Autonomy and control motivation and self-esteem

2007 ◽  
Vol 6 (2-3) ◽  
pp. 189-208 ◽  
Author(s):  
Holley S. Hodgins ◽  
Ariel B. Brown ◽  
Barbara Carver
2006 ◽  
Author(s):  
Holley S. Hodgins ◽  
Kathryn Adair ◽  
Rachel Gordon ◽  
Yaritza Saavedra ◽  
Sara Shiffman ◽  
...  

2012 ◽  
Vol 2012 (1) ◽  
pp. 163-192
Author(s):  
Sonja Rinofner-Kreidl

Autonomy is associated with intellectual self-preservation and self-determination. Shame, on the contrary, bears a loss of approval, self-esteem and control. Being afflicted with shame, we suffer from social dependencies that by no means have been freely chosen. Moreover, undergoing various experiences of shame, our power of reflection turns out to be severly limited owing to emotional embarrassment. In both ways, shame seems to be bound to heteronomy. This situation strongly calls for conceptual clarification. For this purpose, we introduce a threestage model of self-determination which comprises i) autonomy as capability of decision-making relating to given sets of choices, ii) self-commitment in terms of setting and harmonizing goals, and iii) self-realization in compliance with some range of persistently approved goals. Accordingly, the presuppositions and distinctive marks of shame-experiences are made explicit. Within this framework, we explore the intricate relation between autonomy and shame by focusing on two questions: on what conditions could conventional behavior be considered as self-determined? How should one characterize the varying roles of actors that are involved in typical cases of shame-experiences? In this connection, we advance the thesis that the social dynamics of shame turns into ambiguous positions relating to motivation, intentional content,and actors’ roles.


2021 ◽  
Vol 11 (3) ◽  
pp. 39
Author(s):  
Phillip Ozimek ◽  
Hans-Werner Bierhoff ◽  
Elke Rohmann

Past research showed that social networking sites represent perfect platforms to satisfy narcissistic needs. The present study aimed to investigate how grandiose (GN) and vulnerable narcissism (VN) as well as social comparisons are associated with Facebook activity, which was measured with a self-report on three activity dimensions: Acting, Impressing, and Watching. In addition, the state self-esteem (SSE) was measured with respect to performance, social behavior, and appearance. One hundred and ten participants completed an online survey containing measures of SSE and Facebook activity and a priming procedure with three experimental conditions embedded in a social media context (upward comparison, downward comparison, and control group). Results indicated, as expected, that high VN was negatively associated with SSE on each subscale and the overall score. In addition, it was found that VN, but not GN, displayed positive associations with frequency of Facebook activities. Finally, it was proposed and confirmed that VN in interaction with the priming of downward comparisons negatively affected SSE. The conclusion drawn is that VN represents a key variable for the prediction of self-esteem as well as for the frequency of Facebook activity.


2021 ◽  
Author(s):  
Yixue Lou ◽  
Yi Lei ◽  
Piia Astikainen ◽  
Weiwei Peng ◽  
Suzanne Otieno ◽  
...  

2010 ◽  
Vol 15 (5) ◽  
pp. 660-670 ◽  
Author(s):  
Lisa M. Warner ◽  
Benjamin Schüz ◽  
Susanne Wurm ◽  
Jochen P. Ziegelmann ◽  
Clemens Tesch-Römer

Multimorbidity challenges quality of life (QoL) in old age. Anticipating and providing social support have been shown to promote QoL whereas receiving support often had detrimental effects. Little is known about which psychological processes explain these effects. This study examines the effects of receiving, anticipating and providing emotional support on QoL, with control beliefs and self-esteem as simultaneous mediators in an elderly multimorbid sample ( N = 1415). Anticipating and providing support positively predicted QoL, mediated through self-esteem and control beliefs. Received support negatively predicted QoL, without mediation. Self-esteem and control beliefs can help to explain the relation between QoL and support.


Author(s):  
Mohammed bin Majed bin Shariah al - Shammari

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.


2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group


Author(s):  
Shabnam Sayyad ◽  
Jaya Gawai ◽  
Pooja Kasturkar

Background: Scientific research agrees that parenting, especially during their early childhood years, is one of the greatest influences on children. Early childhood interactions form the basis of brain construction and scientists now realize that the contact between infants with their parents or guardians is a significant component in this brain growth process. Parents who are trained to support the wellbeing and wellbeing of their young child with the awareness and expertise they need. The multi-disciplinary and transnational parenting literature explicitly shows that parents are one of the most important variables in the growth of infants. Aim: The study aim is to assess the effectiveness of positive parenting teaching on the development of self-esteem among primary caregivers of pre-adolescence. Methodology: It is an interventional study and the primary giver of preadolescence are the participants of this study with intervention and control group. The primary giver of preadolescence will be selected as per inclusion and exclusion criteria and the sampling technique will be selected as non-probability convenient sampling technique. Data will be collected by demographic variables of participants and the modified self-esteem scale will be used to assess the self-esteem level of primary caregivers and preadolescence. Sample Size: 100(50-intervention group and 50-control group). Results: For statistical analysis of demographic figures will be going used frequency and mean, mean percentage, standard deviation, descriptive and inferential statistics. Positive parenting teaching may be very effective for the development of self-esteem among primary caregivers of pre-adolescence.  Conclusion: The conclusion will be drawn from the statistical analysis.


2019 ◽  
Vol 01 (02) ◽  
pp. 100-111
Author(s):  
童童 李 ◽  
艳 李 ◽  
莉 潘 ◽  
倩 黄 ◽  
喆 王

目的:探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法:招募18 名大学生为研究对象,采用实验组与控制组前后测量的实验设计,实验组接受为期6 周的自尊提升团体心理咨询,使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果:团体心理咨询后,实验组被试的自尊水平提高[(32.67±3.12)vs.(29.33±3.24), p< 0.001],人际关系综合诊断量表总分[(6.62±3.66)vs.(12.00±5.27), p< 0.001] 及人际关系维度分数[(2.11±1.36)vs.(4.00±1.94),p= 0.009] 下降,大五人格问卷外倾性[(3.51±0.31)vs.(3.30±0.41) ,p= 0.002] 与责任心[(3.65±0.34)vs.(3.43±0.35) ,p= 0.026] 分数提高。结论:团体心理咨询对大学生自尊提升的干预有效,这一干预效应存在潜在的长期效应,其内在机制可能是人际关系困扰的降低;自尊提升能够内化成为个体人格外倾性的一部分。 Objectives: This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods:Totally 18 students were randomly assigned to one of two group: experimental group(n=9) and control group(n=9). The experimental group received six-week training program to enhance self-esteem, as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale,the interpersonal relationship comprehensive diagnosis scale, and the Big Five personality scale. Results: After the training program, the experimental group’s selfesteem was improved [(32.67±3.12)vs.(29.33±3.24)], total score[(6.62±3.66)vs.(12.00±5.27)] and inter-personal communication[(2.11±1.36) vs.(4.00±1.94)] score of the interpersonal relationship comprehensive diagnosisscale were declined, and score of extraversion[(3.51±0.31)vs.(3.30±0.41)] and conscientiousness[(3.65±0.34)vs.(3.43±0.35)] were increased. Conclusion: It proves that group psychological guidance could enhance students’ self-esteem for a long time, and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.


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