Terms Of Self-esteem Research Articles

A Comparison of Self-esteem, Body Image, and Depression in Hysterectomized and Non-hysterectomized Iranian Women: A Comparative Cross-sectional Study

Background: Hysterectomy is one of the factors that may affect women's body image and self-esteem and lead to serious psychological complications. Objective: The study aimed to compare self-esteem, body image, and depression in hysterectomized and non-hysterectomized Iranian women Methods: In this cross-sectional comparative study, 140 women of the reproductive age, who have undergone hysterectomy with benign causes, were compared in terms of self-esteem, body image, and depression with 140 women receiving medical treatment due to abnormal bleeding in educational and medical centers in Tabriz, Iran. Sampling was conducted by convenience method. Self-esteem was assessed with the Rosenberg self-esteem questionnaire, body image was assessed with the multidimensional body-self relations questionnaire, and depression was assessed with the Beck II depression inventory. Data were analyzed by Pearson correlation test, independent t-test, chi-square test, and general linear model. Results: The mean (standard deviation) of the body image in hysterectomized and nonhysterectomized women was 235.3 (28.5) and 250.1 (23.4) out of an achievable score of 69-395, respectively. The mean (standard deviation) self-esteem score for hysterectomized women was 20.4 (4.8) and it was 24.2 (3.4) in non-hysterectomized women (out of an achievable score of 0-30). The mean (standard deviation) depression score was 18.1 (9.7) and 5.5 (4.6) out of 0-63 in hysterectomized and non-hysterectomized women, respectively. The differences in self-esteem, body image, and depression variables were statistically significant in hysterectomized and non-hysterectomized women, respectively (P<0.001) Conclusion: According to the results of the present study, the body image and self-esteem in hysterectomized women were low compared to non-hysterectomized women, while the level of depression was high, and this difference was statistically significant.

Evaluating the influence of dental aesthetics on psychosocial well-being and self-esteem among students of the University of Novi Sad, Serbia: a cross-sectional study

BackgroundA person’s smile has been identified as one of the first observed facial characteristics. Even minor deviations from societal beauty standards, especially among younger individuals, can have a negative effect on their self-esteem. The aim of this research is to evaluate the self-perceived psychosocial impact of dental aesthetics and self-esteem among respondents and their association, as well as to determine the main factors contributing to dissatisfaction with dental appearance.MethodsThis research was conducted as a cross-sectional study that surveyed students of the University of Novi Sad. Other Universities and private faculties were excluded from participation. Data collection used standardized questionnaires measuring the Psychosocial Impact of Dental Aesthetics (PIDAQ) and the Rosenberg Self-Esteem Scale (RSES). Questionnaire (an online GoogleForms) was sent to the students via official Facebook groups of the faculties, student’s e-mails and Instagram profiles. Data analysis included descriptive statistics, Students T-test, ANOVA, multiple linear regression analysis and Spearman coefficient. To test internal consistency, Cronbach’s alpha(α) was calculated for the questionnaire as a whole (0,761) and each used questionnaire (PIDAQ – 0.766; RSES – 0.765). Cronbach’s alpha(α) was also calculated for each domain from PIDAQ (DSC-0.946; SI-0.882; PI–0.953; AC-0.916).ResultsThe study involved 410 participants, predominantly female (80%), aged between 21 and 23 (45.4%), primarily in ther first academic year (21.5%), and with a grade point average between 8.01 and 9.00 (42.4%). Data analysis has shown a statistically significant difference in the total PIDAQ score and SI subdomain in relation to the academic year (total PIDAQ p = 0.025; SI p = 0.000). In terms of self-esteem, results of multiple linear regression analysis showed that the academic year (95%CI: 0.410–1.837; p = 0.002) and the average point grade (95%CI: -0.025-1.600; p = 0.047) were significant predictors of greater self-esteem. The Spearman coefficient value (r=-0.316, p < 0.001) confirmed a statistically significant negative correlation between PIDAQ and self-esteem. Only 34% of respondents expressed satisfaction with their teeth. Dissatisfaction about the smile was primarily attributed to the arrangement and positioning of their teeth (32.2%). Financial constraints were identified as the main barrier for seeking interventions to improve smile satisfaction (39.5%).ConclusionStudents experiencing a greater psychosocial impact of dental aesthetics tended to exhibit lower self-esteem.

The relationship between hedonic hunger and self-stigmatisation in terms of weight and self-esteem in adult people living with obesity.

