Is religiousness a unique predictor of self-esteem? An empirical investigation with a diverse Israeli sample.

In the quest to uncover lower order processes that underlie anxiety disorders, researchers have proposed a number of fundamental fears, which are thought to represent fears of inherently aversive stimuli that can explain a number of higher order constructs such as more specific fears. In a recent theoretical article, Carleton narrowed the list of potential fundamental fears down to three candidates: fear of death, fear of pain, and fear of the unknown. Carleton proposes that fear of the unknown represents the primary fundamental fear, suggesting that unlike the other two, fear of the unknown is inherently aversive and logically irreducible. The present study represents an initial empirical investigation of this hypothesis. In a cross-sectional study ( N = 373), fear of death, fear of pain, and fear of the unknown were assessed as simultaneous predictors of anxiety. Results showed that fear of the unknown was indeed the strongest unique predictor, while fear of pain also uniquely predicted anxiety, although to a lesser extent. While the results suggest that fear of the unknown may indeed be the most fundamental fear, the need for conceptual clarification and empirical work using diverse measures is discussed.

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An empirical investigation of self-esteem as a composite construct

Journal of Vocational Behavior ◽

10.1016/0001-8791(84)90052-6 ◽

1984 ◽

Vol 25 (3) ◽

pp. 290-303 ◽

Cited By ~ 6

Author(s):

Sandra A McIntire ◽

Edward L Levine

Keyword(s):

Empirical Investigation ◽

Self Esteem

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From Infantilizing to Collaborating: Interactions in an Adult Day Center in Taiwan

Innovation in Aging ◽

10.1093/geroni/igaa057.185 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 57-57

Author(s):

Shumin Lin

Keyword(s):

Older Adults ◽

Empirical Investigation ◽

Long Term Care ◽

Self Esteem ◽

Term Care ◽

Video Recordings ◽

Naturally Occurring ◽

Relational Interactions ◽

First Time

Abstract Many studies have found that interactions in long-term care settings are characterized by infantilizing speech towards older adults, which was principally interpreted as detrimental to older adults’ health and self-esteem. These studies, however, focused on how caregivers talked to older adults and were conducted primarily in Western countries. How older adults respond to and make sense of such speech has received little empirical investigation (Marsden & Holmes, 2014). In this paper, I re-examined issues related to infantilizing speech based on 6 months of fieldwork in an ADC in Taiwan, which serves 33 older adults (aged 66-94), including 16 diagnosed with dementia. My data (including observational fieldnotes, 72 hours of video-recordings of naturally-occurring interactions, and conversations/interviews with caregivers, older adults and their family members) show that the ADC was discursively co-constructed as a learning place with frequent didactic interactions that occurred both ways. Many older adults (those with dementia included), with little or no education before, cherished the opportunity to be “students” for the first time. Caregivers also appreciated learning various things from the older adults. Furthermore, didactic interactions co-occurred or were interspersed with relational interactions, including teasing, humor, and bodily interactions that show mutual friendliness and care. By taking into account the wide variety of interactions, attending to the contributions of all parties, and situating these interactions in the personal as well as social histories, this study demonstrated that even didactic or so-called infantilizing interactions were used by caregivers and older adults as they collaborated to create strong positive relationships.

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Maintaining Wellbeing during Unemployment

Australian Journal of Career Development ◽

10.1177/103841620601500105 ◽

2006 ◽

Vol 15 (1) ◽

pp. 19-27 ◽

Cited By ~ 12

Author(s):

P. Nancey Hoare ◽

M. Anthony Machin

Keyword(s):

Psychological Distress ◽

Negative Affect ◽

Positive Affect ◽

Employment Status ◽

Social Contact ◽

Self Esteem ◽

Financial Strain ◽

Unemployed People ◽

Unique Predictor ◽

Practical Implications

A survey of 371 unemployed people in South East Queensland explored whether deprivation of the latent benefits of employment was able to predict psychological distress after controlling for other key correlates. A standard multiple regression found that the latent benefits (timestructure, social contact, collective purpose, enforced activity, and status) accounted for a significant 13 per cent of the variance in psychological distress, with time structure being the most important unique predictor. However, after controlling for self-esteem, positive affect (PA), negative affect (NA), satisfaction with employment status, employment commitment, and financial strain, the latent benefits did not significantly add to the prediction of distress. The results are discussed in terms of their practical implications for career development.

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Compliance in autism: Self-report in action

Autism ◽

10.1177/1362361318795479 ◽

2018 ◽

Vol 23 (4) ◽

pp. 1005-1017 ◽

Cited By ~ 6

Author(s):

Robert J Chandler ◽

Ailsa Russell ◽

Katie L Maras

Keyword(s):

Real Life ◽

Self Esteem ◽

Self Report ◽

Typically Developing ◽

Scale Scores ◽

The Face ◽

Bullying Experiences ◽

Unique Predictor ◽

Face Task ◽

Made In

Previous research indicates that autistic individuals are more likely to be bullied, and that they experience heightened anxiety and diminished self-esteem. These factors are known to predict heightened compliance, which is the tendency to agree with or carry out the requests and demands of others. This has a range of potentially serious consequences, particularly for an autistic person. This study utilised self-report (the Gudjonsson Compliance Scale) and behavioural measures of compliance (the door-in-the-face task) with 26 autistic and 26 typically developing adults. Participants also completed measures of early life bullying experiences, anxiety and self-esteem. Autistic participants were more compliant on both self-report and experimental tasks, and they reported more bullying experiences, higher anxiety and reduced self-esteem. Looking at both groups, bullying, anxiety and self-esteem were all correlated with self-reported compliance on the Gudjonsson Compliance Scale, yet only self-esteem was a unique predictor. None of these predictor variables related to behavioural compliance on the door in the face; nor did Gudjonsson Compliance Scale scores predict door-in-the-face performance, which may be better explained by situational and motivational factors. Findings have important implications for a range of real-life settings including requests made in the context of research, schools, the criminal justice system and the workplace.

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Do Self-Ideal Discrepancies and Global Self-Esteem Amount to the Same Thing?: An Empirical Investigation

British Journal of Guidance and Counselling ◽

10.1080/03069888808253551 ◽

1988 ◽

Vol 16 (2) ◽

pp. 190-202 ◽

Cited By ~ 6

Author(s):

John Arnold

Keyword(s):

Empirical Investigation ◽

Self Esteem

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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