Family Self-esteem Research Articles

Family Income and Child Depression: The Chain Mediating Effect of Parental Involvement, Children's Self-Esteem, and Group Differences.

Family income is an important factor that affects depression in children and can indirectly be associated with children's development through family and individual factors. However, few studies have examined the mechanism of multiple risk factors. Therefore, this study focused on the relationship between family income and child depression, as well as the chain mediating the roles of parental involvement and children's self-esteem both in single-parent families and intact families. A total of 1355 primary school students completed questionnaires that assessed family income, parental involvement, children's self-esteem, and depression. The results showed that family income influenced child depression through both the mediating roles of parental involvement and children's self-esteem and the chain mediating role of parental involvement and children's self-esteem. Meanwhile, family income only influenced child depression through chain mediation in single-parent families. The group differences in the mechanism of depression provide a reference for empirical research on depression intervention in children from different family structures.

동감 프로그램이 학령후기 아동의 자아존중감과 정서조절능력에 미치는 영향

Objects: The purpose of this study was to examine the effects of the Donggam Program on the self-esteem and emotion regulation ability of school-age children using a pretest-posttest experimental design. 
 Methods: A total of 101 late school-age children were assigned to two groups, the experimental group (n = 51) and control group (n = 50), by class unit. Late school-age children in the experimental group participated in the program for Emotions awakened by fairy tales and clear mind. After the end of the program, the differences between the pretest and posttest scores for self-esteem and emotion regulation ability were compared for both groups. 
 Results: Late school-age children in the experimental group showed significant improvements in their self-esteem and emotion regulation ability, whereas children in the control group showed a significant decrease from the pretest to the posttest scores. However, there was no significant difference in family self-esteem between the experimental group and the control group. 
 Conclusion: These findings suggest that the Donggam Program is effective in bringing about positive changes in the self-esteem and emotion regulation ability of late school-age children.

A comparative study on public, social, academic and family self-esteem in students with and without ADHD

Background. Considering the importance of self-esteem as an influential variable in the mental health of children with Attention Deficit Hyperactivity Disorder (ADHD) and also the inconsistent findings in the related literature, this study intended to compare the level of self-esteem in public, social, academic, and family contexts in students with and without ADHD. Methods. The research design was based on the causal-comparative study. The intended first population of this study consisted of students with ADHD who had visited the child and adolescent psychiatry clinic of Razi Hospital in Tabriz during 2021 (1400 in the solar calendar); the second population was made up of healthy counterparts of this clinical group (i.e., students without ADHD). Based on the purposive sampling method, 48 students who were diagnosed with ADHD without co-occurring psychiatric disorder by a child psychiatry specialist were selected as the study group. Also, 48 healthy students from Tabriz schools were selected as the group without ADHD. Results. Given the obtained results, a statistically significant difference was found between the ADHD group and the non-ADHD group in light of the composite scores of the self-esteem sub-components. The findings showed a statistically significant difference between the two groups in terms of the public and the family subscales, that is, the public self-esteem of the group with ADHD was higher than the mean of the general self-esteem of the non-ADHD group, and the mean of the family self-esteem of the non-ADHD group was higher than that of the ADHD group. However, there was no significant difference between the two groups in terms of the social and academic subscales. Conclusion. Based on the findings, it was concluded that the self-esteem of students with ADHD in their inner world is different from other individuals’ inferences about the self-esteem of these children. In other words, these children had acceptable self-esteem in their psychological world according to their psychological conditions. In addition, considering the low family self-esteem of the participants with ADHD, the behavioral quality of these children’s parents and relatives may have affected how they define family relationships and consequently, lowered their value. Practical Implications. Considering the obtained results, it was suggested to pay attention to these children’s self-esteem in their interventions and use the potential of this variable in controlling individual and family behaviors.

The self-esteem and academic performance of Mechanical and Electrical Engineering’s students at the Technological National University of Lima Sur, 2022 [La autoestima y rendimiento académico de los estudiantes de Ingeniería Mecánica y Eléctrica de la Universidad Nacional Tecnológica de Lima Sur, 2022

The study aimed to determine if there is a significant relationship between self-esteem and academic performance. For this reason, research on self-esteem was carried out to improve academic performance in higher education. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional, since the survey was carried out only once using the technique of the questionnaire and notes. The sample is simple random 56 students. It was shown that emotional and personal self-esteem occupies 64.3% (36) at the highest level; 21.4% (12) represent family self-esteem; 14.3% (8) is the minimum of the study. Therefore, self-esteem improves in the academic performance of students; however, it is necessary that teachers consider emotional and personal self-esteem in their classes. It was determined that more than 50% of the respondents are above 2.00, that is, they have a favorable attitude. On average, the subjects are located at 1.93 (favorable). Likewise, 0.599 scale units deviate from the average. Therefore, self-esteem benefits the student. Finally, it is concluded that there is an adequate significant relationship between self-esteem and the academic performance of university students, since 9.4877 > 4.445a; then, the null hypothesis is accepted and the alternative hypothesis is rejected, that is, it is favorable.