This study aimed to determine the factors influencing the hedonic hunger status of overweight adults and to examine the relationship between hedonic hunger, self-stigmatisation and self-esteem in terms of weight. This cross-sectional study was conducted with 353 people living with obesity who applied to the Endocrine and Internal Medicine Clinic in Samsun, Turkey, between June and October 2022. The data were collected using the Personal Information Form, Power of Food Scale (PFS), Weight Self-Stigmatisation Questionnaire (WSSQ) and Self-Liking/Self-Competence Scale (SLSC) through face-to-face survey method. About 53.3% of the participants were ≥45 years old, 80.5% were married and 69.1% had previously followed weight loss diet. It was found that those who were aged <45 years, single, those who perceived themselves as overweight, those who had used weight loss diets before and those whose waist-hip ratio were normal had higher hedonic hunger scores (p < 0.05). A negative and significant correlation was found between PSF-Tr general dimension scores and SLSC general dimension, whereas a significant and positive correlation was observed between PSF-Tr general dimension scores and WSSQ general dimension (p < 0.05). As hedonic hunger increased in adults with overweight, self-esteem decreased, and self-stigmatisation in terms of weight increased. Effective interventions are needed to cope with the hedonic hunger that contributes to obesity and to prevent the stigma and low self-esteem experienced by people living with obesity because of their excess weight.

The relationship between physical activity and self-esteem among Turkish university students: a gender perspective; a multidisciplinary and multi-center study

Aims: The current study aimed to examine the associations between physical exercise and self-esteem as well as other social-cognitive variables including self-efficacy and body image among Turkish university students. Methods: Sociodemographic Information Form, short form of the International Physical Activity Questionnaire, Rosenberg Self-Esteem Scale, Body Cathexis Scale, and General Self-Efficacy Scale were administered to 1167 students. Results: There were significant gender differences in total, vigorous, moderate activity, and walking scores as well as body image scores in favor of male participants; while female participants had significantly higher self-efficacy scores. There were significant differences between sedentary, active, and very active participants in terms of self-esteem, and body image and between all groups in terms of self-efficacy. Also, there were significant and positive correlations between physical activity and self-esteem, and between body image and self-efficacy in university students. Conclusion: Level of physical activity increased with age. This increased level of physical activity showed positive correlations with self-esteem, body image, and self-efficacy.

Controle racial militarizado: desvelando as dinâmicas subculturais de significado que facilitam a atuação policial propensa à violação de direitos humanos

Abstract This article discusses militarized racial control, focusing on the subcultural dynamics of meaning that facilitate police action prone to human rights violations. The text uses bibliographical research and employs the triadic methodology of Cultural Criminology and the critical literature of contemporary black intelligentsia to face racist military police action at three levels of analysis: micro, meso, and macro, contemplating the existential and phenomenological foreground of crime, the subcultural dynamics of status negotiation and structures of greater scope, such as the permanence of colonial power aimed at racial domination and control, ontological insecurity in late modernity and the Brazilian racist reality. At the end of the analysis, it was possible to conclude that, through performances staged for themselves and for third parties, military police officers engaged in racist practices of violation of human rights rebuild their image in terms of self-esteem and belonging to the group, so that a process of formation and identification, which in itself violates human rights, contributes decisively to members of the militarized police subculture becoming prone to staging racist practices that violate human rights, through which they acquire a series of subjective rewards that give purpose and meaning to their lives.

Development of professional self-consciousness of students: diagnostic results and content of pedagogical maintenance

The article is devoted to rethinking the problem of psychological and pedagogical maintenance for the development of professional self-consciousness among students. Our experimental study identifies the optimal pedagogical conditions of professional self-consciousness among students. Within the framework of the article, the content and methods of pedagogical maintenance of students were revealed. The study of this problem allowed us to develop the following set of pedagogical conditions that ensure the effectiveness of pedagogical maintenance for the development of the foundations of professional self-consciousness: diagnostics; implementation of the author's methodology (the use of pedagogical technologies that initiate the reflective potential of the student as a subject of professional self-consciousness); development of an individual way of learning. Diagnostics of the structural components of professional self-consciousness of full-time and extramural students included the motivation of learning, professional directivity, self-esteem, personalitytraits. The results of the first diagnostics determined the main content of the forming stage of the experiment, namely, the conduct of a variable course. The author's methodology is aimed at the development of personally oriented educational process in the system of higher education. The results of diagnostics after a variable course allow us to confirm the improvement in the studied parameters for full-time students (statistically different in terms of self-esteem), as well as for extramural students (statistically different in terms of sociability).

