scholarly journals Self-Esteem as a Complex Dynamic System: Intrinsic and Extrinsic Microlevel Dynamics

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-19 ◽  
Author(s):  
Naomi M. P. de Ruiter ◽  
Tom Hollenstein ◽  
Paul L. C. van Geert ◽  
E. Saskia Kunnen

The variability of self-esteem is an important characteristic of self-esteem. However, little is known about the mechanisms that underlie it. The goal of the current study was to empirically explore these underlying mechanisms. It is commonly assumed that state self-esteem (the fleeting experience of the self) is a response to the immediate social context. Drawing from a complex dynamic systems perspective, the self-organizing self-esteem model asserts that this responsivity is not passive or stimulus-response like, but that the impact of the social context on state self-esteem is intimately connected to the intrinsic dynamics of self-esteem. The model suggests that intrinsic dynamics are the result of higher-order self-esteem attractors that can constrain state self-esteem variability. The current study tests this model, and more specifically, the prediction that state self-esteem variability is less influenced by changes in the immediate context if relatively strong, as opposed to weak, self-esteem attractors underlie intrinsic dynamics of self-esteem. To test this, parent-adolescent dyads (N=13, Mage=13.6) were filmed during seminaturalistic discussions. Observable components of adolescent state self-esteem were coded in real time, as well as real-time parental autonomy-support and relatedness. Kohonen’s self-organizing maps were used to derive attractor-like patterns: repeated higher-order patterns of adolescents’ self-esteem components. State space grids were used to assess how much adolescents’ self-esteem attractors constrained their state self-esteem variability. We found varying levels of attractor strength in our sample. In accordance with our prediction, we found that state self-esteem was less sensitive to changes in parental support and relatedness for adolescents with stronger self-esteem attractors. Discussion revolves around the implications of our findings for the ontology of self-esteem.

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Ritu ◽  
Madhu Anand

Parental Modernity is an important aspect for the psycho-social development of the child. The present study aims to study the effect of parental modernity on rejection sensitivity and self-esteem of adolescents and the relationship between rejection sensitivity and self-esteem. The research is carried out on a sample of 240 parents (including 120 fathers and 120 mothers) and their 120 children. For observing the impact of modernity of parents on their children, Individual Modernity Scale was used and administered on father and mother. Rejection Sensitivity Questionnaire and Self-Esteem Inventory were used to measure the rejection sensitivity and self-esteem of children (age ranges from 14 to 19 years). The results suggest that parental modernity has an effect on the rejection sensitivity and personally perceived self of the self – esteem of adolescents. Furthermore, the rejection sensitivity has been found negatively associated with self-esteem.


1996 ◽  
Vol 24 (4) ◽  
pp. 489-515 ◽  
Author(s):  
Edward Seidman ◽  
J. Lawrence Aber ◽  
LaRue Allen ◽  
Sabine Elizabeth French

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.


2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 


2010 ◽  
Author(s):  
Shannon Abraham-Cook ◽  
Laura K. Palmer ◽  
Craig Springer ◽  
Justin Misurell

Author(s):  
Ina Blau

Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.


2021 ◽  
pp. 76-93
Author(s):  
Eric S. Henry

This chapter examines how personal stories of Chinese citizens often narrate self-transformation as both linguistic development and geographical movement from lower-order social spaces to higher-order ones. Taken together, the stories reveal a common plot structure beginning with descriptions of the self in childhood as naïve and lacking in comprehension, followed by a growing awareness, openness, and sense of personal growth and transformation only fully realized when the teller had traveled abroad. This plot structure of English acquisition was framed against the backdrop of Shenyang as a chronotope, the temporally backward and spatially isolated city, which can be transcended through successful language acquisition. Depending on the nature of these autobiographical trajectories, sometimes the narratives culminate in the realization of transnational personae capable of transcending the limitations of the local social context. In others, however, a variety of obstacles such as age, class, gender, or lack of social connections halt narrative self-development in its tracks, leaving only failed potential or the determination to provide a better grounding for one's children to succeed in the same path.


2013 ◽  
Vol 30 (4) ◽  
pp. 676-689 ◽  
Author(s):  
E. Gorgucci ◽  
R. Bechini ◽  
L. Baldini ◽  
R. Cremonini ◽  
V. Chandrasekar

Abstract Operational weather radars are usually equipped with a radome to reduce the wind load on the antenna and to allow continuous operation under bad weather conditions. The study is focused on quantifying the impact on radar polarimetric measurements due to the presence of a radome. Analysis refers to the transportable X-band polarimetric radar of the Agenzia Regionale per la Protezione Ambientale (ARPA) Piemonte (ARX), which uses a “bullet shaped” radome to provide environmental protection to the antenna and receiver apparatus system. Radar calibration is performed using wet and dry radomes. Differential reflectivity calibration results are compared with those obtained using the sun as a radiation reference source. Estimates have comparable mean values, with their differences being within the standard deviation. The paper describes a method based on the self-consistency principle that takes into account the loss induced by radome wetting due to rain to adjust the absolute calibration of the radar in real time. To verify how well this method overcomes the problem of excess attenuation caused by the presence of precipitation on the radome, two validation methods are presented. The first uses an empirical model to estimate the two-way wet radome losses for a qualitative comparison, with the corresponding losses obtained by the self-consistency principle. The second employs comparisons between radar and gauge rainfall accumulations with and without radome correction. This approach offers a clear understanding of the response of the correction, providing quantitative performance in a real case.


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