Self-esteem Relationships Research Articles

Self-esteem and behavioral problems of adolescents: the mediating role of school adjustment

Identifying factors that affect emotional and behavioral difficulties in adolescents is crucial for ameliorating these conditions and their negative impact as well as reducing the prevalence of these disorders. Self-esteem and school adjustment are two crucial but understudied factors that may significantly influence adolescents' sense of self and propensity to behavioral problems. In this study, 519 adolescents were examined for self-esteem and school adjustment in relation to emotional and behavioral difficulties, using the Rosenberg Self-Esteem Scale, School Adjustment Scale, and Strengths and Difficulties Questionnaire. The majority of students in this study had average or high self-esteem. Multiple regression analysis revealed significant relationships between self-esteem, school adjustment, and behavioral disorders. Furthermore, path analysis showed that school adjustment mediated the association between self-esteem and behavioral problems. Keywords: emotional and Behavioral difficulties, behavioral disorders, self-esteem, school adjustments, adolescents.

Correlation between Socioeconomic Level and Oral Health Related Quality of Life in Egyptian Schoolchildren: An Observational Cross-sectional Study

AIM: This observational and cross-sectional study aimed to assess the orthodontic treatment need, oral health-related quality of life (OHRQoL), and self-esteem in relation to socioeconomic level as well as investigate the incidence of malocclusion and orthodontic treatment need in Egyptian school children. MATERIALS AND METHODS: Three hundred and twenty-four schoolchildren from governmental, private, and international schools representing different socioeconomic levels ranging from 11 to 14 years were recruited. Self-esteem and OHRQoL were measured using validated questionnaires. Clinical examination was used to assess the orthodontic treatment need represented by the index of orthodontic treatment need (IOTN) score as well as Angle’s classification of occlusion. RESULTS: International schools showed the lowest total IOTN scores than governmental and private schools (p = 0.031). Governmental scores showed the statistically significantly highest mean CPQ11-14 score (Worst OHR-QOL) followed by private schools then international schools (p = 0.035). There was no statistically significant difference between Angle’s classes of malocclusion as well as self-esteem between the three different socioeconomic level groups. CONCLUSION: Lower socioeconomic status (SES) was associated with higher orthodontic treatment need according to the total IOTN score and worst OHRQoL. Socioeconomic status did not affect the distribution of malocclusion according to Angle’s classification nor did it affect self-esteem.

Bullying victimization and depressive symptoms in Chinese adolescents: A moderated mediation model of self-esteem and friendship intimacy

BackgroundDepression is a major mental disorder and poses a serious threat to public health. Bullying victimization is identified as one of the major risk factors for depression in adolescence. Understanding the mechanism that explain why bullying victimization leads to depression, and identifying protective factors that could alleviate the negative effects of bullying victimization are pivotal to developing effective intervention programs. MethodsA sample of Chinese adolescents in junior high schools (N = 458, 50.58 % girls, M age = 11.63 years at T1) was followed for three years. The data on depression, bullying victimization, self-esteem, and friendship intimacy were collected from adolescents' self-report. ResultsAfter controlling related variables, T1 bullying victimization positively predicted T3 depressive symptoms. T2 self-esteem mediated the link between T1 bullying victimization and T3 depressive symptoms when T1 friendship intimacy was low. More specifically, only for youth who reported low friendship intimacy, bullying victimization would lead to a lower level of self-esteem, which in turn, was associated with a higher level of depression. LimitationsThe study only considered the roles of self-esteem as the mediator and friendship intimacy as the moderator. All measures were based on self-report. ConclusionsThe results highlighted the role of friendship intimacy and self-esteem in the longitudinal relation between bullying victimization and depressive symptoms. The results suggest that intervention programs aiming at reducing victimized adolescents' depressive symptoms should consider the buffering effect of friendship intimacy.

