Mediator Role Of Self-esteem Research Articles

Motivational Orientation, Boredom and Fun in Physical Education: The Mediation Role of Self-Esteem and Motor Self-Efficacy.

Adolescents who enjoy physical education (PE) classes are more likely to be active during out-of-school hours. Similarly, achievement goal theory suggests that task-oriented motivation is associated with higher levels of reported fun during PE classes. In contrast, ego-oriented motivation has been related to boredom in class, but some self-perceptions (e.g., self-esteem or motoric self-efficacy) may modify this relationship and are important for physical activity. Our aim in this paper was to analyze the relationships between motivational orientation and fun and boredom in PE classes by assessing the mediating effects of self-esteem and self-efficacy. We surveyed 478 teenagers between 13 and 18years of age (M = 14.57; SD = 1.15) with the Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Rosenberg Self-Esteem Scale (RSE), the Motor Self-Efficacy Scale (MSES), and the Intrinsic Satisfaction in Sport Scale (SSI-EF). We used a structural equation model to evaluate relationships between these variables of interest. We found a positive relationship between ego orientation and boredom and between task orientation and fun; and we found a negative relationship between task orientation and boredom in PE classes. Importantly, we observed indirect effects from self-esteem and motoric self-efficacy in the relationships between motivational orientation and boredom and fun in PE. These results highlight the importance of students' motivational orientations in PE classes and illustrate that self-perception of self-esteem and motoric self-efficacy can mediate these relationships.

Social media addiction relationship with academic engagement in university students: The mediator role of self-esteem, depression, and anxiety

This research analyzed how addiction to social media relates to academic engagement in university students, considering the mediating role of self-esteem, symptoms of depression, and anxiety. A quantitative methodology was used with a non-experimental-relational design. A set of questionnaires was applied to a non-probabilistic sample of 412 students enrolled at the National Autonomous University of Honduras. On average, participants use 4.83 different social media platforms at least once a week. Instagram and TikTok users report significantly higher levels of social media addiction, symptoms of depression, and anxiety compared to non-users. Directly, social media addiction does not significantly influence academic engagement scores. However, there are significant indirect inverse effects on academic engagement. Symptoms of depression and self-esteem mediate these effects. Social media addiction increases symptoms of depression, which in turn decreases academic engagement scores. Social media addiction decreases self-esteem, which serves as a variable that significantly increases academic engagement. Overall, findings suggest that social media addiction has a total inverse effect on academic engagement; symptoms of depression and self-esteem mediate this relationship. The implications of these findings are discussed.

Study on the mediator role of self-esteem in the relationship between female self-objectification and social physique anxiety

BACKGROUND: Women's perception of body image plays an important role in their psychological health; self-objectification and social physique anxiety can affect self-esteem. The purpose of this study was to investigate the role of the mediator of self-esteem in the relationship between self-objectification and social physique anxiety in female students at Hakim Sabzevari University in Sabzevar. MATERIALS AND METHOD: The method of this descriptive research is correlational. The statistical population of this study is all the female students of Sabzevar, Department of Humanities. Using Morgan's table, 291 subjects were selected as a sample. To collect data, Rosenberg's Self-Esteem Questionnaire, McKinley and Hyde's Self-Objectification Questionnaire, and Hart et al., Social Physique Anxiety Questionnaire were used. After filling out the questionnaires, the data were analyzed using Statistical Package for the Social Sciences (SPSS) software version 24 and descriptive indexes were used. Also, for correlation, to test the research question, a suitable statistical test such as hierarchical regression was used. RESULTS: The results of the analysis of statistical data showed that there is a negative and significant relationship between self-objectification and self-esteem. Also, there is a significant positive correlation between this variable and social physique anxiety. Also, using hierarchical regression, the role of mediating self-esteem was confirmed in the relationship between self-objectification and social physique anxiety. CONCLUSION: Those who have a high score in self-objectification think of themselves as an object and are always concerned about evaluating others based on their body image, so if their body image is not approved by others, they will have a negative assessment of themselves that causes a decrease in their self-esteem followed by an increase in the social anxiety of the organs.