Self-Esteem, Life Satisfaction and Trait Anxiety in Families with Disabled Children

Engelli bir çocuğa sahip olmak çocuğun engeli ne olursa olsun beraberinde bazı güçlükler getirir. Son verilere göre her yüz kişiden yaklaşık 12’si engelli durumundadır. Engelliliğin aileler için ekonomik, psikolojik, sosyolojik açılardan soruna neden olduğu açıktır. Sorunlar, bu engelin aileye getirdiği sorumluluklar nedeniyle daha da artmaktadır. Dolayısıyla engelli çocukların ailelerine yönelik çalışmalar önem kazanmaktadır. Bu çalışma, engelli çocuğu olan ailelerin öz saygı, yaşam doyumu ve sürekli kaygı düzeylerini incelemek amacıyla, tarama modeline göre tasarlanmıştır. Çalışma grubunu uygun örnekleme yöntemiyle seçilen, Balıkesir ili Havran ilçesinde bulunan Kardelen Özel Eğitim ve Rehabilitasyon Merkezine devem eden engelli öğrencilerin aileleri oluşturmaktadır. Araştırmaya 99'u anne, 112'si baba olmak üzere toplam 211 kişi katılmıştır. Verileri toplamak amacıyla on maddelik bir anket formu ile üç adet ölçek kullanılmıştır. Bu ölçekler; Rosenberg Benlik Saygısı Ölçeği, Yaşam Doyum Ölçeği ve Sürekli Kaygı Envanteridir. Araştırma sonucunda engelli çocuğa sahip ailelerin puanlarında eğitim ve gelir düzeyi gibi demografik değişkenlere göre anlamlı farklılıklar olduğu görülmüştür. Korelasyon analizi değişkenler arasında ilişki olduğunu göstermiştir. Regresyon analizi sonuçlarına göre yaşam doyumu ve sürekli kaygı düzeylerinin benlik saygısı düzeyini etkilediği belirlenmiştir. Konuyla ilgili daha büyük gruplarla farklı çalışmaların yapılması önerilmiştir.

The Effect of Family Social Support and Self Esteem in Improving the Resilience of Tuberculosis Patients

An individual's ability to survive determines the success of treatment is called resilience. Family social support and self-esteem are factors that affect resilience and play an important role in the lives of sufferers who are determined to recover. This study aims to find out the relationship of family social support and self-esteem with the resilience of TB sufferers in the working area of Bangetayu Health Center. This research used analytical observational methods with a cross-sectional design, the total sample was 30 respondents with a total sampling technique. The instruments used are medical records, demographic data questionnaires, MSPSS questionnaires, RSES questionnaires, and resilience questionnaires and then data processed with spearman rho tests. Statistical test results found a relationship between family social support and resilience showed a value of ρ = 0,000 (ρ ≤ 0,05) and rho (r) = 0,809 which means there is a very strong correlation, as well as a relationship between self-esteem and resilience that shows the value of ρ = 0,000 (ρ ≤ 0,05) and rho value (r) = 0,787, then there is a strong correlation between variables and accompanied by a positive pattern. Thus, there is a significant relationship and a positive direction of the relationship. This study shows that the higher the family social support and self-esteem, the higher the resilience of TB sufferers.

An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students

ABSTRACT Second-generation Latinx immigrant students in middle school and high school may experience language and reading barriers in education resulting from their cultural upbringing. This study examined the language and reading scores of 2,107 bilingual dominant second-generation Latinx youth participants enrolled in 8th and 9th grade in the states of California and Florida. Results showed that bilingual dominance in English and Spanish is positively related to reading achievement scores, even when controlling for demographic variables. This study also found evidence that family cohesion and self-esteem mediated the relationship between bilingual dominance and reading achievement scores. This study provides insight into future research on the reading achievement of second-generation Latinx immigrant students. Implications for school administrators and educators regarding reading and language achievement for second-generation immigrant students will be shared with recommendations.