Indirect effect of impulsivity on suicide risk through self-esteem and depressive symptoms in a population with treatment-resistant depression: A FACE-DR study

IntroductionSuicide is a major health issue. Its prevalence is particularly high in subjects presenting major depression disorder (MDD), making this a key suicide-related risk factor. Suicide attempts in severe forms of MDD were assumed to be linked to impulsivity and loss of control. Nevertheless, we failed to find data specifically investigating the link between impulsivity and suicide risk in treatment-resistant depression (TRD). This study seeks to review this relationship. MethodPatients were recruited for a prospective cohort. Suicide risk and impulsivity were assessed using the International Neuropsychiatric Interview and Barratt Impulsiveness Scale, Version 10, respectively, while the severity of depressive symptoms was assessed using the Montgomery-Asberg Depression Rating Scale, anxiety with the State-Trait Anxiety Inventory and childhood maltreatment using the Childhood Trauma Questionnaire. Results220 TRD patients were enrolled in the study. The impulsivity score was correlated with self-esteem, marital status, professional status and anxiety. There was no direct link to suicide risk. However, impulsivity was associated with self-esteem (coefficient: −0.24; p value 0.043) and depressive symptom severity (coefficient: 0.; p value 0.045). The suicide risk was significantly correlated with depressive symptom severity (coefficient = 0.38, p < 0.001) and self-esteem (coefficient = −0.34, p = 0.01). Considering these correlations, we postulated that the effect of impulsivity on suicide risk could be mediated by self-esteem in terms of depressive symptom severity and we finally found a relevant mediation model within impulsivity having an indirect effect on suicide risk by impacting self-esteem and depressive symptoms with anxiety also playing a significant role as a covariable. ConclusionWe found that impulsivity could play an indirect role with the involvement of self-esteem and depressive symptoms and the contributing role of anxiety.

Mental Time Travel as Self-Affirmation.

This article integrates and advances the scope of research on the role of mental time travel in bolstering the self. We propose that imagining the self in the future (prospection) or in the past (retrospection) highlights central and positive self-aspects. Thus, bringing to mind one's future or past broadens the perceived bases of self-integrity and offers a route to self-affirmation. In reviewing corresponding research programs on self-prospection and nostalgia, we illustrate that mental time travel serves to affirm the self in terms of self-esteem, coherence, and control. Mental time travel could be implemented as a source of self-affirmation for facilitating coping and behavior change in several domains such as relationships, health, education, and organizational contexts. People can mentally travel to their future or to their past. When people imagine what they will be like in the future, or what they were like in the past, they tend to think about themselves in terms of the important and positive attributes that they possess. Thinking about themselves in such an affirming way expands and consolidates their self-views. This broader image of themselves can increase self-esteem (the extent to which one likes who they are), coherence (the extent to which one perceives life as meaningful), and control (the extent to which one feels capable of initiating and pursuing goals or effecting desirable outcomes). Mental time travel, then, has favorable or affirming consequences for one's self-views. These consequences can be harnessed to modify one's behavior in such life domains as relationships, health, education, and work.

Self-Esteem, Study Habits and Academic Performance among University Students

Purpose: This study intended to investigate the relationship between self-esteem and study habits on the academic performance of students in universities.&#x0D; Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.&#x0D; Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to self- esteem and study habits on the academic performance of university students. Preliminary empirical review found that self-esteem does not account for low or high academic performance, as most students reported enjoying a good level of self-esteem, regardless of their grades. However, the same is not true of study habits, which are tied to academic performance as shown by our results and prior research. Hence better performance is expected of students if their study techniques are to improve.&#x0D; Unique Contribution to Theory, Practice and Policy: The Social Learning and Cognitive Evaluation theories may be used to anchor future studies on self-esteem and study habits on the academic performance of university students. In terms of self-esteem, improvement thereof is not an urgent matter as nearly all students claim a good level of self-esteem, hence it would be appropriate to consider other variables for future research.&#x0D;

Influence of Psychological Variables in Adolescence: The Mediating Role of Self-Esteem in the Relationship between Self-Efficacy and Satisfaction with Life in Senior High School Students

