Mathematical Self-esteem Research Articles

Кросс-культурное исследование особенностей самооценки студентов

<p>Personal Self-concept can be viewed as an antecedent of ones’ educational and career achievements. It is a complex multidimensional construct. This study examines aspects of academic self-esteem: mathematical and verbal. An important factor influencing the formation of self-esteem is the environment – cultural values and economic development of the country. Previous empirical studies have shown differences in overall self-esteem among individuals from individualistic and collectivistic cultures. We decided to investigate self-esteem in more details and consider the differences and similarities in self-esteem by two factors "Mathematical self-esteem" and "Verbal self-esteem" of students from Russia and Kyrgyzstan. These countries share a common historical background and a similar educational system, but differ at the cultural level. This pilot study was conducted among students from Russia and Kyrgyzstan, using the questionnaire "Self Description Questionnaire". The research sample included 510 undergraduate students aged 18 to 27 years (60% – Russia, 40% – Kyrgyzstan). Statistical analysis of the data was performed using Cohen's d to determine the effect size for significant differences between the means. The results of the study indicate a higher level of mathematical self-concept among students from Russia, which can be explained by differences in cultural dimensions – individualism and collectivism. At the same time, no significant differences in verbal self-esteem were found. This is due to its complexity. So, the communicative aspect of verbal self-esteem is more pronounced in the Eastern culture, and the speech aspect – in the Western one.</p>

The Role of Metacognitive Beliefs and Mathematical Self-Esteem in Predicting the Mathematical Competence of Preschool Children

The Role of Metacognitive Beliefs and Mathematical Self-Esteem in Predicting the Mathematical Competence of Preschool Children

Social identity, self-evaluation and in-group bias: the relative importance of particular domains of self-esteem to the in-group.

This investigation sought to assess the link between in-group bias and domain-specific self-esteem. Two experiments were carried out. Experiment 1 revealed that social category members (i.e. Christians), manifested an increase in that domain of self-esteem judged to be relatively more important to the in-group (i.e. physical self-esteem), following the display of in-group bias. A second experiment which sought to examine an alternative explanation for these findings, in terms of enhanced social identity salience, produced identical findings. Domains of self-esteem relatively less important to the in-group (i.e. mathematical self-esteem) were unaffected in each experiment. Consistent with recent revisions to the second corollary of the self-esteem hypothesis, Experiment 2 further revealed that category members with low public collective self-esteem (who believed that Christians were evaluated negatively by Atheists) showed more pronounced in-group bias.

Self-Esteem and In-Group Bias Among Members of a Religious Social Category

In a sample of New Zealand university students, the author extended earlier research into the relationship between self-esteem and intergroup discrimination. He found no support for the hypothesis that social-category members (i.e., Christians) experience an elevation in the domain of self-esteem (i.e., religious self-esteem) judged as more relevant to the in-group after evaluations favoring the in-group. Regardless of whether the evaluation targets behaved positively or negatively, the respondents in the experimental condition evaluated in-group (Christian) targets more highly than out-group (Atheist) targets. After evaluations favoring the in-group, the respondents did not experience an elevation of religious self-esteem, global self-esteem, or mathematical self-esteem (judged as less relevant to the in-group).