Changes in self-esteem across the first year in college: the role of achievement goals

2012 ◽  
Vol 32 (2) ◽  
pp. 149-167 ◽  
Author(s):  
Sungok Serena Shim ◽  
Allison M. Ryan ◽  
Jerrell Cassady
Keyword(s):  
Achievement Goals ◽  
Self Esteem ◽  
First Year

scholarly journals The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism

2020 ◽  
Vol 12 (18) ◽  
pp. 7531
Author(s):  
María del Mar Ferradás ◽  
Carlos Freire ◽  
José Carlos Núñez ◽  
Bibiana Regueiro
Keyword(s):  
University Students ◽  
Achievement Goals ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Defensive Pessimism ◽  
Academic Context ◽  
And Performance ◽  
The Relationship ◽  
Learning And Performance

Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context.

Emotional well-being: The role of social achievement goals and self-esteem

2013 ◽  
Vol 55 (7) ◽  
pp. 840-845 ◽  
Author(s):  
Sungok Serena Shim ◽  
Cen Wang ◽  
Jerrell C. Cassady
Keyword(s):  
Achievement Goals ◽  
Well Being ◽  
Self Esteem ◽  
Social Achievement

scholarly journals The Role of Emotional Intelligence in Bilingual Education: A Study on The Improvement of the Oral Language Skill

2017 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Cristina Morilla-García
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Bilingual Education ◽  
Oral Language ◽  
Self Esteem ◽  
Self Control ◽  
First Year ◽  
Oral Production ◽  
Oral Skills

The objective of this study is to enquire how effectively the application of emotional intelligence is in the process of the acquisition of the oral skills in the foreign language at an early age, specifically in the first year of primary education. The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language. The results show that students who have been exposed to a methodology that integrates techniques for the application of emotional intelligence obtain better marks in the oral production of the L2 favouring its acquisition. Furthermore the study found evidence that these students were more motivated in the process of speaking and showed more self-esteem, and self-control in the classroom interactions. 

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

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