Background: During the school years, many contextual and academic scenarios ensue that demand students mobilise their intrapersonal and social abilities. The way these situations are faced will determine the future personality of teenage students. This study aims to analyse the relationship between self-esteem and self-efficacy and the possible mediating role of satisfaction with life in secondary school students. Methods: The study comprises 816 participants, both male (N = 426; 52.20%) and female (N = 390; 47.89%) from 11 private and public secondary schools. The instruments used are the Academic Self-Efficacy Scale (ASES), the Rosenberg Self Esteem Scale (RSES) and the Satisfaction With Life Scale (SWLS). Results: The results reveal a gender difference in terms of self-esteem and significant correlations between the three constructs under consideration. Self-esteem is found to play a mediating role between self-efficacy and life satisfaction. Conclusion: The study reveals that self-esteem has significant influence in self-efficacy and life satisfaction in adolescents and in the mediating role that self-esteem plays in the relationship between the other two constructs. This emphasises the importance of building self-esteem towards the personal and psychological development of students.

Plight or light? Elucidating the main and interacting effects of parenting styles and BIS/BAS profiles on left-behind youth’s self-esteem

Today, many labor-aged adults worldwide work and live for a prolonged period outside of their places of origin in locations where the laborers’ school-aged children cannot migrate with their parents, creating a group known as left-behind youth. Empirical studies regarding the impact of parental migration (left-behind versus non-left-behind) on positive youth development, such as self-esteem, remain scarce, and the collective findings are divergent and controversial. Accordingly, the relational and individual correlates of self-esteem among those youth are largely underexplored. Two independent studies were conducted to fill these crucial knowledge gaps. In Study 1 (N = 738; Mage = 15.86; 54.6% girls), I compared the self-esteem of left-behind youth and their non-left-behind peers after adjusting for sociodemographic covariates and social desirability. In Study 2 (N = 1060; Mage = 13.05; 49.5% girls), I aimed to replicate the findings obtained from Study 1 but used a different measurement and another independent sample. Additionally, I extended Study 1 to investigate the main and interactive relationships between parenting styles (parental warmth and control) and the behavioral inhibition/activation system profiles with self-esteem. To clarify the commonality and specificity of these relationships, I also estimated the moderating role of left-behind status herein. Converging findings across both studies challenged the widely vulnerable image of left-behind youth and revealed that this group did not show significant differences in terms of self-esteem, as compared to non-left-behind peers. Interaction analyses also suggested that shy left-behind youth weaken the extent to which their self-esteem is detrimentally affected by low parental warmth/high parental control.

Determinants of Professional Success – About the Beliefs of Primary School Students

The paper focuses on the issue of professional success and its perception. The study, carried out using the diagnostic survey method, covered 1099 respondents – students atprimary schools, residing in a medium-sized city in Poland. It solved the following research problems: How do youth perceive life and professional success? What associations do male and female students of primary and secondary schools have about post-primary education(vocational/trade school, technical vs. comprehensive school)? What educational pathways do students perceive as prestigious and not prestigious, as enabling professional success and preventing the same? Which professions do students at primary schools perceive as prestigious and non-prestigious? What, in young people’s opinion, are the conditions conducive to professional success? What is the youth’s self-esteem in terms of opportunities to achieve professional success? How do selected socio-demographic characteristics differentiate the perception of professional success, its determinants, and self-esteem concerning the chances of achieving it? An alarming fact is that the beliefs of nearly half the students from the present research sample appear to be that to achieve success, it is necessary to have connections or luck. This arouses concern because, in the expectation of chance, luck (in case of lack of connections) students may adopt a passive attitude inthe context of creativity and in fact “moving forward (without their active participation)” in their educational and professional careers.

The Effect of Role-Play on the Development of Dialogue Skills among Learners of Arabic as a Second Language

Dialogue is one of the most important methods of achieving a desired goal and persuading others to accept a certain idea. This research aims to identify the effect of the role-play strategy on the development of dialogue skills among advanced-level students in the Arabic Language Teaching Unit for Non-Native Speakers at Qassim University. Using the quasi-experimental approach, the study was administered to 50 students, 25 students in the experimental group and the same number in the control group. The experimental group was taught through role-play, while the control group was taught through the traditional textbook-based methods. Quantitative data were collected by means of a dialogue skills assessment scale designed to assess the designated dialogue skills of the study sample. A quantitative analysis of the results showed a positive effect of role-play on the development of dialogue skills in terms of self-esteem, good listening, the expression of opinion, and respect for others. The results also showed that the simulation of real-life situations motivated students to develop dialogue skills in an organized manner. The results also highlighted the positive and negative aspects of using role-play in enhancing dialogue skills of learners of Arabic as a second language. The study recommends expanding the use of the role-play strategy in teaching the various basic skills of the Arabic language to the non-native speakers at Qassim University. It also suggests useful ideas for other researchers to study innovative techniques for improving the acquisition of language skills among learners of Arabic as a second language.