Remembering for Relationships: Brief Cognitive-Reminiscence Therapy Improves Young Adults’ Perceptions About Self and Others in Social Relationships

Reminiscence-based interventions involve the guided recall and interpretation of autobiographical memories to promote adaptive thinking. This study involved secondary analyses of a recent trial of a positively focused, group-based, three-session version of cognitive-reminiscence therapy (CRT) on perceptions of general relationship quality and interpersonally related psychological resources in young adults. A community sample ( N = 62, Mage = 24.6 ( SD = 3.1), 71% identified as cisgender women and 29% identified as cisgender men) of young adults were randomised into a CRT and wait-list condition. Participants completed assessments measuring perceived general relationship quality (relationship satisfaction, emotional intimacy, commitment, and trust) and perceptions of self and others within relationships (relationship self-esteem, relationship self-efficacy, relationship optimism and meaning in relationships). The CRT group, relative to the control group, scored significantly higher on perceived relationship quality ( d = .62), and higher on generalized relationship self-efficacy ( d = .70), relationship self-esteem ( d = .59), and relationship optimism ( d = .57) at the follow-up. Group differences for relationship meaning were not statistically significant (small to moderate). A brief, positive-focused intervention of guided recall of autobiographical memories led to more adaptive perceptions about self and others within the context of relationships in young adults. Replication studies with larger samples are needed, and outside of a pandemic lockdown context. Future research may expand CRT to target other relationship variables, assess the impacts of different doses, explore relationships in specific populations, and better understand the mechanisms for change.

Social Media Addiction and Self-Esteem in relation to Gender of Students

Youth worldwide are increasingly exposed to social media and its consequences, and Bhutanese children are no exception. Owing to limited studies on the impacts of social media on students in Bhutan, this study investigates self-esteem and social media addiction, considering the gender of the students in the Zilukha Middle Secondary School, Thimphu, Bhutan. Out of 327 students, data were collected from 180 students (90 males and 90 females) using proportionate random sampling. The t-tests results revealed no significant difference in the social media addiction and self-esteem between male and female students. The study also found a significantly negative correlation between social media addiction and self-esteem of students. As social media addiction and self-esteem scores did not significantly differ between male and female students, parents and teachers need to monitor the use of social media by students irrespective of their gender. Similar studies in other parts of the country, particularly representing students in rural areas, are recommended for new social media addiction and self-esteem insights.

An overview of high school student’s self-esteem in relation to parent and peer attachment

Attachment is the emotional bond between the infant and the primary caregiver that has a tremendous impact throughout their life. The current study aimed to explore the attachment of adolescents to parents and peers, their relationship and the impact on the development of self-esteem in adolescents aged between 16 and 18 years. The sample (N = 561) was randomly selected and data were collected across males (N = 250) and females (N = 311) from high schools. The method used in this study is the descriptive research design and data were collected using questionnaires about attachment and self-esteem. The results indicated that, overall, there was a correlation between parent attachment and peer attachment to self-esteem in adolescents. It turned out that attachment to parents shows a significant relationship with self-esteem regarding peer attachment. According to the research findings, we can conclude that a secure parent attachment contributes to a secure peer attachment and high self-esteem. The findings of this study can serve as an empirical basis for taking initiatives that focus on improving the psychosocial well-being of adolescents.
 Keywords: Attachment; development; relationship; high school; self-esteem; students.

Relation of self-esteem with five personality factors and aggression among youth

Relation of self-esteem with five personality factors and aggression among youth

The longitudinal associations between mental health indicators and digital media use and physical activity during adolescence: A latent class approach

IntroductionEvidence for the relationship between movement behaviors and mental health among adolescents is inconclusive. We aimed to identify profiles of digital media use (including related bedtime delay) and leisure-time physical activity (LTPA) in adolescence, and to examine whether preadolescent mental health predicted later behavior profiles. MethodsThis study included 1285 participants assessed at 11 years of age, and followed-up four years later. Participants completed the Self-Perception Profile for Children (SPPC), Center for Epidemiological Studies Depression Scale for Children (CES-DC) and Screen for Child Anxiety-Related Emotional Disorders (SCARED) at baseline, and reported digital media use (active and passive use, gaming, and related bedtime delays) and LTPA at follow-up. A latent class approach was employed to identify behavior profiles, membership of which was then predicted with mental health and covariates, including baseline digital media use and LTPA. ResultsWe identified four behavior profiles: 1) high digital media use/moderate LTPA (20% of adolescents; 78% boys), 2) moderate digital media use/high LTPA (31%; 28%), 3) high digital media use/high LTPA (26%; 15%), 4) high passive digital media use and gaming/low LTPA (23%; 89%). After adjusting for covariates, higher LTPA and better perception of athletic competence at baseline associated with higher odds of belonging to any other profile than to the unhealthiest profile (4) at follow-up. Symptoms of depression or anxiety did not associate with later behavior profiles. ConclusionsLTPA and related self-esteem seem to be stronger predictors of future digital media use and LTPA behavior during adolescence than mental health symptoms alone.

