Levels Of Global Self-esteem Research Articles

Self-Esteem as Mediator and Moderator of the Relationship Between Social Support and Subjective Well-Being Among Chinese University Students

This study examined both the mediating and moderating effects of global self-esteem on the relationship between social support and subjective well-being among Chinese university students. Three hundred and ninety-one university students (260 males and 131 females) from two different Chinese universities completed the social support scale, the self-esteem scale and the subjective well-being scale. Hierarchical regression analysis showed that global self-esteem partially mediated the influence of social support on life satisfaction and positive affect, whereas it fully mediated the influence of social support on negative affect. Moreover, global self-esteem moderated the relationship between social support and life satisfaction, and positive affect, but not negative affect. When students reported a high level of global self-esteem, those with high social support reported higher scores in life satisfaction and positive affect than those with low social support. However, there were no differences in life satisfaction or positive affect between groups with high and low social support when global self-esteem was low. The significance and limitations of the results are discussed.

Getting Used to Academic Public Speaking: Global Self-Esteem Predicts Habituation in Blood Pressure Response to Repeated Thesis Presentations

Global self-esteem was tested to predict quicker cardiovascular adaptation during stressful oral thesis presentation and faster habituation from the first to the second and third thesis presentations. Nineteen graduate students initially rated their global self-esteem and afterwards orally presented their theses proposals in 20-min presentations to their thesis supervisor and peers. A second and third presentation of the revised thesis concepts took place at 4-weeks intervals. Ambulatory blood pressure and heart rate were assessed repeatedly during the presentations. Post-talk self ratings of stressfulness indicated presentations to be a strong public speaking stressor. One hundred and thirty-eight measurements of systolic (SBP), diastolic blood pressure (DBP), and heart rate (HR) showed a significant adaptation (decrease) during presentations. There was an overall mean level decrease from the first to the second, and the second to the third presentations in HR, but not in SBP and DBP. However, habituation in SBP and DBP across three presentations was significantly faster (p < .05) in those participants who initially reported higher levels of global self-esteem. Higher global self-esteem did not foster adaptation within the presentations. Self-esteem is discussed as an important individual resource that allows successful coping with recurring evaluative threats.

Stress symptoms among adolescents: The role of subjective psychosocial conditions, lifestyle, and self-esteem

Stress-related problems are increasing among Swedish adolescents, especially among females. The aims of this study were to survey the incidence of stress symptoms among 16-year-olds, to investigate the related gender differences, and to understand the factors that may contribute to stress symptoms. The study is questionnaire based, and the sample included 304 first-year high school students from two comparable schools. More than 30% of the high school students reported serious stress symptoms. Almost every second girl and every fifth boy reported that they felt stressed to a high degree. 8.2% were found to have severe stress symptoms, which would be considered a sign of chronic stress in adults. Besides the perception of high demands, low levels of global self-esteem, sleep disturbances, and poor social support played a crucial role in the prediction of stress symptoms. The findings highlight the need to develop and implement adequate stress prevention measures for adolescents.

Passion, Self-Esteem, and the Role of Comparative Performance Evaluation

Two studies were conducted to investigate the paradoxical behavior of obsessively passionate individuals: they tend to continue involvement in their passion activity despite reporting the activity as a source of ill-being. We suggested that elevated self-esteem in activity engagement could be one such persistence-promoting factor. In Study 1, we found that obsessively passionate individuals reported lower levels of global self-esteem compared with harmoniously passionate individuals, whereas they reported similar levels of activity-related self-esteem. We suggest that this indicates that obsessively passionate individuals try to compensate for low global self-esteem by utilizing self-esteem contingencies in their passion activity. Study 2 showed that activity-related self-esteem among obsessively passionate individuals was found to be strongly related to comparative performance evaluations, whereas no such relationship was found among harmoniously passionate individuals. We suggest that self-esteem contingencies related to comparative performance criteria represent a persistence-promoting factor among obsessively passionate individuals.