The Will-to-Live Scale: Validity and Reliability Among Portuguese Adolescents

This work presents psychometric analyses of the Will-to-Live Scale (WTLS) among Portuguese adolescents. Two studies were carried out to establish the psychometric characteristics of the WTLS. Findings of both studies pointed out that the WTLS has satisfactory reliability and validity. Principal component analysis and confirmatory factor analysis of the WTLS evidenced a unidimensional structure. Different types of reliability estimates of the WTLS were also good. Findings also supported the convergent validity of the WTLS through significant positive correlations, between will-to-live and life satisfaction, satisfaction with family life, positive affect, self-esteem, and emotional intelligence, and negative associations with negative affect, depression, anxiety, and stress. Findings of this research indicate that the WTLS is a valid and reliable tool among Portuguese adolescents.

Relationship of Quarantine Caused by Coronavirus with Sleep Quality, Irritability, and Self-esteem of Primary School Students in District one of Karaj, Iran

Background and Objective: Since mental health problems in children can not only have individual complications and costs but can also affect the family and society, this study aimed to investigate the relationship of quarantine caused by coronavirus with sleep quality, irritability, and self-esteem of primary school students in District one of Karaj, Iran. Materials and Methods: The statistical population of this correlational study included all primary school students in District one of Karaj, Iran, who were studying in the second semester of the academic year 2019-20. The total number of students in the first semester of 2019-20 was 4860 cases, and the statistical sample size based on Cochran's formula was estimated at 377 individuals from six schools selected by multi-stage cluster random sampling. The data were collected using Coronavirus Quarantine Questionnaire, Pittsburgh Sleep Quality Questionnaire, Irritability Questionnaire, and Self-Esteem Questionnaire. The obtained results were then analyzed using descriptive statistics (frequency distribution tables, bar graphs, center orientation indices [e.g., mean], and dispersion indices [e.g., minimum, maximum, and standard deviation]). Results: According to the results of the Pearson correlation coefficient, a positive and significant relationship was observed between quarantine and total self-esteem (0.39) (P<0.01). Therefore, it can be said that the longer quarantine time of individuals leads to a higher level of their total self-esteem. In addition, there was a positive and significant relationship between quarantine and all components of self-esteem, except for academic (educational) self-esteem (P<0.05). Accordingly, a longer time of quarantine in the students results in higher educational self-esteem levels. Among the components of self-esteem, quarantine revealed the strongest and weakest relationships with family self-esteem and academic self-esteem (educational) (P<0.01), respectively. Conclusions: The results showed the relationship of quarantine caused by Coronavirus with sleep quality, irritability, and self-esteem of primary school students in District one of Karaj, Iran.

The Role of Cultural Intelligence on Self-esteem and Family Conflict Resolution Among Athletes

Background: Regarding the importance of resolving family problems in athletic progress and identifying the underlying factors, the purpose of this study was to investigate the role of cultural intelligence on self-esteem and family conflict resolutions among athletes. Methods: The research method was correlational analytic and the research society included all married athletes (both male and female) in different sport disciplines of individual and team sports from Shahin Shahr, Isfahan. For this purpose, 180 athletes responded to the research questionnaires using the available sampling method, and finally, 179 questionnaires were analyzed. The research tools were the Cultural Intelligence Questionnaire designed by Erlie & Ange (2004), Cooper Smith’s Self-Esteem Questionnaire (1967), and Rahim’s Family Conflict Resolution Questionnaire (2003). Data were analyzed using SPSS V. 23 and AMOS V. 22 software. Results: The results showed that the only relationship between self-esteem and the motivational dimension of cultural intelligence was significant (p<0.05). Besides, the relationship between cultural intelligence and its dimensions, except for the behavior dimension with family self-esteem was significant (p<0.05). Furthermore, the relationship between cultural intelligence and its dimensions with the styles of family conflict resolution was significant (p<0.05). The results of structural equation modeling also showed that the model of the relationship between cultural intelligence with self-esteem and the styles of family conflict resolution in athletes had a good fit. Conclusion: Cultural intelligence plays a role in the self-esteem and resolution of athletes’ family conflicts.