Neural mechanisms associated with semantic and basic self-oriented memory processes interact moderating self-esteem

SummaryIndividuals constantly encounter feedback from others and process this feedback in various ways to maintain positive situational state self-esteem in relation to semantic-based or trait self-esteem. Individuals may utilize episodic or semantic-driven processes that modulate feedback in two different ways to maintain general self-esteem levels. To date, it is unclear how these processes work while individuals receive social feedback to modulate state self-esteem. Utilizing neural regions associated with semantic self-oriented and basic encoding processes (medial prefrontal cortex (mPFC) and posterior cingulate cortex (PCC), respectively), in addition to time-frequency and Granger causality analyses to assess mPFC and PCC interactions, this study examined how the encoding of social feedback modulated individuals' (N = 45) post-task state self-esteem in relation to their trait self-esteem. Findings highlight the dynamic interplay between mPFC and PCC that modulate state self-esteem in relation to trait self-esteem, to maintain high self-esteem in general in the moment and over time.

The Relationship Between Gender Self-Stereotyping and Life Satisfaction: The Mediation Role of Relational Self-Esteem and Personal Self-Esteem.

Individuals voluntarily internalize gender stereotypes and present personality characteristics and behaviors that conform to gender role requirements. The aim of the current study was to explore the reasons people internalize gender stereotypes. We conducted surveys with 317 college students in China to examine the relationship between gender self-stereotyping and life satisfaction. We also analyzed the mediating roles of relational self-esteem (RSE) and personal self-esteem (PSE) and the moderation role of gender. The results of path analysis showed that gender self-stereotyping directly affected life satisfaction and indirectly affected life satisfaction through RSE and PSE in a serial pattern; however, the serial mediation model was only significant in the male sample. Higher gender self-stereotyping was associated with male participants’ higher level of RSE and PSE and further correlated with higher life satisfaction. This study addressed the questions: “What are the benefits of gender self-stereotyping?” and “What are the major barriers to counter-stereotyping?” The results enrich our understanding of these issues, especially relative to the collectivist culture in China, and may be used to create more effective interventions to help people break through the stereotypes.

Exploring Locus-of-Hope: Relational Tendencies, Self-Esteem, Attachment, and Gender.

Background: As little research has been devoted to examining associations between the four locus-of-hope dimensions (internal, external—peer, external—family, and external—spiritual) and individual differences, the current study explores the correlations with individual-level individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender within a culturally diverse sample of university undergraduate students. Methods: questionnaires were completed by a culturally diverse sample of undergraduate students measuring locus-of-hope, individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender. Results: State and trait locus-of-hope were significantly correlated. Individualism showed positive correlations with internal and external—family locus-of-hope. Collectivism positively correlated with internal locus-of-hope and the three external locus-of-hope dimensions. Internal locus-of-hope was significantly predicted by self-esteem, relational self-esteem, individualism, and collectivism. External—spiritual locus-of-hope was not significantly predicted by the variables. External—family locus-of-hope was significantly predicted by relational self-esteem and collectivism and external—peer locus-of hope was significantly predicted by relational self-esteem, collectivism, and avoidant attachment style. No significant gender differences in locus-of-hope were found. Conclusions: The results provide further understanding about the construct of locus-of-hope and provide a foundation for future research to continue exploring the role of locus-of-hope in the development and expression of self-esteem and attachment profiles.

In it to win it? Self-esteem and income-earning among couples

This paper investigates whether the relative self-esteem level of spouses can lead to within-household competition for inputs and affect economic gender inequality in the home. Using data on smallholder farmer couples from Côte d’Ivoire, we examine the relationship between spouses’ self-esteem and income-earning in agriculture. Although the link between own self-esteem and crop income-earning is positive, we find that one spouse’s self-esteem is negatively related to the other’s income-earning, particularly income-earning in higher-value export-oriented agriculture. Women’s outcomes are more sensitive both to their own self-esteem (positively) and to their partners’ (negatively) than men’s. This negative relationship is driven by individuals during middle age, when self-esteem is considered most stable. A key channel through which self-esteem appears to matter is by increasing control over household land: a crucial input to agricultural production. In addition to confirming the importance of noncognitive skills for poverty reduction in rural settings, our findings highlight the importance of their impact on intra- and inter-household inequality, especially in the presence of interlocking market failures constraining the supply of inputs to production.