Physical self-perceptions of adolescents in Years 8, 9 and 10 in independent schools, state comprehensive schools and specialist sport colleges in England

Background: It is widely reported that adolescence is a critical period in the development of the self. Indeed many studies identify that physical self-perceptions formed at this period are able to determine engagement in and levels of physical activity. Although the investigation of physical self-perceptions in British adolescents has been undertaken in previous studies, a comparison of different school types, and differing learning environments that each affords, requires examination. Purpose: To investigate the physical self-perceptions of adolescents in order to identify if significant differences in levels of Global Self-Esteem (GSE), Physical Self-Worth (PSW) and their subordinate physical self-perceptions are apparent in these potentially different physical education environments. Participants and setting: Some 605 participants (327 male and 278 female pupils) aged 12–15 studying in Years 8, 9 and 10 at one independent school, two comprehensive schools and two specialist sports colleges in West Yorkshire, England. Intervention: Two questionnaires were administered to each participant: the Children and Youth Physical Self-Perception Profile (CY-PSPP) and the Children and Youth Perceived Importance Profile (CY-PIP). Research design: A cross-sectional, quantitative survey. Data collection and analysis: In order to ensure pupils had been exposed to the particular physical education learning environment for a period of time, data collection took place in the penultimate month of the school year. Questionnaires were administered during physical education (PE) and games lessons to keep disruption of other areas of their timetable to a minimum with the questionnaires administered by the lead author or by a trained member of the PE department. A three-way MANOVA was employed to determine gender/year group/school type interactions. Findings: Significant differences on SPORT, CONDITION, STRENGTH and PSW (p < 0.05) were reported. Males scored significantly higher than females on all physical self-perceptions and PSW (p < 0.05). There were year differences on all physical self-perceptions (p < 0.05). Males in independent and sports colleges scored significantly higher than males in the comprehensive schools on CONDITION, BODY, STRENGTH and PSW (p < 0.05). Females in state comprehensive schools also scored significantly higher than males in state comprehensive schools on CONDITION (p < 0.05). Conclusions: The findings tend to support the widely held view that the physical self-perceptions of males are significantly higher than females, although the picture becomes increasingly complex when school type effects are taken into account. Longitudinal studies from the year of entry to the different school environments are required to identify any possible causal relationships between school type and subsequent development of GSE, PSW and its sub-domains in adolescents. It is suggested that alternative, constructivist curriculum models may have a positive effect upon the physical self-perceptions and levels of engagement within adolescence; a greater understanding of such models is particularly pertinent in light of the current QCA Review.

Academic Integration, Academic Performance, and Retrospective Evaluations of Own Performance

This longitudinal study examined the relationships among students' global self-esteem, academic integration, expectations of own academic performance, and actual academic performance over the period of one academic year. The participants, recruited through opportunity sampling, were first and second year Northern Irish university undergraduates studying psychology (N = 63). Neither global self-esteem (Rosenberg, 1965 Rosenberg, M. 1965. Society and the adolescent self-image, Princeton, NJ: Princeton University Press. [Crossref] , [Google Scholar]), nor student academic integration predicted subsequent academic performance in examinations and coursework. Examination and coursework marks achieved in the first semester of an academic year did not predict subsequent changes in global self-esteem assessed again in the second semester. Examination marks achieved in the first semester significantly negatively predicted subsequent self-evaluations of academic performance (r = -0.49, p < 0.001), and these in turn were associated with subsequent academic performance in the second semester (r = -0.40, p < 0.001). Self-esteem and academic integration remained stable over the period of an academic year amongst first year students, but second year students reported a decline in self-esteem scores despite no significant changes to their examination or coursework marks. The decline in self-esteem was associated with a decline in academic integration with course (r = 0.42, p < 0.001). The results of this study are generally consistent with a review by Baumeister, Campbell, Krueger, and Vohs (2005 Baumeister, R.F., Campbell, J.D., Krueger, J.I. and Vohs, K.D. 2005. Exploding the self-esteem myth. ScientificAmerican, 292: 84–91. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) which claimed that higher levels of global self-esteem do not necessarily lead to increased academic performance.

Outcomes of a skiing program on level and stability of self-esteem and physical self in adults with spinal cord injury

This study explored the intraindividual level and variability of global self-esteem and physical self-worth in adults with spinal cord injury over three consecutive periods, 4 weeks at home, 1 week in an adapted skiing program, and 4 weeks at home. Ten participants responded twice a day over a period of 9 weeks with the Physical Self Inventory, a six-item questionnaire with a visual analogue scale. The results showed that the program significantly increased the level of global self-esteem, physical self-worth, and three subdomains. The variability of the physical condition, sport competence, and physical strength subdomains was diminished after the program. The changes are discussed in terms of impact of a specific adapted physical activities program on physical self conceived as a complex system.

