Positive Self-esteem Research Articles

DHP분석을 통해 학교폭력 피해자들을 위한 회복탄력성 요인 개발

The purpose of this study is to develop resilience factors that increase the strength of the mind so that victims of school violence can overcome psychological situations well, improve positive self and self-esteem, as well as maintain problem-solving skills and good interpersonal relationships. It is to provide basic data for healing. It is necessary to actively utilize and reflect resilience factors so that school violence victims can develop mental strength through school violence prevention education using factors by area of ​​resilience, development of psychological scale test sheets, and development of mental recovery programs from school violence.

Features of axiological and acmeological approaches to the development of students' motor activity through sports games in the educational environment of the university

In the article, based on the study of scientific literature, an analysis of the essence and development of the axiological and acmeological approach to the development of motor activity of students by means of sports games in the educational environment of the university is carried out. The axiological approach as a methodological base of modern education is substantiated. The peculiarities of the implementation of the value approach, which involve taking into account the specific educational needs of students, the need for self-improvement and self-education, are highlighted. The axiological approach consists in involving methodological and theoretical knowledge about values, about their nature, mechanisms of development and ways of functioning, as well as about health values that characterize the formation and self-improvement of the personality of a modern student. It was found that the axiological context of the modern education system of Ukraine "develops with two main definitions: educational and pedagogical values, educational values should be considered as a set of priorities of society, which act as the main guidelines for the development of the educational system as a whole, which should become the means of the educational process personal values of each student.
 The peculiarities of the development of motor activity of students by means of sports games in the educational environment of the university were analyzed from the standpoint of acmeological approach. It was revealed that the application of the acmeological approach is aimed at ensuring success in self-development, self-realization and self-improvement of students, improving the development of their motor activity by means of sports games, reaching the peaks of their capabilities in the process of physical exercises, increasing positive self-esteem of personal and intellectual capabilities, as well as the development by teachers of innovative programs for the development of motor activity and implementation of variable forms of organization of training in physical education.

Does Workplace Spirituality Increase Self-Esteem in Female Professional Dancers? The Mediating Effect of Positive Psychological Capital and Team Trust

Based on the self-transcendence theory and immaturity-maturity theory, this study empirically tested the influence of female professional dancers’ workplace spirituality on positive psychological capital, team trust, and self-esteem. The subjects of this study were female professional dancers. We conducted the surveys in two countries—the United States and the United Kingdom—and ultimately obtained 441 samples. To test the hypotheses, we performed a structural equation model analysis using three statistical programs: SmartPLS, GSCA Pro, and jamovi. (1) The workplace spirituality of female professional dancers showed a statistically significant positive influence on positive psychological capital, team trust, and self-esteem. (2) The positive psychological capital of female professional dancers showed a statistically significant positive influence on team trust and self-esteem. (3) The team trust of female professional dancers showed a statistically significant positive influence on self-esteem (except when using jamovi). This study found that fostering workplace spirituality was paramount for female professional dancers in an organization. Accordingly, we outlined four recommendations for the organizations: (1) convey the importance of the organization’s mission and values to organizational members; (2) increase each organizational member’s decision-making and autonomy; (3) encourage members to cooperate while working in the domains of their specific positions; and (4) discourage members from neglecting their organizational responsibilities and resorting to egoism.

Mediating Role of Self-Esteem in Activity Participants’ Passion for Exercise and Psychological Well-Being by Jogging in Fu Jen Catholic University

