Gender Differences In Self-esteem Research Articles

Self-Esteem Matters: Examining its Impact on Academic Achievement in the Context of Gender and Age Diversity in Higher Education

Self-esteem plays a crucial role in shaping academic achievement among university students. This study investigates how self-esteem, gender, and age influence academic performance, particularly within the Indonesian context. Despite extensive global research, there needs to be more understanding of these dynamics among Indonesian university students. The study explores the relationships between self-esteem, gender, age, and academic achievement, identifying significant predictors and differences. A quantitative survey design was employed to gather data from 309 students across 12 Central Java, Indonesia universities. Data collection was executed through online surveys distributed via WhatsApp and Facebook. Data analysis was performed using Pearson correlation and multiple regression techniques with SPSS. The findings confirm that self-esteem significantly impacts academic achievement, establishing it as a strong predictor of academic success. While gender differences in self-esteem were notable, age did not significantly affect self-esteem. Interestingly, no significant gender gaps in academic performance were observed, though academic achievement varied across age groups. These conclusions suggest that enhancing self-esteem could improve academic outcomes. This research contributes to the global understanding of self-esteem dynamics, emphasizing the need for targeted interventions in educational settings. The insights gained can inform educators and policymakers in developing strategies to support students' academic success in Indonesia.

Relationships among self-esteem, depression and self-injury in adolescents: a longitudinal study.

Non-suicidal self-injury is a widespread mental health concern among adolescents. This study aimed to examine the relationship between self-esteem, depression, and self-injury among adolescents using a longitudinal research design. The Self-Esteem Scale (SES), Child Depression Inventory (CDI), and Adolescent Self-Injury Scale (ASIS) were used to follow up 1,265 junior middle school students on three occasions with six-month intervals. At all three time points, there were significant gender differences in self-esteem, depression, and self-injury. Self-esteem was negatively correlated with depression and self-injury at all three time points, while depression and self-injury were significantly positively correlated. Cross-lagged analysis revealed that self-esteem at Time 1 (T1) did not significantly predict self-injury at Time 2 (T2), but self-esteem (T2) significantly predicted self-injury at Time 3 (T3; β = -0.079, p < 0.05). Similarly, self-injury (T1) significantly predicted self-esteem (T2; β = -0.140, p < 0.001), and self-injury (T2) significantly predicted self-esteem (T3; β = -0.071, p < 0.01). Horizontal and longitudinal mediating analysis showed that depression served as a complete mediator in both the pathway from self-esteem to self-injury and from self-injury to self-esteem. Cross-lagged analysis showed that self-esteem (T1) significantly predicts depression (T2; β = -0.070, p < 0.05), which in turn predict self-injury (T3; β = 0.126, p < 0.001). Similarly, self-injury (T1) predicted depression (T2; β = 0.055, p < 0.05), which further predicted self-esteem (T3; β = -0.218, p < 0.001). The self-esteem, depression, and self-injury of adolescents are closely related; self-esteem and self-injury predict each other; self-esteem indirectly affects self-injury through depression; and self-injury indirectly affects self-esteem through depression. Based on the relationship of bi-directional prediction of self-esteem and self-injury mediated by depression, this study proposes a theoretical model of depression-mediated self-esteem and self-injury cycle.

Can Prior Sexual Abuse Explain Global Differences in Measured Self-Esteem in Male and Female Adolescents?

World research has shown that adolescent and young adult women and girls have significantly "poorer" self-esteem than men and boys, on a variety of previously validated self-esteem measures. There is no consensus on reasons for this, and a variety of factors have been proposed: some adolescent girls have a preoccupation with facial and body features, and this leads to a global negative evaluation of self-characteristics; the measures themselves are biased towards describing self-characteristics on which men and boys are likely to evaluate themselves more favourably; and in an often-sexist world, women and girls experience (or anticipate) many structural disadvantages, in education, career and promotion, which lead girls to "internalise" an image of themselves as less able or worthy than men and boys. A separate literature on the sexual abuse and exploitation of children and adolescents has found that (a) sexual exploitation and maltreatment often has a sequel in impaired self-concept and self-esteem and (b) sexual maltreatment is twice as likely to occur in women and girls. It is puzzling that differential levels of child sexual abuse have not been advanced in many studies as an explanation of gender differences in self-esteem in the large-scale studies we review, although this effect is confirmed by clinical and social work literature.