Associations between Self-Esteem, Psychological Stress, and the Risk of Exercise Dependence.

Body concerns and stress-related disorders are increasing in the younger population in a wide range of nations. Studies find links between both self-worth, exercise dependence, and self-esteem in relation to stress, but few have considered all three variables in relation to one another. The present study explored whether the co-appearance of high levels of psychological distress, and low levels of self-esteem may be a vulnerability factor for developing exercise dependence by studying the links between self-esteem, psychological stress, and exercise dependence. A standardized cross-sectional questionnaire was completed by 203 regular exercisers attending two gyms (mean age: 35.9 years). The variables self-esteem, psychological distress, and exercise dependence were all significantly correlated with each other, even after weekly exercise amount, age, and gender had been accounted for. Those who exercised for more than 9 h per week had a significantly higher score on stress and exercise dependence symptoms, and a lower score on self-esteem compared with the remaining groups. One could hypothesize that low self-esteem is a vulnerability factor and high psychological stress a maintenance factor for an exercise-dependent person. It is argued that more focus should be directed toward the negative consequences of excessive exercise.

Self-assessment of physical development of student youth in the process of formation of individual physical culture

Relevance. In the physical education of students during the formation of individual physical culture is relevant to the issue of self-assessment of physical development, the study of motivation to engage in various types of physical activity among students.
 The purpose of the work is to study the self-assessment of physical development and motivation in physical education among student youth in the process of formation of individual physical culture.
 Methods: analysis and generalization of data of scientific and methodical literature and sources of the Internet; sociological methods; psychological and diagnostic methods; pedagogical methods; methods of statistical data processing. Experimental studies were conducted at Borys Grinchenko Kyiv University. The study involved students of 1-3 grades, 105 people (58 boys and 47 girls).
 Results. In the course of the research, priorities were established in the motives and interests of student youth during physical education classes. The level of physical conditions of students according to the results of motor tests is determined.
 The individual profile of the physical «I» of the individual is determined with the help of the test-questionnaire EM Bochenkova «Self-description of physical development», which is a modified version of the known method of A.M. Parishioners. It is established that at a low level of «self-esteem» students generally rate «coordination of movements», «endurance», «flexibility». With a low self-esteem of «sports abilities» and «physical activity», the studied students rate the «appearance» and consider themselves quite attractive. In general, the level of self-esteem on some scales increases with age («global physical self», «strength», «endurance»).
 In order to form an individual culture of students’ health, it is necessary for the participants of the educational space to master the standards of self-preserving behavior and the culture of a healthy lifestyle to increase healthy activity. It is shown that students with a high level of physical fitness have higher scores on all indicators of the scale and they have a higher overall level of self-esteem. At the same time, students with a low level of physical fitness have an inflated self-esteem in relation to "appearance".

Multivariable pattern classification differentiates relational self-esteem from personal self-esteem.

Relational self-esteem (RSE) refers to one’s sense of self-worth based on the relationship with significant others, such as family and best friends. Although previous neuroimaging research has investigated the neural processes of RSE, it is less clear how RSE is represented in multivariable neural patterns. Being able to identify a stable RSE signature could contribute to knowledge about relational self-worth. Here, using multivariate pattern classification to differentiate RSE from personal self-esteem (PSE), which pertains to self-worth derived from personal attributes, we obtained a stable diagnostic signature of RSE relative to PSE. We found that multivariable neural activities in the superior/middle temporal gyrus, precuneus, posterior cingulate cortex, dorsal medial Prefrontal Cortex (dmPFC) and temporo-parietal junction were responsible for diagnosis of RSE, suggesting that the evaluation of RSE involves the retrieval of relational episodic memory, perspective-taking and value calculation. Further, these diagnostic neural signatures were able to sensitively decode neural activities related to RSE in another independent test sample, indicating the reliability of the brain state represented. By providing a reliable multivariate brain pattern for RSE relative to PSE, our results informed more cognitively prominent processing of RSE than that of PSE and enriched our knowledge about how relational self-worth is generated in the brain.