Influences on adolescent self-esteem in multicultural Canadian secondary schools.

Abstract This study examined the global and current self-esteem levels of adolescents in a community sample of 550 secondary school students in Canada. A cross-sectional design and the survey method were used. Respondents' individual (age and gender) and environmental (cultural background, acculturating group, family circumstances, and perception of support) attributes were considered. Influences that promoted or challenged their current self-esteem were examined. Eighteen percent of respondents and 43.4% of respondents' parents were immigrants. When the Rosenberg Self-Esteem scale was used, 27.6% of respondents had the highest global self-esteem level; when the Current Self-Esteem scale was used, 12.7% had the highest current self-esteem level. A significant gender difference was found, with male adolescents having higher self-esteem. The results indicate that, although self-esteem promotion can benefit from lifestyle-oriented activities, its growth takes place in the larger context of adolescents' relationships, school-related experiences, achievements, and attitudes toward themselves. The study findings can contribute to mental health promotion strategies in multicultural and immigrant-receiving community settings.

Tai Chi as a Means to Enhance Self-Esteem: A Randomized Controlled Trial

Using a randomized controlled trial, this study examined whether a 6-month Tai Chi exercise program enhanced elderly individuals' multidimensional, hierarchical physical self-esteem. Participants either continued their daily routine activities or participated in a Tai Chi exercise class performing slow rhythmic movements. Both global and domain-specific physical esteem measures were assessed at baseline, at 3 months, and at the 6-month termination of the intervention. Growth curve models were used to analyze the repeated-measures data. Results indicated that individuals who participated in the 6-month Tai Chi exercise program showed increased levels of global self-esteem, domain-specific physical self-worth, and subdomain-specific esteem of attractive body, physical strength, and physical condition. Thus, Tai Chi, a simple, low-cost form of physical activity, has the potential to alter favorably specific facets of physical self-worth/ esteem in older adults, which may in turn enhance important aspects of their quality of life.

Does low self-esteem predict health compromising behaviours among adolescents?

It is often believed that low self-esteem is associated with such health-compromising behaviours in adolescence as substance use, early sexual activity, eating problems and suicidal ideation. Surprisingly, there is little longitudinal research addressing this issue. This longitudinal study examines the predictive association between both global and academic self-esteem from ages 9 to 13 years, and a variety of health compromising behaviours at age 15, in a large sample of young New Zealanders. Levels of global self-esteem significantly predicted adolescent report of problem eating, suicidal ideation, and multiple health compromising behaviours. Earlier levels of self-esteem were unrelated to later substance use and early sexual activity. The findings are discussed in terms of their implications for efforts to raise self-esteem among young people.

Childhood obesity and self-esteem.

Although childhood obesity may have detrimental consequences for childhood self-esteem, the prevalence and magnitude of this problem is controversial. In addition, the social and emotional effects of decreased self-esteem in obese children are unknown. A total of 1520 children, 9 to 10 years of age, born to mothers in the National Longitudinal Survey of Youth were studied. Comprehensive demographic data including race and family income were available in 97% of the cohort. Self-esteem was measured using Self-Perception Profile for Children. The 4-year follow-up Self-Perception Profile for Children scores were available in 79% of the children. Obesity was defined as a body mass index greater than the 95th percentile for age and gender. Additional data include a self-administered questionnaire at 13 to 14 years of age concerning emotional well being, smoking, and alcohol consumption. Data were stratified by race and gender. The data were weighted to reflect a nationally representative sample of children born to mothers 17 to 28 years of age. Scholastic and global self-esteem scores were not significantly different among 9- to 10-year-old obese and nonobese children. However, over the 4-year period, obese Hispanic females and obese white females showed significantly decreased levels of global self-esteem compared with nonobese Hispanic females and nonobese white females, respectively. Mild decreases in self-esteem also were observed in obese boys compared with nonobese boys. As a result, by 13 to 14 years of age, significantly lower levels of self-esteem were observed in obese boys, obese Hispanic girls, and obese white girls compared with their nonobese counterparts. Decreasing levels of self-esteem in obese children were associated with significantly increased rates of sadness, loneliness, and nervousness compared with obese children whose self-esteem increased or remained unchanged. In addition, obese children with decreasing levels of self-esteem over the 4-year period were more likely to smoke and drink alcohol compared with obese children whose self-esteem increased or remained unchanged. Obese Hispanic and white females demonstrate significantly lower levels of self-esteem by early adolescence. In addition, obese children with decreasing levels of self-esteem demonstrate significantly higher rates of sadness, loneliness, and nervousness and are more likely to engage in high-risk behaviors such as smoking or consuming alcohol.