The Effect of Hopelessness on Life Satisfaction: The Mediator Role of Self Esteem

Most of the life of today's people is spent in the business environment. However, various situations and events that may cause tension, desperation, burnout, and a decrease in job satisfaction in business life can cause them to think that they are at a dead end and to experience hopelessness. At the same time, this process negatively affects people's psychological well-being and social relations, leading to a decrease in the satisfaction they receive from their lives in general. This study was conducted to determine whether self-esteem plays a mediating role in the effect of hopelessness on life satisfaction. The study group comprised 175 tourism employees, 84 women and 91 men. The study used the Beck Hopelessness Scale, Satisfaction with Life Scale, and Self-Esteem Scale. According to the analysis results, the relationships between hopelessness, life satisfaction, and self-esteem are negative and significant. On the other hand, a positive and significant relationship was determined between life satisfaction and self-esteem. According to the results of the mediating variable analysis using PROCESS Multiple Mediation Model 4, self-esteem playss a mediating role in the relationship between hopelessness and life satisfactions. The study results were discussed and interpreted within the literature framework, and recommendations were made.

The effects of Latino Dance intervention on academic and general self-efficacy with left-behind children: An experimental study in China.

Although there is considerable research indicating that physical exercise and dance can strengthen children's self-efficacy, and children's self-efficacy can predict students' academic achievement at a wide range of academic levels. Few studies have been conducted using Latino Dance to improve self-efficacy in Left-Behind Children (LBC), especially the two aspects of student academic self-efficacy and general self-efficacy, while the mediator role of self-esteem between student academic self-efficacy and general self-efficacy has been less explored in previous research. This study proposed to examine Latino Dance interventions to improve general self-efficacy and students' academic self-efficacy among LBC students in rural areas to boost students' academic performance, and the research team hypothesised that general self-efficacy, students' academic self-efficacy and self-esteem would improve following the intervention and that outcomes will have a significant positive correlation as students' self-esteem can mediate both their academic self-efficacy and their general self-efficacy. Dates were collected from 305 LBCs children (160 boys and 145 girls) from 6 left-behind schools in Hunan province, China. Ralf Schwarzer's general self-efficacy scale, Morgan-Jinks Student academic Self-Efficacy Scale, and Rosenberg's self-esteem scale were administered to LBCs between September 2020 and January 2022. The results revealed that the Latino Dance intervention significantly increased the LBC student' academic self-efficacy and general self-efficacy, which also involved a positive effect on the three sub-dimensions (talent, context, and effort) of students' academic self-efficacy. Further, multiple linear regression analysis confirmed that self-esteem (positive esteem/self-deprecation) acted as a partial mediator between student academic self-efficacy and general self-efficacy; perceived self-esteem played a mediating role between them. This study filled a gap in the literature concerning the psychological reinforcement effect of Latino Dance on LBC groups and demonstrated that Latino Dance improved the student' academic self-efficacy and general self-efficacy among the LBCs. Our results suggest that Latino Dance can be beneficial for LBC in school by including Latino Dance in Physical Education or Art courses and improving students' self-esteem may lead to an increase in student academic self-efficacy as well as general self-efficacy, thereby improving and enhancing the learning of LBCs.

The mediation role of self-esteem and hope on the relationship of quality of life and unmet needs of elderly with psychiatric disorders.

Self-esteem is one of the factors affecting the quality of life. On the other hand, quality of life decreases in people with psychiatric disorders. The aim of the present study was to evaluate the mediating role of self-esteem and hope on the relationship between unmet needs and quality of life of the elderly with psychiatric disorders. This descriptive-analytical study was performed on 112 chronic psychiatric patients hospitalized in the geriatric ward of (blinded) 2020. Based on the inclusion criteria, a total of 100 samples were entered into the study by census. The World Health Organization (WHO) quality of life questionnaire, Rosenberg Self-Esteem Scale, Snyder Hope Scale, and Camberwell Assessment of Need Short Appraisal Schedule (CANSAS) were used to collect data. The research model was tested using the path analysis technique. Data was analyzed using Statistical Package for the Social Sciences (SPSS) Ver. 26 and LISREL Ver. 2/9. Unmet needs were negatively related to the other three variables of the study, namely, self-esteem, hope, and quality of life. There was a significant relationship between unmet needs and quality of life with a mediating role of self-esteem and hope (P < 0.05). Quality of life was also negatively related to unmet needs and directly related to self-esteem and hope. Based on the findings of this study, it is essential that health-care providers consider planning to provide programs to improve self-esteem and hope in order to reduce unmet needs and increase the quality of life.

Effect of Peer Attachment on Legal Emotion Among Junior Middle School Students: The Mediation Role of Self-Esteem.