This study investigated the relationship between passion for exercise, self-esteem, and well-being of participants of jogging activities. Purpose: The purpose of this study was to explore the relationship between passion for exercise, self-esteem, and psychological well-being of participants with different backgrounds and determine whether self-esteem affects the relationship between participants’ passion for exercise and well-being. Design/methodology/approach: A total of 344 valid questionnaires were employed, which included 164 males and 180 females of the jogging activities held by Fu Jen Catholic University. Descriptive statistics, independent sample t-test, one-way analysis of variance, Pearson product-difference correlation, regression, and other statistical methods were performed on the questionnaire to test the correlation between variables. Findings: (1) Different sexes had differences in obsessive passion, (2) different jogging groups had differences in obsessive passion, (3) different grades had differences in negative self-esteem, (4) different ages had harmonious passion, and there were differences in positive self-esteem, (5) the frequency of exercising with peers exhibited differences in psychological well-being and positive self-esteem, (6) there was a correlation between passion, psychological well-being, and self-esteem, and (7) positive self-esteem had a mediating effect on harmonious passion and psychological well-being. Conclusions: Participants of jogging activities are willing to spend time and effort in jogging activities, participate with an open and flexible attitude, and enjoy the process, thus improving positive self-evaluation and achieving a satisfied self-feel. Originality/value: There is less research on the relationship between passion and self-esteem in Taiwan. In addition, the authors not only found the relationship between passion, self-esteem, and psychological well-being from the data, but also found that self-esteem has a mediating effect on the relationship between passion and psychological well-being. Therefore, when organizing similar activities in the future, in addition to using attractive conditions that are more favorable to the participants, attention should be given to conditions that can enhance the self-worth of participants and increase the motivation and number of participants. In addition, participants performing activities with their peers will have more positive self-evaluations and feelings and happier and more satisfied.

PECULIARITIES OF SELF-ATTITUDE OF EDUCATIONISTS WITH DIFFERENT LEVELS OF EMOTIONAL BURNOUT

The article presents the results of an empirical study of the problem of emotional burnout of pedagogues. In particular, an analysis of the peculiarities of self-attitude of educationists with different levels of emotional burnout is made. 
 The nature of the connection between the level of emotional burnout of educationists and the peculiarities of their professional self-consciousness, in particular self-attitude as one of the components of a specialist’s self-consciousness, is analyzed. The results of the comparative study proved that inspite rather high indicators of self-approval and positive self-esteem, the studied pedagogues are not sure that their personality is interesting for others, and they are also convinced that other people and colleagues are not interested in them. We came to the conclusion that most of the symptoms and phases of emotional burnout are not formed within the group of the studied educationists, but they are characterized with a certain emotional closedness, aloofness and indifference, which can be an indicator of their emotional exhaustion, and against this background any emotional involvement into professional affairs and communications can cause the feeling of excessive fatigue of pedagogues.
 The results of a comparative analysis of peculiarities of the self-attitude of educationists with different levels of emotional burnout indicate a general high level of self-attitude of the subjects, but do not exclude the formation of professional deformations of them. In general, it was found that a high level of positive self-attitude of educationists correlates with a low level of manifestation of symptoms and phases of burnout in their professional activities. Educationists with a positive self-attitude are less likely to feel emotional exhaustion, fatigue, and desolation caused by professional activity. In addition, pedagogues with positive self-attitude are less likely to experience the leveling of professional achievements, disruption of professional communications, dissatisfaction with themselves as professionals and their own professional activity, as well as psychosomatic diseases, perception of the conditions of professional activity and interpersonal relationships in the professional area as psychologically traumatic.

University Mentoring Programs during the Pandemic: Case Study of Hungarian Roma University Students

To improve the chances of Roma students succeeding in higher education, several initiatives have been established in recent decades, such as the Roma szakkollégium network (Roma Special Colleges), which joins various institutions around Hungary with the goal of helping Roma youth in higher education. This study inquiries into Roma university students and their support network during the pandemic through the work of Roma Special Colleges, considering that during the pandemic, it was the marginalized and vulnerable groups, such as the Roma, who disproportionally experienced challenges that affected their education. The aim of this study is to examine how Roma Special Colleges through their mentoring programs (1) were able to identify the specific needs of Roma university students during the pandemic; and (2) adapted their work to better assist Roma students during remote education. These findings, generated during a series of interviews with directors and program organizers of Roma Special Colleges, point out the importance of the personalized assistance that mentors in Roma colleges were able to provide, not only supplying needed IT tools and promoting academic success, but also fostering wellbeing, a sense of belonging and positive self-esteem among Roma students.

What Drives Portuguese Women to Be Physically Active? Associations between Motives and Well-Being Indicators.

