Mean Levels Of Self-esteem Research Articles

Exploring the relationship between first-year nursing student self-esteem and dropout: A cohort study.

To describe nursing student self-esteem prior to the influence of nursing education and to explore the relationship between self-esteem and dropout. Cohort study. At the beginning of their first year of study, in October 2017, 464 nursing students completed a questionnaire that assessed their self-esteem level via Tafarodi & Swann Scale and self-esteem profile following Mruk's model, along with sociodemographic information, state anxiety, self-efficacy, intention to continue and social support. One year later, data on grades and re-enrolment were collected. Multivariate analyses explored the factors influencing self-esteem level (multiple regression), self-esteem profile (multinomial logistic regression) and dropout (binary logistic regression). The mean level of self-esteem was 50.8 (9.0), scale of 16 to 80. Forty-nine per cent of self-esteem profiles were classified as 'high', 20.1% as 'defensive acceptance based', 11.2% as 'defensive achievement based' and 19.6% as 'low'. State anxiety (p<0.0001), self-efficacy about completion of the nursing programme (p<0.0001) and self-efficacy about internship (p<0.0001) were associated with self-esteem. The dropout rate was 21.5%. Self-esteem level (p=0.039) and academic performance (p<0.0001) were associated with dropout. While nursing student self-esteem is often described as low, we know little about its baseline before entering the nursing programme and the factors that influence it. The dropout rate among first-year nursing students is high, but self-esteem is rarely explored as a possible explanation. We found that students had medium, and potentially fragile, self-esteem when starting their nursing education, and that self-esteem was associated with dropout. Given that association and the impact of self-esteem on well-being and professional behaviour, educational institutions should foster self-esteem both generally and in students with anxiety or low self-efficacy. Future research should explore nursing student self-esteem using a longitudinal mixed methods approach. Society should value nurses and nursing students.

Self-esteem assessment of young female university students according to race/skin color criteria.

Objective:to evaluate and compare the self-esteem of young female university students aged between 18 and 24 years old according to race/skin color criteria.Method:a cross-sectional and quantitative study, developed with 240 undergraduate female students from a public Brazilian university. Data collection took place online through a structured questionnaire that included the participants’ sociodemographic and lifestyle habits, and the Rosenberg Self-Esteem Scale. For data analysis, descriptive statistics, association test, and comparison of means were used.Results:most of the young women had a mean level of self-esteem. No statistically significant association was found among the “self-esteem level” and “self-reported skin color or race” variables.Conclusion:although no significant association was identified between self-reported skin color or race and level of self-esteem, young black women have lower mean self-esteem scores than young non-black women. Strategies that strengthen the self-esteem of young female university students are necessary to prevent harms to their physical and mental health, and, consequently, to their academic performance.

Self-Esteem and HIV Infection in Morocco: Associated Factors Among People Living with HIV-Results from a Community-Based Study.

People living with HIV (PLHIV) face specific issues regarding mental quality of life (QoL), in particular self-esteem. The objective of this study was to measure self-esteem and to identify associated factors among PLHIV in Morocco. A 125-item questionnaire was administered to 300 PLHIV. The dependent variable was adapted from Rosenberg's self-esteem scale (range 0-4). A weighted multiple linear regression was performed. The mean level of self-esteem was 2.4 ± 1.0. The factors independently associated with self-esteem were: feeling of loneliness (p = 0.001), perceived seriousness of infection (p = 0.006), thinking serostatus disclosure was a mistake (p = 0.007), thinking HIV infection will last for life (p = 0.008), sexual orientation (p = 0.050), satisfaction with sexual life (p = 0.019) and perceived treatment efficacy (p = 0.009). These results underline the need for evidence-based interventions (e.g. anti-discrimination measures, interventions to prevent social isolation of PLHIV, support in the serostatus disclosure process), in order to improve the social environment and eventually improve their self-esteem and QoL.

Individual-Level and Culture-Level Self-Esteem: A Test of Construct Isomorphism

Several empirical studies have used the Rosenberg General Self-Esteem Scale (RGSE) to address issues of cross-cultural differences in mean level of self-esteem. The majority of these studies have m...

Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors.

When considering that social inclusion is a basic human need, it makes sense that self-esteem is fueled by social feedback and the sense of being liked by others. This is particularly true with respect to early adolescence, when peers become increasingly important. In the current article, we tested which components of social inclusion are particularly beneficial for the development of self-esteem by differentiating between intrapersonal components (i.e., self-perceptions of social inclusion) and interpersonal components (i.e., perceiver and target effects of liking). Using longitudinal data from 2,281 fifth graders and 1,766 eighth graders (TRAIN; Jonkmann et al., 2013), we tested mean-level self-esteem development and the role of intrapersonal components in this development. Using classroom round-robin data on liking from subsamples of 846 (689) fifth-(eighth-)grade students nested in 46 (39) classes, we tested effects of interpersonal relationship components on self-esteem development in the classroom context. The three major findings demonstrated, first, no consistent trends in mean levels of self-esteem in early to middle adolescence; second, constant positive effects of intrapersonal components between students and within students across time; and third, no stable effects of interpersonal components. The discussion highlights the role of intrapersonal components and the methodological challenges of our study.

