Global and Ethnic Self-esteem in School Context: Minority and majority groups in the Netherlands

2004 ◽  
Vol 67 (3) ◽  
pp. 253-281 ◽  
Author(s):  
Maykel Verkuyten ◽  
Jochem Thijs
Keyword(s):  
The Netherlands ◽  
School Context ◽  
Self Esteem ◽  
Majority Groups

scholarly journals Applying Positive Discipline in School and Adolescents’ Self-esteem

2021 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Slađana Zuković ◽  
◽  
Dušica Stojadinović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Development ◽  
School Context ◽  
Self Esteem ◽  
School Students ◽  
Convenience Sample ◽  
Positive Discipline ◽  
High Level

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

Self-esteem development in middle childhood: Support for sociometer theory

2018 ◽  
Vol 43 (2) ◽  
pp. 118-127 ◽  
Author(s):  
Sophia W. Magro ◽  
Till Utesch ◽  
Dennis Dreiskämper ◽  
Jenny Wagner
Keyword(s):  
Social Support ◽  
The Netherlands ◽  
Middle Childhood ◽  
Multilevel Models ◽  
Self Esteem ◽  
Second Graders ◽  
Demographic Groups ◽  
Family Social Support ◽  
Sociometer Theory

Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age MT1 = 7.99, SDT1 = 0.52 years; 52% male) in the Netherlands and Germany over three years. Multilevel models revealed that mean-level trends in self-esteem were stable across time among all demographic groups, but that males and students in the Netherlands consistently had higher self-esteem than females and students in Germany. Further analyses examining the role of social support in self-esteem development demonstrated that individuals with better peer and family social support tended to have higher levels of self-esteem and that within-person changes in social support were directly related to changes in self-esteem level, providing support for sociometer theory. These findings suggest that demographic factors as well as social support are important predictors of self-esteem as early as middle childhood.

The “dark side” of food banks? Exploring emotional responses of food bank receivers in the Netherlands

2014 ◽  
Vol 116 (9) ◽  
pp. 1506-1520 ◽  
Author(s):  
Hilje van der Horst ◽  
Stefano Pascucci ◽  
Wilma Bol
Keyword(s):  
The Netherlands ◽  
Low Income ◽  
Charitable Giving ◽  
Self Esteem ◽  
Food Assistance ◽  
Dark Side ◽  
Food Banks ◽  
Food Bank ◽  
Content Type ◽  
Depth Interviews

Purpose – The purpose of this paper is to address how food, social status as well as the interactions at the food bank induce emotions in receivers, such as shame, gratitude and anger. Since early 2000s a steadily growing number of low-income and/or over-indebted households in the Netherlands alleviate their situation with food donations from local food banks. Such food banks collect from companies edible food that would otherwise have gone to waste. The growing demand for food assistance indicates it is a welcome contribution to the groceries in many households. However, receiving food assistance as well as eating the products forces the receivers to set aside embodied dispositions towards food and norms about how to obtain food. Furthermore, it places them in interactions of charitable giving that may be harmful to the self-esteem of receivers. Design/methodology/approach – The paper is based on a qualitative study at a food bank in the Netherlands, consisting among others of in-depth interviews with 17 receivers of food assistance, observations and several interviews with volunteers. Findings – Of all emotions that were expressed during the interviews, shame appeared as the most prominent. Particularly issues of shame emerged in relation to all three food-bank-related experiences: the content of the crate, the interaction with volunteers and lastly the understanding of one's positioning in a social hierarchy. While shame can be a very private emotion – even talking about being ashamed can be shameful – it is also an utterly social emotion. Originality/value – This research is among the few ones explicitly addressing emotional emotions related to receivers in food bank.

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