Motives and self-esteem play crucial roles in shaping personal behavior and emotions and have been shown to impact well-being. However, the association between these constructs has been overlooked in women who seem to be more externally driven to engage in exercise. The present study was carried out with the objective of analyzing the associations between motives for physical exercise, positive and negative activations, and self-esteem of Portuguese women exercising at gyms and fitness centers. The sample consists of 206 women aged between 16 and 68 years old (M = 35.77; SD = 11.47). Participants answered a short sociodemographic questionnaire, the Goal Content for Exercise Questionnaire, the Positive and Negative Affect Schedule, and the Rosenberg Self-esteem Scale. The results showed that the health motive had the highest predictive value (β = 0.24; p < 0.01) on self-esteem and demonstrated a positive and significant correlation with positive activation and self-esteem (p < 0.01). On the other hand, the social recognition motive had the lowest predictive value on self-esteem (β = -0.04; p > 0.05) and demonstrated a non-significant correlation with positive activation and self-esteem (p > 0.05). Looking at the coefficients in the hierarchical regression model, it can be seen that the health motive and positive activation were positively and significantly correlated with self-esteem. This study points to the need to raise awareness about the motives of exercise related to the physical and mental health of Portuguese women. Portuguese women that exercise for health motives display greater perceived self-esteem which is an indication of a greater sense of well-being. While the results are limited to Portuguese women, exercise physiologists assessing exercise motives could provide information on how to prescribe exercise as a means to increase self-esteem, considering the positive activation resulting from this behavior.

Особенности самоотношения несовершеннолетних правонарушителей

The article analyzes significant differences in the parameters of self-attitude of law-abiding adolescents and adolescents in a pre-trial detention center at the stage of investigative actions and after sentencing. It is shown that deviant behavior is the result of the frustration of the need for self-esteem in adolescence due to insufficient social competence. The study involved 86 adolescents aged 15-17 years: adolescent delinquents and students of grades 10-11 of the lyceum in Barnaul. Three psychodiagnostic methods were chosen as research methods. Data were obtained on changes in the parameters of self-attitude of adolescents after sentencing. The fact of sentencing also leads to an increase in psychological readiness to demonstrate antisocial patterns of behavior of convicted teenagers. During this period, the risk of manifesting antisocial behavior increases due to the choice of non-constructive strategies for adapting to the future. In conditions of forced restriction of freedom, self-relationship plays a supporting role, allowing one to find resources for adaptation to a new life situation. It is shown that the development of reflexive abilities, the formation of a positive self-esteem of a teenager is a reference point for his constructive socialization.

Acutely enhancing affective state and social connection following an online dance intervention during the COVID-19 social isolation crisis

The COVID-19 pandemic has forced many throughout the world to isolate themselves from their respective communities to stop the spread of disease. Although this form of distancing can prevent the contraction of a virus, it results in social isolation and physical inactivity. Consequently, our communities have become heavily reliant on digital solutions to foster social connection and increase physical activity when forced to isolate. Dance is a multidimensional form of physical activity that includes sensory, motor, cognitive, rhythmic, creative, and social elements. Long-term, interventional studies in dance have shown positive effects on both mental and social health; however, little has been done to examine the acute effects and no studies to date have explored the relationship between the affective state and social outcomes of dance. We examined the hypothesis that online dance is associated with improvements in affective state and social connection during a time of social isolation, namely, the COVID-19 crisis. Healthy adults (age ≥ 18; n = 47) engaged in a single session of 60 min of self-selected online dance, completing a series of validated self-reported questionnaires before and after class. We found that online dance was associated with improvements in affective state as measured by increased positive affect and self-esteem and decreased negative affect and depressive symptoms. Additionally, online dance was associated with improvements in social and community connectedness. Further, we found that those who experienced the largest increases in self-esteem and decreases in negative affect demonstrated the largest gains in social connectivity. Although in-person dance classes may be optimal for formalized dance training, online dance instruction offers an accessible platform that can provide mental and social health benefits during the COVID-19 social isolation crisis. We conclude that through online dance, individuals can experience a connection between the body, mind, and community.