Legal consciousness is the individual consciousness which reflects legal phenomena. Well-developed legal consciousness plays a crucial role in informing citizens of his legal right and ability to exercise these rights, therefore forms certain connections of individuals and society, and its development is a key part of individual’s socialization process. Here, we investigated the emotion aspect of legal consciousness (henceforth legal emotion) and tried to identify several factors affecting the development of legal emotion and several factors affected by legal emotion. A large sample of Chinese junior middle school students (N = 967) completed a battery of self-reported questionnaires regarding legal emotion, peer attachment, self-esteem, prosocial tendencies, and interpersonal trust. The results indicated that for early adolescents, peer attachment predicts both positive and negative legal emotion. Importantly, peer attachment affects legal emotion partially through self-esteem. We also showed that negative legal emotion acted as a mediator on the relationship between interpersonal trust and prosocial tendencies. The results provided important insights into the role of legal emotion, the emotion aspect of legal consciousness, in the social interactions and its potential psychological mechanism.

Depression, Anxiety, and Stress in University Students: Effects of Dysfunctional Attitudes, Self-Esteem, and Age

Abstract Introduction: This study aimed to investigate the direct and indirect effects of dysfunctional attitudes (perfectionism and dependency) and age on depression, anxiety, and stress and the mediator role of self-esteem in these relationships in undergraduate university students. Methods: This study was designed as a relational study to examine the relationships between dysfunctional attitudes, depression, anxiety, stress, self-esteem, and age using path analysis technique. The participants consisted of 407 undergraduate university students, 287 females and 120 males. The data were collected using the Depression, Anxiety, Stress Scale (DASS-21), the short form of the Dysfunctional Attitudes Scale (DAS-17), the Rosenberg Self-esteem Scale, and Demographic Information Form. Results: The findings showed that perfectionism positively affected the participants’ depression and stress levels; however, direct effect of the perfectionism on anxiety was not significant at the alpha level of .05. Dependency directly and positively affected their stress level; however, it did not have a significant effect on their depression and anxiety levels. Self-esteem and age directly and negatively affected their depression, anxiety, and stress levels. Perfectionism and dependency negatively affected their self-esteem. Finally, dependency positively affected their depression, anxiety, and stress levels through the mediation of self-esteem. Discussion: The findings showed that the students with high self-esteem would stay away from depression, anxiety, and stress. University students, who want to be flawless in all tasks and to be approved by others, have difficulties in making positive judgments about their selves. When the perfectionist and dependent students face difficulties, they may react emotionally, physically or behavioraly, and may feel disappointed, unhappy, guilty or depressed. The students who lose self-esteem, self-confidence, and optimism due to not feeling perfect may be more depressive and stressful. Self-esteem was found to have a full mediator role in the relationship between dependency and both depression and anxiety. The beliefs about the necessity of approval by others for being happy indirectly lead to worries about experiencing bad events in the future and being sad, unhappy, and depressed. These beliefs increase the negative self-judgments and cause losing self-confidence and underestimating the abilities and success. When the university students lose their self-esteem due to being disapproved by others, they may feel guilty, unhappy, depressive, and anxious. Self-esteem had a partial mediator role in the relationship between dependency and stress. Considering that stress is a reaction occurring when an individual feels threatened, it might be thought that the university students, who have beliefs about dependency, feel more threatened. The students who are not approved by others lose their self-esteem, so they may experience more stress. Finally, the increase in age led to a decrease in depression, anxiety, and stress. In addition to the developmental difficulties, the difficulties about university life may cause younger university students to experience more depression, anxiety, and stress. Limitations: The data were collected from the students enrolled in the same university in the South-Eastern Anatolia Region of Turkey. The gender distribution of the participants was not balanced. The participants of this study were selected using the convenience sampling method. This study was designed quantitatively. Conclusion: The results revealed that low self-esteem and the presence of dysfunctional attitudes were important risk factors in terms of university students’ mental health. In order to prevent depression, anxiety, and stress in university students, the university counseling centers may organize individual or group counseling practices. These counseling practices should aim to support the development of self-esteem. Besides, psycho-educational programs aiming to increase self-esteem should be conducted.