Self-Esteem Among Arab Adolescents in Israel

This study examined the level of global self-esteem of Arab adolescents in Israel and its relationship to perceived academic status and aspirations, interpersonal relationships, community type, and various demographic variables. A group of 1,560 11th-and 12th-grade Israeli–Arab adolescents answered the Rosenberg Self-Esteem Scale (M. Rosenberg, 1965). The results revealed significant relationships (a) between global self-esteem and students' evaluations of their scholastic levels, their schools' academic levels, and their plans to take matriculation exams and (b) between self-esteem and family and peer relations. There was a significant relationship between self-esteem and community type. Participants living in cities and villages scored higher than those living in Bedouin townships. There were no significant gender differences or differences among grade levels.

Self-Esteem and Adjustment in Early Adolescence: A Social-Contextual Perspective

Investigated (a) global self-esteem and (b) social-contextual incongruity in factors contributing to the development and maintenance of self-esteem as predictors of the emotional, behavioral, and academic adjustment of 213 young adolescents. Higher reported levels of global self-esteem were associated with more favorable scores on most measures of adjustment. Incremental predictive contributions also were found, however, for indices of social-contextual incongruity in factors contributing to the development and maintenance of self-esteem. Incongruity in the direction of domain-specific self-evaluations being relatively stronger for peer-oriented domains in comparison to the domains of school and family was linked consistently with less positive adjustment. Descriptive views of the self and standards for self-evaluation that were more favorable and lenient than parental views and standards in corresponding areas also were implicated in poorer adjustment. Results indicate the importance of social-contextual factors for understanding the role of self-esteem in adaptation during early adolescence. Implications for esteem enhancement as a prevention and health promotion strategy with this age group are discussed.

Adolescents' Perceptions of Social Support: The Role of Esteem Enhancing and Esteem Threatening Relationships

Two studies investigated the relations among self-esteem enhancing and self-esteem threatening relationships, life stress, perceived social support, and psychological symptoms through the use of new measures of esteem enhancing and esteem threatening relationships. The studies included samples of 257 college students and 208 high school students. Participants selected the most helpful family member and friend and rated how their relationships with each of these persons enhanced and/or threatened their self-esteem in the previous four weeks. The esteem enhancement and threat measures were internally consistent and appeared to measure valid constructs that were separate from each other. Esteem threat was associated with psychological symptoms independent of stress, social support, and demographic variables cross-sectionally. Both esteem enhancement and esteem threat made independent contributions to predicting global self-esteem cross-sectionally and longitudinally, after controlling for initial levels of global self-esteem. These findings suggest that esteem enhancement and esteem threat processes may help explain the differential effects of social support on adolescents' psychological adjustment.

Global Self-Esteem and Attitudes Toward the High Achiever for Australian and Japanese Students

This study compared two samples of Australian and Japanese University students in regard to global self-esteem and their attitudes toward high achievers, or tall poppies'. It was predicted that the Japanese students would show lower levels of global self-esteem than the Australian students and would be more in favor of seeing high achievers fall. This prediction was based on the assumption that construals of self tend to be more interdependent and less independent in the Japanese culture than in the Australian culture. Results supported this prediction and also indicated a negative correlation between global self-esteem and the favor fall' variable in the Australian sample, which was consistent with theoretical expectation and with previous findings

Agreeable fancy or disagreeable truth? Reconciling self-enhancement and self-verification.

Three studies asked why people sometimes seek positive feedback (self-enhance) and sometimes seek subjectively accurate feedback (self-verify). Consistent with self-enhancement theory, people with low self-esteem as well as those with high self-esteem indicated that they preferred feedback pertaining to their positive rather than negative self-views. Consistent with self-verification theory, the very people who sought favorable feedback pertaining to their positive self-conceptions sought unfavorable feedback pertaining to their negative self-views, regardless of their level of global self-esteem. Apparently, although all people prefer to seek feedback regarding their positive self-views, when they seek feedback regarding their negative self-views, they seek unfavorable feedback. Whether people self-enhance or self-verify thus seems to be determined by the positivity of the relevant self-conceptions rather than their level of self-esteem or the type of person they are.