Parenting and adolescent adjustment: The mediational role of family self-esteem

The present study analyzes the relationship between parental socialization practices, acceptance/involvement, and strictness/imposition, and different indicators of adolescent adjustment, taking into account the role of family self-esteem. A sample of 848 Spanish adolescents (54.70% females) ranging in age from 14 to 18 years old (M = 16.11, SD = 1.10) participated in the study. A series of structural equations models (SEMs) were tested to examine the mediational role of family self-esteem in the relationship between parenting practices and the outcome variables that capture adolescent adjustment: emotional instability, antisocial behavior, and academic achievement. The influence of parental practices on adolescent adjustment is expected to take place through family self-esteem. The results showed that the effect of acceptance/involvement and strictness/imposition practices on emotional instability, antisocial behavior, and academic achievement was mediated by family self-esteem. Family self-esteem eliminates the previous direct relationships between parental practices and all the adolescent adjustment variables, except the one between acceptance/involvement and emotional instability, which was reduced but not eliminated. Acceptance/involvement practices positively influence adolescents’ adjustment via family self-esteem, whereas strictness/imposition practices negatively influence adolescents’ adjustment via family self-esteem. This study contributes to clarifying the relationship between parental practices and adolescent adjustment, considering family self-esteem as a mediational variable rather than as an adolescent adjustment indicator. The present findings and their implications for parenting science are discussed.

The Relationship between Learning Motivation and Demographic, Socio-Emotional Aspects among Arab Minority Preservice Teachers in Israel

Learning motivation means driving influences from internal (intrinsic) or external (extrinsic) forces that give learners power to learn effectively, implicating processes of learning engagement. This study examines the differences in learning motivation levels among preservice teachers in the Arab minority in Israel according to demographic and socio-emotional aspects, and the relationships between level of learning motivation and various socio-emotional characteristics. 543 Arab minority students of education (with different majors) were chosen by means of random cluster sampling, and were asked to fill out questionnaires. The findings indicated significant differences in the level of the students' learning motivation for only two demographic variables: study program and specialization. Significant negative relationships were found between learning motivation and depression and social anxiety, and significant positive relationships were found between learning motivation and perceived social and family support and self-esteem. Multiple regression results revealed that the most significant factors that explained the variance of learning motivation among Arab minority preservice teachers were perceived social and family support (13.5%), followed by social anxiety (1.9%), and self-esteem (1.1%). These findings contribute to the understanding of the nature of the relationship between learning motivation and other demographic and socio-emotional aspects of preservice teachers from Israeli Arab society.

The Relationship Between Attachment Styles, Emotional Intelligence, and Self-esteem in Only-child Families and Two-children Families

Emotional intelligence, attachment style, and self-esteem are important variables in social interaction that can affect the social relationship. Also having one child is an important issue in which parents are worried about it which is the adolescent's single families have weaknesses in social relationships and interaction? In this study, the researcher tries to investigate the relationship between emotional intelligence, attachment style, and self-esteem in single-child and two-children adolescents aged range 13-17 (male and female).

다문화가정 청소년의 이중문화적응 스트레스, 자아존중감 및 학교생활적응의 종단적 안정성과 상호 영향

다문화가정 청소년의 이중문화적응 스트레스, 자아존중감 및 학교생활적응의 종단적 안정성과 상호 영향

EXAMINING THE RELATIONSHIP BETWEEN PARENTING PRACTICES AND CHILDREN’S CHARACTERISTICS

The present research examined the relationship between parenting practices and children's characteristics. Specifically, the study focused on the children's characteristics, such as age, gender, birth order, and family structure, which influence parenting practices and have an impact on children's family relations, school performance, social competence, and children's self-esteem. The sample consisted of 336 Greek-speaking parents who had children age six up to twelve years old. Most of the participating parents were mothers (77%), with an average age of 35,7 +5,18. A large majority of the participants (75%) were a part of two parents-family, and 25% were a one parent-family. Parents answered four self-report questionnaires: Α Personal Information Form (PIF) was used to collect information about family and children's characteristics, the Parental Acceptance-Rejection Questionnaire (PARQ-mother and father version), the Parental Authority Styles (PAQ) Questionnaire and the Children's Family Relations, School Performance, Social Competence, and Self-Esteem Questionnaire. Research results showed that children's characteristics (gender, age, and birth order) are significantly related to parents' parenting styles. Furthermore, the family structure (one or two parents - family) was statistically significant in parenting practices. As a result, parenting practices affected children's family relations, social competence, school performance, and self-esteem.
 
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Does Aging Identity Moderate the Impact of Experiences with Familial Ageism on Well-Being?