The psychosocial adjustment of care leavers in their transition to adult independent living (El ajuste psicosocial de jóvenes extutelados en su transición a la vida adulta independiente)

ABSTRACT Youths who come of age in out-of-home care are an especially vulnerable population who transition to adulthood quickly, prematurely and with few resources, which hinders their social integration. This, coupled with their experiences of victimization, means that they suffer from more mental health problems, negative self-concept and lower well-being. The objective of this study was to analyse the psychosocial adjustment of care leavers in terms of self-esteem, well-being and behavioural and emotional problems, as well as the influence of certain sociodemographic variables and variables related to their situations on these dimensions. One hundred and fifty care leavers from different Autonomous Communities in Spain participated in the study. The data were collected via a semi-structured interview and several standardized tests. The bivariate and multivariate analyses conducted revealed lower levels of adjustment among girls, the youngest and those with poorer outcomes and lower supports. The results highlight the importance of taking gender approaches and reinforcing the support provided to this population.

The Effect of Chatbots and AI on The Self-Efficacy, Self-Esteem, Problem-Solving and Critical Thinking of Students

This article delves into the multifaceted impacts of chatbots and AI in educational settings. It explores how these technologies, increasingly integrated into learning environments, influence key psychological aspects and cognitive skills among students. The review highlights the potential of chatbots in enhancing academic processes, offering personalized learning experiences, and serving as bridges to educational resources. However, it also raises concerns about the ethical use of such technologies. Focusing on psychological aspects, the article reviews literature suggesting that frequent and satisfying interactions with chatbots can enhance students' self-efficacy and engagement. Studies indicate that chatbots might improve self-efficacy in experimental settings and have indirect effects on health-related self-efficacy. In terms of self-esteem and self-confidence, the research presents mixed findings. While chatbots can positively affect body image and self-esteem among certain demographics, over-reliance on these technologies for social interaction or validation might negatively impact real human connections and individual confidence. The article also examines the impact of chatbots on problem-solving skills. Some studies suggest that AI chatbots can enhance problem-solving abilities, especially when integrated into educational systems. However, there is a risk that reliance on chatbots could limit users' exploration of alternative problem-solving strategies. Critical thinking is another area reviewed, with studies presenting diverse results. While some research indicates a positive influence of chatbots on critical thinking, others suggest limitations or context-dependent effects. The article concludes that while AI and chatbots offer transformative potential for enhancing student learning and engagement, their impact is complex and multifaceted. Future advancements in chatbot technology should aim to enhance their positive impact on users' psychological well-being and cognitive development, balancing the need for independent thinking and adaptability to complex problems.

A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance

This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.

A new approach to relationship prevention: Introducing the Rebuild-Relationship Building Dance® method

High divorce rates worldwide require strengthening and maintaining the quality of relationships and marriages, but it is still a problem in therapy that partners in crisis begin to seek professional help too late, so it is important to draw attention to the potentials of prevention. The marriage and relationship-building programs developed for this purpose, using classical methods, have been shown to have a number of benefits, but they have been widely criticized by researchers studying this topic: a new approach, the practical psychoeducation method called Rebuild-Relationship Building Dance®, which uses ballroom dancing as a tool to strengthen relationships, can be an answer to most of the criticism. The aim of the present research is to examine the effectiveness of the method using quantitative methods. The two-year survey involved partners preparing for their wedding. The study group (N = 64) completed a test battery measuring several variables of the relationship (BFI, RAS, DCI, FACES IV/communication, PSI, RSES, PAIR) three times and the control group (N = 38) twice. Statistical analysis confirmed the beneficial effects of the Rebuild® method on relationships in terms of self-esteem, relationship satisfaction, communication, conflict management, intimacy, sexuality, and caring for the partner, while there was no change between the results of the tests administered at two different time points without relationship intervention; moreover, deterioration in several variables (sexuality, communication, relationship satisfaction) was seen during the 8 months observed. In light of the results, the method offers a new, practical alternative in relationship prevention and can be complementary to classical therapeutic methods.