Executive Functions and Problematic Internet Use among University Students: The Mediator Role of Self-Esteem

Information and communication technologies are transforming our daily lives in a wide variety of ways, such as the way we work, study, and interact with others. There are clear benefits to be gained from appropriate use, but a problem arises when addictive and problematic use of the Internet is experienced. In this sense, several predictive factors can be related to inappropriate or problematic Internet use. For this reason, the present study aimed to analyze whether inhibition, flexibility, emotional control (executive functions) and self-esteem directly influence all variables of problematic Internet use. Furthermore, it was examined whether executive functions, mediated by self-esteem, indirectly influence problematic Internet use. The study involved 514 university students who completed three scales, one for the assessment of problematic Internet use, one for self-esteem and one for executive functions. Mediation models showed that both executive functions and self-esteem had an influence on different problematic uses of the Internet. Specifically, it was found that flexibility and emotional control were the variables with the most direct effects, as they influenced all variables of problematic Internet use. However, when self-esteem was included as a mediator, inhibition was the variable with the most indirect effects.

탈일상동기가 공유형 숙박서비스 이용의도에 미치는 영향: 자아존중감의 매개효과를 중심으로

탈일상동기가 공유형 숙박서비스 이용의도에 미치는 영향: 자아존중감의 매개효과를 중심으로

Mediating role of the self–esteem and resilience in the association between social exclusion and life satisfaction among adolescents

Social exclusion is a painful experience associated with a variety of psychosocial and behavioral outcomes from childhood to adulthood. The purpose of the current study is to explore the mediation role of resilience and self-esteem in the relationship between social exclusion and life satisfaction in high school adolescents. The sample comprised 1172 students enrolling in grades of 9–12 in four public schools in an urban city of Turkey. Of the 52.7% participants were female and 47.3% of them were male with ages ranged between 14 and 19 years (M = 15.91, SD = 1.25). Results of the analyses showed negative and significant relationships between social exclusion and life satisfaction, self-esteem and resilience. Moreover, there were positive and significant relationships between resilience, life satisfaction and self-esteem. Findings of structural equation model revealed that social exclusion directly predicted resilience and self-esteem. Social exclusion predicted life satisfaction by the mediation of resilience and self-esteem. These outcomes indicated that resilience and self-esteem mediated the relationship between social exclusion and life satisfaction in adolescents.

Mediation Role of Self-Esteem Among the Relationships between Perceived Mother/Father Attitudes, Parental Attachment and Peer Relationships in Adolescents

Mediation Role of Self-Esteem Among the Relationships between Perceived Mother/Father Attitudes, Parental Attachment and Peer Relationships in Adolescents

Predicting Married Men’s Caregiving Dimensions Based on Emotional Intelligence Components with Mediator Role of Self-Esteem

Predicting Married Men’s Caregiving Dimensions Based on Emotional Intelligence Components with Mediator Role of Self-Esteem

The Mediator Role of Self-Esteem in the Relationship between Positive Disability Acceptance and Life Satisfaction among People with Visual Impairments

The Mediator Role of Self-Esteem in the Relationship between Positive Disability Acceptance and Life Satisfaction among People with Visual Impairments

The mediation role of self-esteem between workplace bullying and mental health among nurses: the moderating effect of self-efficacy

Objective To investigate the impact of workplace bullying, general self-efficacy, self-esteem on mental health of nurses. Methods With random sampling, 450 nurses from six hospitals in Nanning of Guangxi were selected to complete questionnaire survey. Results 34.7% of nurses were reported to have been subjected to bullying at their workplace. Workplace bullying(23.78±6.94) showed significantly negative relationship with mental health(36.63±4.53)(r=-0.32, P<0.01), while general self-efficacy(26.86±4.82) and self-esteem(30.62±4.08) showed significantly positive correlations with mental health(r=0.45, 0.44, P<0.01). Workplace bullying had a significantly negative effect on mental health (β=-0.25, P<0.01), and the relationship was affected by general self-efficacy and self-esteem. Conclusion Workplace bullying can influent nurses’ mental health through self-esteem and the relationship is moderated by general self-efficacy. Key words: Workplace bullying; General self-efficacy; Self-esteem; Mental health

Effect of perceived organizational support on suicidal ideation of young employees: The mediator role of self-esteem

This study aimed to explore the relationships among perceived organizational support, self-esteem, and suicidal ideation of young employees. A total of 447 unmarried employees completed the survey of perceived organizational support, Rosenberg self-esteem scale, and suicide ideation scale. The results revealed that perceived organizational support, self-esteem, and suicidal ideation were significantly correlated with each other. Stepwise regression analysis and path analysis both indicated that self-esteem partially mediated the effect of perceived organizational support on suicidal ideation.

Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment

ABSTRACTThe present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.