Upward social comparison sensitivity on teachers’ emotional exhaustion: A moderated moderation model of self-esteem and gender

Drawing on conservation of resources theory, this study aims to extend the work on individual differences in the relationship between upward social comparison sensitivity and emotional exhaustion in a sample of teachers by examining the interaction effects of self-esteem and gender differences. A total of 681 teachers completed a self-reported questionnaire including the Upward Social Comparison Sensitivity Scale, the Self-Esteem Scale, and the Maslach Burnout Inventory-Educators Survey (MBI-ES) subscale. The results based on a moderated moderation model indicated that: (1) Upward social comparison sensitivity was positively correlated with emotional exhaustion; (2) self-esteem moderated the relationship between upward social comparative sensitivity and emotional exhaustion; and (3) there was a significant gender difference in self-esteem that moderated the relationship between upward social comparison sensitivity and emotional exhaustion. These findings contribute to the understanding of how upward social comparison sensitivity predicts teachers’ emotional exhaustion and provide practical insights for prevention and intervention programs to protect teachers’ mental health in school settings.

THE INFLUENCE OF PARENTAL AND PEER ATTACHMENT ON SELF-ESTEEM AT LATE ADOLESCENCE

The present study investigates the relationship between parent and peer attachment bonds on the development of self-esteem during late adolescence. The sample was randomly selected. Data was collected from 387 participants including 166 male and 221 female students from seven high schools of the Shkoder Municipality in Albania. A self-developed Demographic Questionnaire, Inventory of Parent and Peer Attachment (Armsden &amp; Greenberg, 1987) and Rosenberg Self Esteem Scale (Rosenberg, 1965) were administered. A Pearson Correlation and Independent sample t-test were applied. Specific attention is focused on the assessment of attachment in adolescence. The results show the existence of a significant positive correlation between parental/peer attachment and self-esteem. Concerning gender differences during late adolescence, females showed higher attachment with parents and peers than males, but there were no gender differences in self-esteem. This research enables us to develop new insight into the importance of parent and peer attachment for a healthy adolescence.

SELF-ESTEEM AND DEPRESSION AMONG VIETNAMESE UNIVERSITY STUDENTS

Research and theories on gender differences in self-esteem and depression as well as the relationship between self-esteem and depression play an important role in the field of psychology. In the current study, we explore these two issues with Vietnamese university students. The levels of self-esteem and depression were assessed with a sample of 859 university students drawn from three universities in central Vietnam. The results showed that Vietnamese university students have moderate self-esteem and most do not suffer from depression. As expected, the male students reported significantly higher self-esteem than theirfemale fellows; however, the female students reported higher levels of depression than the male ones. The results also revealed that self-esteem was negatively correlated with depression. The research contributes to the understanding of the gender differences between the two mental health factors and the relationship between them among Vietnamese university students. These findings are important to the development of intervention strategies that help improve self-esteem and prevent depression in university students.

Influence of Family Types, Peer Pressure and Parental Care on Self Esteem

This study investigated the influence of family types, parental care and peer pressure on self-esteem. Five hundred (500) research participants which include undergraduates drawn from Ekiti State University, Ado – Ekiti and Federal University of Oye, Oye – Ekiti were used for this study. Four research instruments were used for this study and this includes Brief family relationship scale used in measuring family orientations and types. Other research instruments include, Rosenborg self-esteem scale used in assessing individuals self-esteem and peer pressure inventory used in assessing domains of peer pressure. Three hypotheses were tested in this study; the first hypothesis tested the relationship between all the variables. Also, the second hypothesis tested the influence of peer pressure on self-esteem while the third hypothesis tested gender differences in self-esteem. Appropriate statistical methods were used in testing the hypotheses. The result of hypothesis one using Pearson Momentum Correlation analysis revealed that there is a significant relationship between self-esteem and family relation. Also, the result revealed further that there is a relationship between self-esteem and peer influence. Moreover, result from hypothesis two using independent t-test table revealed that peer pressure has an influence on self-esteem while result from hypothesis three revealed there is a gender differences in self-esteem. Findings are discussed according to literatures, conclusions are formulated and it was recommended that government should organize programmes and symposia to orientate parents to enhance policy formulation. This research was carried to know and understand how family types, parental care and peer pressure influence self esteem, self-esteem is defined as the feelings of affection for oneself, and there are several research that argue about self esteem and its relation to self evaluation, it also posit the imbalance within family about the equalization and acceptable of role, it also argues about how parental care can influence the person’s development and it explains that peer pressure starts becoming a real influence in a child's life as he grows older because peers interaction becomes to influence as people grow. There is an highlights about the relationship between family type, parental care on self-esteem and personality characteristics. Studies have shown that family and parental influence acts as a mediator of self-esteem and personality development.