This study begins to investigate the effects of ageism in the family context. The current literature has documented the negative impacts that negative stereotypes and negative perceptions of aging have on older adults’ health, mortality, and well-being (Levy, 1996; Levy, 2003). However, the majority of extant research on ageism focuses on age discrimination in the workplace and in healthcare despite the majority of peoples’ time being spent in the family context. Therefore examining experiences of ageism sourced from family members merits study. Walker, Bisconti and Kinkade (in preparation) found evidence that the experience of ageism within the family context varies from the workplace context. Past research has demonstrated that older adults who identify as being older and adapt to the changes that arise with aging are associated with higher levels of self-esteem (Whitbourne, Sneed, & Skultety, 2002; Weinberger & Whitbourne, 2010). It is hypothesized that age identification will serve as a moderator for the relationship between familial ageism and well-being. Participants completed a set of questionnaires measuring experiences with familial ageism, depression, self-esteem, and ego strength. Experiences of familial ageism correlated with the well-being outcome variables in the predicted direction. Age identity moderated the relationship between familial ageism and depression and ego strength, such that participants who identified as being younger or identified as their age reported lower depression scores and higher ego strength scores. These findings suggest that age identity may serve as a buffer against the negative impacts that experiences of familial ageism has on well-being.

Impact of Poverty on Adolescent Drug Use: Moderation Effects of Family Support and Self-Esteem

ABSTRACT Using data from the National Longitudinal Survey of Youth, this study examined 2 questions: (a) Does poverty affect adolescents’ drug use, controlling for individual, family, and contextual characteristics and does this differ depending on race or ethnicity? (b) Are adolescent self-esteem and family support associated with their drug use? Findings suggest that living in poverty had adverse effects on adolescent drug use. Compared to Black and Hispanic youth, these effects were more pronounced among White adolescents living in poverty. Adolescents with higher self-esteem were less likely to use drugs. Drug use differed depending on gender, number of siblings, maternal marital status, and maternal years of education. This study suggests that substance use should be addressed in ecological contexts, looking at both macro antipoverty programs and micro psychosocial and family support programs. Current policies should expand on and bring new prevention and intervention efforts to reduce adolescent drug use by considering these macro and micro factors.

The Moderating Effects of Peer Support on the Relationship between Family Functioning, Self-differentiation, and Self-esteem among High School Students

The Moderating Effects of Peer Support on the Relationship between Family Functioning, Self-differentiation, and Self-esteem among High School Students

Self-esteem, symptom severity, and treatment response in adolescents with internalizing problems

BackgroundAdolescents with low self-esteem often experience internalizing psychopathology (i.e., anxiety, depression). Self-esteem may therefore be a clinically relevant construct for assessment and treatment outcomes. We examined whether general and domain-specific (family, peer, academic) self-esteem are related to adolescents’ internalizing symptom severity and response to cognitive behavioural therapy (CBT). MethodParticipants were 89 adolescents ages 14 to 18 years (M = 16.3, 70% females) from an outpatient clinic who were referred for CBT. Adolescents completed measures of self-esteem at baseline and measures of internalizing symptoms at baseline and at the end of a manualized group CBT intervention. ResultsLower peer and family self-esteem, but not academic self-esteem, were associated with more internalizing symptoms at baseline, after controlling for general self-esteem. However, only higher general self-esteem, and not any of the specific self-esteem domains, predicted lower internalizing symptoms at posttreatment. Follow-up analyses revealed differential associations between family and peer self-esteem domains and anxious and depressive symptoms. LimitationsOnly self-report measures were used. The relatively small sample size may have limited power to detect small effects. ConclusionsSelf-esteem in domains regarding family and peer relationships may be important in the evaluation of adolescents with internalizing problems. Adolescents with low general self-esteem may benefit less from CBT than other adolescents. Addressing negative self-perceptions may be necessary to reduce internalizing symptoms for adolescents with low self-esteem.

Self Help Group Analysis of Self Esteem and Stress Levels in Families with Patients with Depression

Increasing cases of depression and stress each year are related to increasing rates of divorce, academic or employment demands and social pressure. Not infrequently families who have family members who experience depression make it a family burden. Family perception of the stressor will affect the level of burden in the family and can affect the level of stress and family self esteem. The purpose of this study was to analyze the effect of Self Help Group on self esteem and Stress levels on Families with Depression at the Poly Psychology of the Kalitidu Health Center. The design of this study was True experimental with pre-posttest design. The sampling technique uses simple random sampling as many as 32 respondents, with 16 control group respondents and 16 family respondents with depressed patients who received a Self Help group. Data analysis techniques using Wilcoxon statistical test and mannwhitny. The results of this study indicate that there is an effect of self help group on self esteem and stress levels in families with depressed patients in mental health clinics of KalitiduBojonegoro with p value in the man whitney test of 0.005 in self esteem and 0.000 in stress levels and p value the value of the Wilcoxon test is 0.025 in self esteem and 0.001 in the stress level, all of which are less than the error level (α = 0.05). The effect of self help group on self esteem and stress level proves the change from before being treated in the intervention group, this proves that the treatment will be a stimulus in assessing a person's self-esteem and stress level with family members with depression