Effects of Acute Exercise on Affect, Anxiety, and Self-Esteem in Poly-Substance Dependent Inpatients

Introduction: Negative affect and anxiety frequently precede the onset of drug use in those with substance use disorder (SUD). Low self-esteem may increase the risk of relapse. We examined the short-term effects of exercise on affect, anxiety, and self-esteem in inpatients with poly-SUD. Methods: This is a multicenter randomized control trial (RCT) with a crossover design. Thirty-eight inpatients (37.3 ± 6.4 years; 84% male) from three clinics participated in 45 min of soccer, circuit training, and control condition (psychoeducation) in a random order. Positive and negative affect (PANAS), state anxiety (single item), and self-esteem (Rosenberg SE-scale) were measured immediately before, immediately after, 1-h, 2-h, and 4-h post-exercise. Heart rate and ratings of perceived exertion were taken. Effects were assessed using linear mixed effects models. Results: Compared to the control condition, there were significant post-exercise improvements in positive affect (β = 2.99, CI = 0.39: 5.58), self-esteem (β = 1.84, CI = 0.49: 3.20), and anxiety (β = −0.69, CI = −1.34: −0.04) after circuit training (shown) and soccer. Effects persisted 4-h post-exercise. Reductions in negative affect were observed 2-h (circuit training: β = −3.39, CI = −6.35: −1.51) and 4-h (soccer: β = −3.71, CI = −6.03: −1.39) post-exercise, respectively. Conclusion: Moderately strenuous exercise undertaken in naturalistic settings may improve mental health symptoms in poly-SUD inpatients for up to 4-h post-exercise.

POSITIVE INTERVENTION AT EDUCATIONAL INSTITUTION AS A PROMOTER OF THE SUBJECTIVE WELL-BEING OF PRESCHOOL CHILDREN

Working in a positive atmosphere that contributes to positive thinking, personal happiness, progress, productivity, health, emotional and social literacy of аn individual and the entire collective, establishing quality relationships with the environment, is made possible by the implementation of positive psychology in the educational process. Positive interventions in educational institutions are intentional actions aimed at increasing the well-being of participants. Child development includes the ability to form positive relationships, self-esteem, effective and free expression of feelings and emotion regulation, as well as persistence and positive engagement in challenging tasks, and adoption of positive attitudes in a dynamic environment. The aim of the research is to examine whether outdoor activities, in a natural environment rich in various stimuli, contribute to the feeling of happiness and satisfaction of preschool children. For this purpose, an intervention was implemented in the environment of a kindergarten yard that included (1) the integration of musical education, art education, and ecology contents, (2) learning in a natural environment, (3) guest – lecturers, and (4) cooperation of children from different age groups within the joint daily project. A semi-structured interview and field notes were used in this qualitative research. The results show that during the intervention the children were satisfied, in a good mood, interested and motivated to work and participate, and open in communication with the guest lecturers, towards whom they also showed affection. Observed positive feelings expressed by the children were joy, elation, surprise, interest, and curiosity. During this expressive-artistic activity, children acquired and freely exchanged ideas with other children and participants, and better social interaction was observed. The procedures and environment used in the intervention had a stimulating effect on the children and thus caused positive emotions and contributed to subjective well-being. Further research can be focused on the involvement of children in similar interventions, activities of the children in various ambiances, as well as connecting the content of various areas through expressive-artistic engagements.

Athletes’ Psycho-physical Training and Cognitive Restructuring Module To Enhance University-athlete Students’ Well-being

Many health practices demonstrate that some integrative approaches could be beneficial in fostering self-care and well-being for a healthy lifestyle. Athletes are exposed to elevated rates of stress and low control of performance during the competition, which puts them at increased risk for a range of mental health problems and poor well-being. Despite the psychological risks associated with their competitive circumstances, limited attention has been given to identifying the psycho-physical and cognitive strategies contributing to the well being of university athletes’ The integration of psycho-physical and cognitive restructuring may be an effective technique for increasing the well being and performance ofuniversity athletes’ . Therefore, in this module, the researchers have included numerous elements related to physical training, psychological training and cognitive restructuring in order to improve university student-athlete to further construct positive self-esteem, confidence, expectations, good performance and also enhance monitoring and control over the internal and external environment in which lead to having a beneficial influence on anxiety, stress or tension that may experience in an extreme situation such as a sports competition. We discuss the benefits of this module and provide practical strategies and techniques to implement for sports psychologists, counselors, and educational authorities. This module urges university athletes to create mental health, well-being awareness and early cognitive prevention strategies to improve the educational environment and contribute to the athletes’ performance.