Sex and Gender Differences in Esteem Support: Examining Main and Interaction Effects

ABSTRACTResearch suggests that sex and gender differences in self-esteem, emotional reactions to esteem threats, and ways of coping with esteem threats may impact the likelihood of using esteem support messages of varying quality. The present experiment grounded in the CETESM, examines how provider gender, provider sex, and recipient sex influence the likelihood of using esteem support messages containing emotion-focused (EF; high or low) or problem-focused (PF; high or low) content, as well as a neutral message (no EF or PF content). Results indicated that females and highly feminine individuals were more likely than males and highly masculine individuals to endorse the use of high EF and high PF messages. Highly feminine individuals were more likely to endorse the use of low EF messages than highly masculine individuals. Femininity and masculinity were both negatively associated with the use of neutral messages, and they interacted so that individuals high in both masculinity and femininity were least likely to adopt this strategy. Sex of provider and recipient interacted such that female providers with male recipients were more likely to endorse the use of high PF messages than male providers with male recipients. Theoretical and pragmatic implications are discussed.

Gender differences in self-esteem, unvarnished self-evaluation, future orientation, self-enhancement and self-derogation in a U.S. national sample

American men tend to score slightly higher on measures of self-esteem than American women. We ask whether this is because of gender differences in responsiveness to the positive and negative phrasing of self-related survey statements used to assess self-esteem. We argue that self-enhancing and self-derogatory tendencies can be inferred from wording valence effects that are common to both self-esteem and optimism. Including latent factors for those response tendencies in a bifactor measurement model transforms the latent factors for self-esteem and optimism into “unvarnished” forms of self-evaluation and future orientation. The bifactor model is shown to fit data from the National Survey of Midlife Development in the United States (MIDUS) better than a conventional measurement model. Although we observe a gender difference in self-esteem, as identified in the conventional model, no gender difference is observed in unvarnished self-evaluation identified in the bifactor model. Our results are consistent with the idea that self-esteem differs by gender due to a greater tendency for men to agree with positively worded self-statements, and a greater tendency for women to agree with negatively worded self-statements. We argue that those tendencies can be interpreted respectively as reflecting unconscious dispositions to self-enhance and self-derogate.

Self-Esteem and Self-Efficacy Relation with High and Low Academic Achievement and Gender Difference Among Graduate Students

In the twenty first century, education plays a very crucial role in human development. Some people acquire high academic achievement through education. The present study accounts the difference in self-esteem and self-efficacy in relation to high and low academic achievement and gender difference among the graduate students. The study consist 100 students, 50 high academic achievements (divided into 25 male & 25 female) and 50 low academic achievements (divided into 25 male & 25 female) as a sample. The subjects were selected through random sampling method in the age range of 21 to 25 years. For the purpose of data collection self-esteem scale by Sing and Srivastav (2008) and Self-efficacy scale by Mathur and Bhatnagar (2012) are used. Mean, SD and t value are used for statistical analysis of data. The conclusions of the present study are: (l)There is significant difference in selfesteem. High academic achievement students are higher in self-esteem than the low academic achievements students. (2) There is significant difference in self-etficacy. High academic achievement students are higher in selfefficacy than the low academic achievements students. (3) There is a significant gender difference in self-esteem. Male students are higher in self-esteem than the female students. (4) There is a significant gender difference in self efficacy. Male students are higher in self-efficacy than the female students.