Self-efficacy and Self-esteem in Relationship with Mindfulness in Psychiatric Patients, A Descriptive Study

Self-efficacy and Self-esteem in Relationship with Mindfulness in Psychiatric Patients, A Descriptive Study

Effects of Parental Support Group on Perceived Stress and Self-Esteem among Parents of Children with Special Needs

Parents are the fundamental and most important connection in the care, education, and supervision of children with special needs. When parenting a special child, they face many challenges, including tremendous physical and psychological concerns associated with child care and unprecedented stress. The present study aims to assess the effects of parental support groups on the self-esteem and perceived stress of parents of children with special needs. A cross-sectional study was conducted, and data from 100 parents of children with special needs was collected through convenience sampling using Perceived Stress Scale (PSS; Cohen, et al., 1983) and Rosenberg Self-Esteem Scale (SES; Rosenberg, 1989). The results showed that parents who were a part of parental support groups had better self-esteem but higher perceived stress. t-test showed a significant difference in self-esteem in relation to membership of parental support groups (t=2.127, p=0.03). However, there was no significant difference in perceived stress in reference to membership of parental support groups (t=1.575, p=0.119). Pearson’s correlation showed a statistically significant association (r=0.611) between self-esteem and perceived stress at 0.01 levels. There is an urgent need for medical, psychological, and educational professionals to provide family-based interventions to assist parents raising a child with a disability.

РОЛЬ НАСТАВНИКА В ПРОЦЕССЕ ОБУЧЕНИЯ СТУДЕНТОВ ПО СПЕЦИАЛЬНОСТИ АКУШЕРКА

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.

Self-Esteem in 60 Seconds: The Six-Item State Self-Esteem Scale (SSES-6).

With 20 items, the State Self-Esteem Scale (SSES) can be cumbersome in settings that demand efficiency. The present research created an efficient six-item version of the SSES that preserves score reliability and validity and its three-dimensional structure: social, appearance, and performance self-esteem. Item response theory and confirmatory factor analyses identified the "best" six items-two from each dimension (Study 1). Participants completed the SSES four times at 2-week intervals (Studies 2 and 3). The six-item SSES' scores showed adequate test-retest reliability, explained substantial variance in trait-relevant measures, and showed convergent validity with related self-esteem measures. Participants completed the SSES and a laboratory experiment where they received negative feedback on an essay they had written and could retaliate against their evaluator by allocating hot sauce for them to consume (Study 4). The six-item SSES interacted with self-esteem instability in expected ways to predict hot sauce allocated.

Relations of self-esteem, obesity and peer bullying among middle school students in Turkey

Abstract Obesity, peer bullying and self-esteem are important public health problems in adolescent age group in Turkey as well as in the world. This study aims to investigate bilateral and tripartite relations of obesity, peer bullying and self-esteem. The universe of this cross-sectional study was middle school students in Ankara; 1955 student were reached in 42 schools determined by systematic sample method. Data was collected under observation with the questionnaire including anthropometric measurements (BMI-z-score), self-esteem scale and peer bullying. Written permission was given by the Ethical Committee at the University. We reached 1955 students (975 girls; 877 boys). The average of age was 12.84±0.59. The prevalence of overweight was 15.0% and obesity 7.2%. The percentage of low self-esteem was found as 45.4%. Frequencies of physical bullying-bully subgroup was 36.7%, verbal 51.4% and emotional 35.2%; the percentages of bullying-victim subgroups were found as 41.9%, 49.7% and 19.5%, respectively. A strong relationship was between obesity and physical bullying-victim without grouping for self-esteem (p = 0.03). Obesity was associated with low self-esteem without physical or emotional bullying (p = 0.02; p = 0.03). Low self-esteem was related with all types of bullying (p < 0.001 all subgroups). Obesity was associated with verbal bullying-bully in high self-esteem and without grouping for self-esteem (p = 0.04; p = 0.02). The relationship was between obesity and physical bullying-bully in the low and high self-esteem subgroups (p = 0.02; p = 0.009), but this relation couldn't be demonstrated without grouping for self-esteem. Prevention of peer bullying, fighting with obesity are important topics to protect adolescent mental health, improve school health. More effective studies should be conducted in this field, intervention programs have holistic approach should be developed at countries levels and global level. Key messages The holistic approach always highlighted from Sustainable Development Goals to Astana has a great importance in improving physical, mental and social health of adolescent in schools. Obesity, peer bullying and self-esteem are important issues affecting physical, social and mental health in adolescence in whole world.