A Study on the Effects of Immersive Content Use on Positive affect, Self-esteem, and Psychological Happiness of Disabled Persons: To advocate the dissemination of immersive content facilities in island areas

The purpose of this study is to analyze the structural relationships among immersive content use satisfaction, positive affect, self-esteem, and psychological happiness of persons with disabilities and thereby investigate the positive effect of immersive content experience on disabled persons who wish to have immersive content facilities for disabled persons in island areas. Using survey data collected from physically and mentally disabled persons using immersive content facilities, the study found that disabled persons’ satisfaction with immersive content was significantly and positively associated with their positive affect, self-esteem, and psychological happiness; positive affect and self-esteem of disabled persons using immersive content were significantly and positively associated with their psychological happiness; positive affect and self-esteem significantly mediated the relationship between use satisfaction of disabled persons using immersive content and their psychological happiness. This study is meaningful in that it is the first study that empirically investigated the effect of immersive content facilities on disabled persons and shed light on the potential role of immersive content in improving the quality of life and happiness of disabled persons by enabling them to virtually experience real-world programs.

The role of habilitation services in the lives of children and adolescents with visual impairments

Previous research suggests that children and adolescents with visual impairment may face several challenges in their academic learning and socio-emotional development due to restricted mobility, feelings of loneliness, and dependency on others. Habilitation services attempt to provide support with respect to many of these challenges that may positively impact on well-being and mental health, such as enabling independence in daily tasks, participation in social activities, and developing self-confidence. The literature also shows that individuals who have received educational and vocational rehabilitation support report higher quality of life and more positive self-esteem. Therefore, the primary focus of this study was on the rehabilitation, recreational opportunities, and educational resources provided by vision habilitation services for children and adolescents with visual impairments. The role that these services may play in school and daily life, as well as in the socio-emotional development of children and adolescents with visual impairments was also examined. This research covers the perspectives of professional staff, parents, children, and adolescents and considers both the immediate and potential long-term benefits of these services. The findings of the study highlighted the positive impact that this support has on children and adolescents’ independence, personal-safety, and self-confidence. The findings also indicated the positive impact of this support on the mental health of their families and benefits of providing continued support and expanding these habilitation and recreation services.

Self-esteem trajectories over three decades predict opposition to social equality in midlife.

Although life trajectories are frequently theorized to explain people's attitudes toward different social groups, few studies have been able to directly assess their importance with suitable data. Addressing this gap and focusing on the development of general and domain-specific self-esteem, we report results from a population-based sample of Norwegians (N = 2,215) followed over 28 years and five time points from adolescence to midlife. Growth curve models demonstrated that irrespective of self-esteem domain, low levels of self-esteem in adolescence as well as a depressed self-esteem development over the next three decades were related to more overall opposition to social equality as well as more opposition to gender equality and immigration in midlife. The results held when controlling for participants' baseline political orientations and other key covariates in adolescence. Our findings indicate that low self-esteem and a lack of positive self-esteem development can be detrimental to harmonious intergroup relations in ever-diversifying societies. We discuss how future psychological interventions aimed at enhancing self-esteem may promote support for a more inclusive society.

Never too old to learn - Third age adults experience little (self-)ageism or barriers to learning

Currently, the proportion of older adults in the world population is increasing at a fast rate. An active lifestyle could contribute to healthy ageing. It is therefore urgent and important that ageing policies focus on active ageing, for example through third-age learning. This study explores the experiences of healthy older adults to find out to what extent they perceive (self-)ageism as a barrier to learning new skills. With this knowledge, a first step could be taken in clarifying whether more attention should be paid to a positive self-perception in older adults.To this end, semi-structured interviews were conducted with 10 third-age learners (aged 65–77, four females), who participated in several courses as part of an overarching study. The interviews were analysed using inductive thematic analysis. Thematic groups, themes, and related quotes were compared, leading to the identification of overarching themes that represented the experiences of older adults in their learning processes.The interview data suggest that the participants in our study believed they experienced little to no ageism and self-ageism, that they generally did not feel hindered in learning new skills due to societal or their own views on learning in the third age, and that they did not regard themselves as old. Moreover, no age limit existed for learning, according to the older participants. However, latent forms of (self-)ageism seemed to be present, implying that the older adults in our study were implicitly influenced by ageist stereotypes that exist in society. As positive self-esteem may help to avoid (self-)ageist experiences, ageing policies could focus on stimulating this positive self-image among older generations and encourage a positive view of older adults in younger generations to support healthy ageing.