Societal Conditions and the Gender Difference in Well-Being: Testing a Three-Stage Model.

Findings from a meta-analysis on gender differences in self-esteem (Zuckerman et al., 2016) suggest that the relation between the degree to which societal conditions are favorable to women and gender difference in self-esteem might be quadratic; when conditions improve, women's self-esteem (relative to that of men) trends downward but when conditions continue to improve, women's self-esteem begins to trend upward. Testing whether these relations generalize to subjective well-being, the present study found a quadratic relation between improving societal conditions and the gender difference in life satisfaction and positive affect (women are lower than men when societal conditions are moderately favorable compared to when they are at their worst and at their best); the relation was linear for negative emotion (women report more negative emotions than men when societal conditions are better). Directions for future research that will address potential explanations for these results are proposed.

Age and gender differences in self-esteem—A cross-cultural window.

Research and theorizing on gender and age differences in self-esteem have played a prominent role in psychology over the past 20 years. However, virtually all empirical research has been undertaken in the United States or other Western industrialized countries, providing a narrow empirical base from which to draw conclusions and develop theory. To broaden the empirical base, the present research uses a large Internet sample (N = 985,937) to provide the first large-scale systematic cross-cultural examination of gender and age differences in self-esteem. Across 48 nations, and consistent with previous research, we found age-related increases in self-esteem from late adolescence to middle adulthood and significant gender gaps, with males consistently reporting higher self-esteem than females. Despite these broad cross-cultural similarities, the cultures differed significantly in the magnitude of gender, age, and Gender × Age effects on self-esteem. These differences were associated with cultural differences in socioeconomic, sociodemographic, gender-equality, and cultural value indicators. Discussion focuses on the theoretical implications of cross-cultural research on self-esteem. (PsycINFO Database Record

Aspiring to Lead: An Investigation into the Interactions between Self-Esteem, Patriarchal Attitudes, Gender, and Christian Leadership

Self-esteem has been linked to almost every aspect of people's lives including their leadership aspirations. This study tested the relationship between self-esteem, gender, and leadership aspirations and examined the potential interaction effect of patriarchal attitudes. Studies have found that women report lower levels of self-esteem than men. Men and women attending Christian bible colleges have reported differences in self-esteem compared to the general population, with male Christian bible college students reporting the highest levels of self-esteem (Bredfeldt, 1991). in the current study, we sought to replicate Bredfeldt's (1991) findings of gender differences in self-esteem among Christian men and women using a contemporary sample of 112 Evangelical Christian seminary students who completed the same measure of self-esteem used in the Bredfeldt study along with the Rosenberg Self-Esteem Scale. In addition, we examined the interaction between self-esteem, leadership aspirations and patriarchal attitudes. Although we found no differences in self-esteem between Christian men and women, our results supported the importance of self-esteem in determining leadership aspirations. However, the nature of the relationship between self-esteem and leadership aspirations was meaningfully affected by patriarchal attitudes and this effect differed by gender. Implications for the future of church leadership are discussed.

When men and women differ in self-esteem and when they don’t: A meta-analysis

A meta-analysis of gender differences in self-esteem (1148 studies from 2009 to 2013; total N=1,170,935) found a small difference, g=0.11 (95% CI=0.10–0.13), favoring males. Additionally, (1) the gender difference increased with age until late adolescence, and declined afterwards; (2) Whites, Hispanics, and Asian Americans showed the same gender difference whereas African Americans and marginal groups (e.g., immigrants) did not show any difference; (3) the gender difference was larger in more developed countries characterized by values that espouse equality and freedom; and (4) inspection of previous reviews showed that the gender difference emerged after the 1970s, increased until 1995, and declined afterwards. A three-stage model of comparison processes was proposed to account for these results.