Българска стандартизация на скалата за себеоценка на морис розенберг

Стандартизация на скалата за равнище на себеоценката на Розенберг беше извършена върху извадка от 1498 изследвани лица на възраст от 14 до 64 години. Българският вариант на скалата показа добра вътрешна консистентност (алфа на Кронбах – 0,82). Експлораторният факторен анализ доведе до двуфакторно решение, като негативните айтеми, както в много други изследвания, се обособяват във втори фактор. Не установихме различия между мъжете и жените в равнището на себеоценката. Изследваните, по-възрастни от 30 години, имат малко по-висока себеоценка от по-младитe: t(1496) = 3,52, p &lt; 0,001, размер на ефекта d = 0,18. Средното равнище на себеоценка е с 5 пункта над теоретичната средна на скалата, с което се потвърждава универсално установяваната тенденция към висока себеоценка. Данните от редица изследвания със скалата са в подкрепа на нейната конструктна валидност.

Self-esteem and its association with depression among Chinese, Italian, and Costa Rican adolescents: A cross-cultural study

This study investigated the factor structure of the Rosenberg Self-Esteem Scale (RSES), the differences in mean level of self-esteem and its association with depression in adolescents in three different cultures. The RSES and the Children’s Depression Inventory were administered to Chinese (N=350), Italian (N=352), and Costa Rican (N=343) adolescents. Confirmatory factor analyses supported the two-factor model of the RSES and it was demonstrated to be invariant across cultures using multi-group confirmatory factor analyses. MANOVA results indicated that Costa Rican adolescents scored higher on positive and negative self-esteem than their Chinese and Italian counterparts. Furthermore, both positive and negative self-esteem was related to depression across cultures. In conclusion, there are both cultural differences and similarities in self-esteem.

Self-esteem across adulthood: the role of resources

It is still not well understood how and why developmental trajectories of self-esteem change, particularly in late life. We investigated the role of resources for self-esteem change across adulthood. In detail, we explored between-person differences in self-esteem levels and change in relation to resources with participants who ranged in age from 17 to 100years. Study 1 consisted of a cross-sectional representative German sample of 12,609 participants, where we observed few age differences in mean levels of self-esteem across adulthood. Being married or in a relationship and positive subjective health were associated with higher levels of self-esteem. In addition, relations of resources of subjective health as well as neuroticism with self-esteem appeared to be smaller in late compared to young adulthood. Longitudinal studies including young (N=338) and older adults (N=325) indicated both reasonably high stability regarding rank-order and mean levels of self-esteem across 4 and 8years. Again, age-differential resources appeared to be important for higher levels of self-esteem with education being related to self-esteem in young adults and subjective health in late life. However, no resource was associated with changes in self-esteem in either young or late adulthood. Overall, findings suggest that self-esteem levels are reflective of age-specific constraints and risks.

A Prospective Investigation of the Relationship Between Child Maltreatment and Indicators of Adult Psychological Well-Being

The study of psychological well-being will advance understanding of child maltreatment effects and resilience processes. In this study, the mean level of anger in adulthood was significantly higher for those identified three decades earlier as having been maltreated. Mean levels of self-esteem, autonomy, purpose in life, perceived (fewer) constraints, and happiness and satisfaction were lower for those who were maltreated according to child welfare reports. Officially recorded child maltreatment was moderately (r < .30) correlated with several psychological well-being indicators and predictive of adult anger, self-esteem, autonomy, and happiness/life satisfaction after accounting for childhood socioeconomic status (SES), gender, and other sources of data on child abuse and neglect. Parent-reported abusive disciplining also uniquely predicted several outcomes, as did a measure of observed child neglect to a lesser extent.

Cultural differences in response styles: The role of dialectical thinking

Cultural differences in questionnaire response styles have been reported in a number of studies. Compared to those of European-heritage, responses from individuals of East-Asian heritage tend to be more ambivalent and moderate. These stylistic differences warrant attention because they may contaminate substantive conclusions about cultural differences. One possible source of these stylistic differences is the East-Asian tendency toward dialectical thinking, that is, a tolerance of contradictory beliefs. In Study 1 ( N = 4835), we exemplify the difficulty of demonstrating cultural differences in response styles using the Rosenberg self-esteem scale: the problem is that ambivalence and moderacy indices are inextricably confounded with mean levels of self-esteem. In Study 2 ( N = 185), we use a broader set of personality measures to show that cultural differences in ambivalence and moderacy can be established independently of mean levels. We go further to show that dialectical thinking mediates the cultural differences in moderacy and ambivalence. Together, these studies demonstrate the importance of considering dialectical thinking when interpreting results from cross-cultural surveys.

Stability of self‐esteem in bipolar disorder: comparisons among remitted bipolar patients, remitted unipolar patients and healthy controls1

Changes in beliefs about the self are a central feature of bipolar disorder, with grandiose self-belief common in mania and low self-esteem evident in periods of depression. We investigated whether unstable self-esteem is a characteristic of bipolar disorder in remission. We compared 18 patients with DSM-IV bipolar disorder in remission, 16 patients with unipolar disorder in remission, and 19 healthy controls. The primary measure was a diary kept for one week and completed twice each day, measuring self-esteem and positive and negative affect. We also administered Winters and Neale's (J Abnorm Psychol 1985; 94: 282-290) implicit measure of attributional style. Whereas mean levels of self-esteem and affect were not abnormal in the remitted bipolar patients, the bipolar patients showed strong fluctuations in these processes. In common with the unipolar patients, they also showed a pessimistic attributional style on the Pragmatic Inference Task (PIT). Instability of self-esteem and affect is present in bipolar patients, even when their symptoms are in remission, and has previously been found in people at genetic risk of the disorder. It may be a marker of vulnerability to the disorder.