Efeito da depressão na autoestima real e ideal: um estudo com o IRAP

Este estudo visou comparar as respostas relacionais de autoestima real e ideal por meio do Implicit Relational Assessment Procedure (IRAP) e explorar a correlação entre a pontuação dos participantes na Escala de Autoestima de Rosenberg (EAR) e os escores D-IRAP. Participaram do estudo 20 adultos, distribuídos em dois grupos, com e sem depressão. O procedimento teve duas fases: (a) aplicação do BDI-II e do EAR, (b) aplicação do IRAP autoestima real e do IRAP autoestima ideal. Os resultados mostraram que participantes com depressão diferem de participantes sem depressão quanto a autoestima avaliada pelo EAR e apresentaram similaridades na avaliação pelo IRAP. Participantes com depressão apresentaram: vieses negativos de autoestima real e vieses positivos de autoestima ideal. Os participantes sem depressão não apresentaram diferenças quanto a autoestima real e a ideal.&#x0D;

Rise and shine: exploring self-esteem narratives of adolescents living with a diagnosis of attention-deficit/hyperactivity disorder

ABSTRACT The aim of this study was to explore the lived experiences of self-esteem in adolescents with attention-deficit/hyperactivity disorder (ADHD) over time. The study has a qualitative retrospective design. We drew on data from a broader qualitative retrospective study that explored adolescents’ experiences living with ADHD. From the data of eight adolescents, we performed a narrative analysis to explore the phenomenon of self-esteem. The three narratives of adolescents with ADHD reflect (a) using their strength to overcome difficulties, (b) access to arenas for coping and achievements, and (c) being surrounding by significant others. From a resilience perspective, this study shows that adolescents can develop positive self-esteem through transformative processes sustained by protective factors. These factors are essential to promote positive self-esteem from adolescence into adulthood. We suggest that professionals working with adolescents with ADHD focus beyond their deficits and notice adolescence’s strengths when supporting them in school and everyday life.

Logotherapy is effective in increasing self-esteem, but caution is needed: A meta-analytic study

Individuals with positive self-esteem recognize their personal qualities. They feel comfortable, optimistic, and confident about themselves. Conversely, individuals with negative self-esteem tend to experience poor quality of life. This study examines the effectiveness of logotherapy in increasing self-esteem. We conducted a meta-analysis by collecting and reviewing 14 research articles on logotherapy and self-esteem. We analyzed the data from the selected articles based on the number of participants (N), the average value (M), and the standard deviation (SD). The meta-analysis showed that logotherapy is a recommended and effective intervention to increase self-esteem. Keywords: logotherapy, meta-analysis, self-esteem

Online gaming with a purpose: exploring positive personal development achieved through esports play

ABSTRACT Despite the growing popularity of esports, it has yet to gain mainstream acceptance as a legitimate pathway for personal success. Motivated by examining the positive side of esports play, this study aims to identify a systemic framework describing the benefits of playing esports and the process through which positive personal development can be fostered. Specifically, we first reviewed relevant literature on online games, traditional sports, and esports play motivations. We then employed the positive youth development (PYD) framework as the theoretical lens to guide our analysis. After receiving informed consent from 19 esports players, we used a semi-structured interview technique to understand the key benefits obtained from play. We used qualitative content analysis technique to generate 12 key categories important in esports play, and the Delphi method to establish group consensus about relations between each category pair. We then adopted a structured approach involving interpretive structural modelling (ISM) technique to present a framework describing pathways for esports players’ positive development. In the positive development framework, Commitment, Self-Esteem, Communication, Cooperation, Emotional Self-initiative, and Initiative were found to be the given conditions, while Personal Growth was the linkage variable leading to fulfilment of five higher-end personal values.