Relationship between Emotional Intelligence and Self Esteem among Pakistani University Students

The present study was done to explore the relationship between self-esteem and emotional intelligence among Pakistani university students. Study was conducted with a sample size (N=250) including both boys and girls. Sample was drawn from Rawalpindi and Islamabad universities of Pakistan. Sample was collected by using convenient sampling technique. Rosen berg self-esteem scale was used to measure self-esteem among university students and emotional intelligence was measured by using emotional intelligence scale by Wong and Law. Pearson Product moment of Coefficient of correlation was used in order to find out relationship of emotional intelligence with selfesteem among Pakistani university students. Independent t-test was use to access gender difference in self-esteem and emotional intelligence. Results of our study proved that there exist positive relationship between self-esteem and emotional intelligence among Pakistani university students and it was found that females are more emotionally intelligent as compared to males but there does not exist any statistically significant gender difference in self-esteem among university students.

Gender Differences in Self-Esteem and its Relationship with Body Mass Index among Omani Adolescents

Gender Differences in Self-Esteem and its Relationship with Body Mass Index among Omani Adolescents

Supplemental Material for Age and Gender Differences in Self-Esteem—A Cross-Cultural Window

Supplemental Material for Age and Gender Differences in Self-Esteem—A Cross-Cultural Window

Rural High School Students’ Sexual Behavior and Self-Esteem

Background: Negative consequences for sexual health may be caused by risky sexual behavior related to attitudes, norms and self-efficacy regarding sexuality. Research has not resulted in a consensus on the associations between self-esteem and adolescents’ sexual behavior. Aims and Objectives: The aim of the study was to describe high school students’ sexual behavior and self-esteem, along with investigating the relationship of attitudes, norms, self-efficacy, and self-esteem to sexual risk behavior. Another aim was to describe and compare gender differences in self-esteem and sexual risk behavior in high school students in a rural context. Methodological Design: A cross-sectional design was used. The participants were 139 high school students, 16 to 18 years of age, sample size was decided by power calculation, and systematic randomized sampling was used. The students replied to a questionnaire about self-esteem, factors affecting sexual risk behavior, and sexual behavior. Results: Swedish high school students reported having few sexual partners, a low use of alcohol along with sex, yet a low consistency in condom use. The students reported both high basic self-esteem as well as earned self-esteem. Basic self-esteem was higher for male students while earned self-esteem was higher for female students. Significant correlations were found between self-esteem and some factors affecting sexual risk behavior related to condom use. Conclusion: High school students exhibited positive sexual behaviors and high levels of self-esteem, yet they put themselves at risk by inconsistent use of condoms. Our findings can contribute the need of to an awareness of the role self-esteem, attitudes, norms and self-efficacy plays in adolescents’ sexual behavior. Nurses working at the youth clinics are in a key position to discuss sexual health issues with adolescents to promote healthy outcomes in sexual health.

Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence

The present study investigated the relation between self-esteem, self-efficacy and implicit theories of intelligence (entity and incremental) in a sample of 6th and 8th grade Norwegian students (N=2.062) in order to test the factor structure of these variables, how they may differ according to gender and grade level, and how they may predict academic achievement level. The results showed positive relations between self-esteem, self-efficacy and incremental theories of intelligence, and a negative relation between entity and incremental theories of intelligence, but this latter relation was significantly stronger among 8th graders. Despite better academic achievement among 8th grade girls, they had lower levels of self-esteem, self-efficacy, and incremental views of intelligence than boys. In conclusion, evaluative components of self-beliefs (self-esteem and self-efficacy) and implicit theories of intelligence constitute separate, but related factors, and there are age and gender specific differences which are of theoretical and practical importance.

Self-Esteem Among Young Adults: Differences and Similarities Based on Gender, Race, and Cohort (1990–2012)

The major purpose of this study was to examine the joint effects of race and gender on the self-esteem of young adults. Data came from a large sample of undergraduate students (N = 7,552; 2,785 men and 4,767 women) enrolled at a Midwestern U.S. University over the period 1990–2012. Consistent with prior research, we found that men had higher self-esteem than women and that Blacks had higher self-esteem than Whites, Hispanics, and Asians. The analyses, however, revealed that the gender differences in self-esteem were not found among Blacks and that the higher self-esteem of Blacks relative to other races was greater among women than among men. The effects of race and gender did not change controlling for social class and other demographic variables, did not differ across domains of self-esteem, and were not affected by period of time. This study deepens our knowledge of social group differences in self-esteem, providing evidence that the higher self-esteem of men (relative to women) and of Blacks (relative to other races) persisted across the past two decades.