhance self-esteem and reduce exposure to peer bullying among students.ClinicalTrials ID: NCT04737374.

The role of autism and alexithymia traits in behavioral and neural indicators of self-concept and self-esteem in adolescence.

Developing a positive view of the self is important for maintaining a good mental health, as feeling negative about the self increases the risk of developing internalizing symptoms such as feelings of depression and anxiety. Even though autistic individuals regularly struggle with these internalizing feelings, and both self-concept and internalizing feelings are known to develop during adolescence, there is a lack of studies investigating the development of positive self-concept and self-esteem in autistic adolescents. Here, we studied academic, physical, and prosocial self-concept as well as self-esteem in adolescent males with and without autism on both the behavioral and neural level. We additionally focused on similarities in one's own and peers' perspectives on the self, and we assessed a potential role of alexithymia (i.e. having trouble identifying and describing one's feelings) in developing a more negative view of the self. Results showed that there were no group differences in self-esteem, self-concept, or underlying neural activation. This shows that autistic adolescent males use the same neural processes when they evaluate their traits. However, regardless of clinical diagnosis, a higher number of autism traits was related to a less positive physical and prosocial self-concept, whereas more difficulty identifying one's feelings was related to lowered self-esteem and less activation in medial prefrontal cortex during self-evaluations. Therefore, in treatment of autistic adolescents with low self-esteem, it is important to take into account and possibly aim to improve alexithymic traits as well.

ОСОБЛИВОСТІ РОЗВИТКУ САМООЦІНКИ У ПІДЛІТКОВОМУ ВІЦІ

The article argues the relevance of the self-esteem problem in adolescence, which is extremely important during their period of maturation, self-definition, evaluation of their abilities, basic values, and the search for ways to fulfill their dreams and satisfy needs. In scientific literature, there is no unequivocal interpretation of the essence of this phenomenon, as some researchers emphasize the need to create conditions for the development of necessary practical experience in positive self-assessment. Others focus on enhancing self-expression and self-disclosure, while others emphasize raising demands on adolescents to develop the ability to overcome difficulties in achieving success. The article emphasizes the necessity of considering the peculiarities of adolescence, the processes of self-identification, evaluation of one's actions, and the construction of perspectives, which are particularly challenging at this age. Unresolved aspects of the identified problem are highlighted, including the study of the level of formation of key competencies crucial for the formation of a positive attitude towards deep self-discovery, serving as a stimulus for self-development and self-improvement. Experimental findings establish that the individual's attitude towards oneself and the development of self-esteem are influenced by the attitudes of those around them. The research identified a range of problems in adolescents that require targeted systematic work, such as the inability to conduct a deep analysis of their achievements and failures, the inability to determine ways and options to overcome purely educational or life difficulties, the inability to appreciate the advice and remarks of more experienced individuals, insufficiently formed orientation towards the future, inadequate evaluation of others' attitudes towards oneself, and the inability to maintain the desired social status, as well as the inability to terminate unwanted relationships. The most essential competencies are highlighted, and the conclusion is drawn that they should be systematically developed, considering three basic factors: the experience of success and failure, the experience of others, and deep internal motivation. Keywords: self-esteem, adolescence, adolescent as an individual, attitude towards oneself, personality as the subject of own life, self-image, inner position.

Investigation of the Psychological Health Status and Influencing Factors of Vocational College Students in Beijing

This study investigates the psychological health status and influencing factors of self-esteem among 960 vocational college students in Beijing (average age 18.78). Results indicate varying degrees of psychological pressure, with overall moderate self-esteem levels. Participants' scores for depression, anxiety, self-esteem, subjective well-being, simplified coping style, and psychological resilience fall within the normal range. Specifically, 72.9% of students reported no depression, 8.5% displayed anxiety symptoms, and 38.4% had a relatively good level of self-esteem. Positive coping strategies were commonly employed (average score 1.78), while negative coping was less utilized (average score 1.59). Demographic factors, such as gender and being an only child, showed limited impact on psychological health and self-esteem, but specific coping styles were affected. The study emphasizes the importance of creating supportive environments to foster positive self-esteem development and overall well-being in vocational college students. Keywords: Vocational college students, psychological health, self-esteem, academic achievements, family support, social recognition

Two-Factor Self-Esteem Improvement Program for Adolescents with Self-Esteem Problems

Low self-esteem is a problem that often occurs in adolescent students. Another problem is that research examining the effectiveness of intervention programs still focuses on participants with clinical conditions. On the other hand, general public participation in educational contexts, for example teenage students, still needs to be improved. This research analyzes a two-factor self-esteem enhancement program for adolescents with self-esteem problems. With a single subject design, this study aims to examine the effectiveness of a two-factor intervention development program for adolescent students with self-esteem problems. The intervention program was prepared based on the intervention program from Mruk (2006) which is directed at developing feelings of worth and capability in adolescent students who have self-esteem problems. Program evaluation was carried out quantitatively and qualitatively using the Kirkpatrick and Kirkpatrick (2006) program evaluation guide. Data on changes in knowledge were measured using a questionnaire, while changes in behavior were measured using the Indonesian version of the Rosenberg Self-Esteem Scale adapted by Maroqi (2018). The research results show that this intervention program has a positive impact on the self-esteem of problematic adolescent students. There are changes in adolescent students' knowledge and behavior after participating in the intervention program. The results of this research can be a reference for practitioners who work with adolescent students, such as psychologists, school counselors and teachers, to develop further intervention programs to support the development of students' self-esteem.