RELATIONSHIP BETWEEN SELF-ESTEEM AND ACADEMIC PERFORMANCE: A GENDERED PERSPECTIVE

The goal of self-esteem is to cultivate positive feelings and thoughts about oneself throughout life. Self-esteem, in its simplest form, is a person's opinion and evaluation of themselves, which can be positive or negative, good or bad, and enjoyable or painful. The present study was carried out to measure the association between self-esteem and academic performance among the university going adolescents of South Punjab (Dera Ghazi Khan). The purpose was also to measure gender differences between the study variables. A total of 84 participants (41 female students and 43 male students) were included in the study and selected through the purposive sampling technique. To measure the academic performance of students, their CGPA was used while Rosenberg Self-esteem Scale was used to assess their self-esteem. T-test analysis was used to explore the gender differences among the study variables. Pearson Product Moment Correlational Analysis was used to measure the association between self-esteem and academic performance. The results demonstrated significantly positive correlation between self-esteem and academic performance. In addition, gender differences were found in terms of self-esteem as female participants had high self-esteem as compared to their male counterparts. However, gender differences were found to be insignificant in terms of academic performance. More studies, on larger samples are needed to make the results generalizable on general population. In addition, academic institutes must hire psychologists in order to ensure a support system to the students who suffer with low self-esteem. This would eventually have a positive impact on their academic performance as well. Keywords: Self-esteem, Academic Performance, Gender Differences

Sosyal Bilimler Öğrencilerinin Sosyo-Kültürel Boyutlar, Benlik Saygısı ve Akademik Öz Yeterlikleri Arasındaki İlişkinin İncelenmesi

Bu çalışma işletme ve sosyal bilimler öğrencilerinin kültürel boyutlar ve akademik yeterlilikleri arasındaki ilişkide benlik saygısının düzenleyici rolünü incelemektedir. Bu araştırma Covid-19 pandemisi sürecinde üniversitede eğitim gören çoğunlukla işletme ve sosyal bilimler öğrencilerinin belli kültürel boyutlardan (güç aralığı, belirsizlik ve bireyselcilik/toplumsalcılık) hayata bakış açılarını ve başarı durumlarını belirleyen benlik saygısı ve akademik öz yeterlilikleri arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Sayısal yöntem ve ilişkisel tasarımla yüksek eğitim gören 215 öğrenciden toplanan veriler incelenerek yapılmıştır. Araştırma bulguları öğrencilerin güç aralığının düşük olduğunu, belirsizliklerle baş edemediklerini ve kuralcı olduklarını göstermiştir. Bireyselcilik ve toplumsalcılık boyutu açısından da arada kaldıkları anlaşılmaktadır. Benlik saygısı ve akademik yeterlilik açısından öğrencilerin kendilerine güvendiği anlaşılmaktadır. Benlik saygısı tek başına akademik öz yeterliliği büyük ölçüde etkilemekte ve cinsiyete göre farklılık göstermemektedir. Akademik öz yeterlilik kavramının algılanmasında kız öğrenciler lehine; kültürel boyutlar algılamasında ise erkek öğrencilerin lehine bir fark bulunmuştur. Ancak, bu sonuç kız öğrencilerin eşitsizliğe daha az katlandıklarını ve belirsizle mücadelede de erkek öğrencilere kıyasla nispeten daha başarılı olduklarını işaret etmektedir. Araştırma bulgularının mezuniyetlerinden sonra iş başvurusu yaptıklarında işletmelerin insan kaynakları uzmanlarına da yol gösterebileceği düşünülmüştür.

STUDY OF SOCIAL COMPETENCE IN RELATION TO SELF ESTEEM AMONG SCHOOL STUDENTS

Education is a lifelong process which is attained by an individual from its immediate surroundings. It helps a person, not only in professional success but also in social adjustments. These adjustments or adaptations are an integral part of human development, known a social competence. A socially competent person tries to understand the needs of self, others and further leads to the upkeep of a civilization. In today’s world, people are more engaged in themselves and hence, social relationships have become imperative for their own growth and happiness. Social competence ability might boost up multiple traits such as self confidence, motivation, cooperation, conflict resolution, and self esteem among children in their developing years. Therefore, the present study aimed to study the relationship between social competence and self esteem of senior secondary school students. Results revealed that senior secondary school students do not differ significantly in the scores of social competence and self esteem in terms of their gender. A positive and significant correlation was found in social competence and self esteem of senior secondary school students.