Effects of Self-Evaluation Threat on Schadenfreude Toward Strangers in a Reality TV Show

2016 ◽  
Vol 118 (3) ◽  
pp. 778-792 ◽  
Author(s):  
Hitomi Watanabe
Keyword(s):  
Undergraduate Students ◽  
Simple Calculation ◽  
Self Esteem ◽  
Reality Tv ◽  
Control Group ◽  
American Idol ◽  
Self Evaluation ◽  
Calculation Task ◽  
Positive And Negative Feedback ◽  
Tv Show

Schadenfreude toward strangers in a reality TV show may be affected by self-evaluation threat. This study extends previous work by adding a control group to positive and negative feedback groups in order to investigate the effects of self-evaluation threat. Sex of the target of schadenfreude and schadenfroh participant was considered. Among undergraduate students screened for low general self-esteem, 31 men ( M = 20.3 ± 1.6 years old) and 59 women ( M = 20.0 ± 1.2 years old) volunteered to participate. Participants performed a simple calculation task, and then received negative, positive, or no feedback regarding the task before completing the State Self-Esteem Scale and watching videos taken from American Idol that showed an applicant being criticized by judges. After watching videos, participants completed items related to schadenfreude. There were no differences in schadenfreude toward strangers between the three feedback groups. In addition to the Japanese tendency of reduced self-enhancement in self-threatening situations, targets with no psychological closeness may also explain the lack of a relationship between self-evaluation threat and schadenfreude.

To Defend or Not To Defend: A Comparison of Paranoia and Depression

1997 ◽  
Vol 11 (1) ◽  
pp. 63-71 ◽  
Author(s):  
Paul Chadwick ◽  
Peter Trower
Keyword(s):  
Beck Depression Inventory ◽  
Normal Control ◽  
Self Esteem ◽  
Normal Control Group ◽  
Control Group ◽  
Self Evaluation ◽  
Defensive Function ◽  
Depressed Group ◽  
Evaluative Beliefs ◽  
Depressive Group

Research exploring inferential, especially attributional, thinking supports the theory that paranoia is a defense against low self-esteem. The present study extends this research by examining the place of evaluative beliefs in paranoia and depression. In particular, the study begins to explore the possibility that the defensive function of paranoia is to prevent perceived negative other-self evaluation becoming self-self, as happens in depression, by discrediting others through negative self-other evaluations. A paranoid group (n = 23) a depressive group (n = 22) and a normal control group of (n = 22) are compared on their responses to the Beck Depression Inventory and the Evaluative Beliefs Scale, an 18-item measure of other-self, self-self and self-other negative person evaluations. Results supported and refined this theory. As expected, subjects in both clinical groups perceive significantly more negative other-self evaluation (i.e., threat) than controls, with scores significantly higher for the depressed group. Negative self-self evaluation was highest in the depressives; the paranoid group scores were significantly higher than controls, perhaps implying that the paranoid defense is only partial. Lastly, negative self-other evaluations were significantly higher in the paranoid group; the depressives and controls did not differ.

How Good Am I? Implicit and Explicit Self-Esteem as a Function of Perceived Parenting Styles Among Children With ADHD

2015 ◽  
Vol 22 (13) ◽  
pp. 1207-1217 ◽  
Author(s):  
Jenny Kurman ◽  
Lily Rothschild-Yakar ◽  
Ruth Angel ◽  
Miri Katz
Keyword(s):  
Parenting Styles ◽  
Parental Support ◽  
Self Esteem ◽  
Control Group ◽  
Perceived Parenting ◽  
Children With Adhd ◽  
Authoritarian Parenting ◽  
Self Evaluation ◽  
Permissive Parenting ◽  
Implicit And Explicit

Objective: To investigate implicit and explicit self-esteem and academic self-evaluation among children with ADHD as a function of parenting styles, namely, authoritarian, authoritative and permissive parenting. Method: Participants included 43 children with ADHD and 35 non-ADHD controls who filled out self-concept and perceived parenting style questionnaires. They also took an Implicit Association Test (IAT) that measured unacknowledged self-esteem. Results: Lower self-esteem was found among children with ADHD than among controls, with stronger effect on the implicit level. Perceived authoritarian parenting was related to lower implicit self-esteem among children with ADHD. Higher self-esteem was found in the authoritative than in the permissive parenting groups in the non-ADHD control group but not among children with ADHD. Conclusion: The role of parental support versus authoritarian parenting in terms of implicit self-esteem points to the importance of promoting responsiveness strategies among parents in the treatment of children with ADHD.

scholarly journals Active Learning as a Beyond-the-Classroom Strategy to Improve University Students’ Career Adaptability

2021 ◽  
Vol 13 (11) ◽  
pp. 6246
Author(s):  
Tracy Hui ◽  
Sam S. S. Lau ◽  
Mantak Yuen
Keyword(s):  
Active Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Meaning In Life ◽  
Human Resources Management ◽  
Self Esteem ◽  
Control Group ◽  
Career Adaptability ◽  
Learning Program ◽  
The Impact

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual’s working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing–learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students’ career adaptability in a changing but sustainable world of employment.

Accentuating Your Masculine Side

2013 ◽  
Vol 44 (2) ◽  
pp. 103-108 ◽  
Author(s):  
Chongzeng Bi ◽  
Oscar Ybarra ◽  
Yufang Zhao
Keyword(s):  
Social Norms ◽  
Gender Role ◽  
Cultural Context ◽  
Self Esteem ◽  
Western Countries ◽  
Self Evaluation ◽  
Two Samples ◽  
Agency And Communion

Recent research investigating self-judgment has shown that people are more likely to base their evaluations of self on agency-related traits than communion-related traits. In the present research, we tested the hypothesis that agency-related traits dominate self-evaluation by expanding the purview of the fundamental dimensions to consider characteristics typically studied in the gender-role literature, but that nevertheless should be related to agency and communion. Further, we carried out these tests on two samples from China, a cultural context that, relative to many Western countries, emphasizes the interpersonal or communion dimension. Despite the differences in traits used and cultural samples studied, the findings generally supported the agency dominates self-esteem perspective, albeit with some additional findings in Study 2. The findings are discussed with regard to the influence of social norms and the types of inferences people are able to draw about themselves given such norms.

How success enhances self-serving bias: A multinomial process model of the Implicit Association Test

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9 ◽  
Author(s):  
Zhongyang Wang ◽  
Yi Li ◽  
Zheng Jin ◽  
Timothy Tamunang Tamutana
Keyword(s):  
Undergraduate Students ◽  
Implicit Association Test ◽  
Process Model ◽  
Self Esteem ◽  
Regulation Mechanism ◽  
Implicit Association ◽  
Desirable Outcome ◽  
Subsequent Application ◽  
External Forces ◽  
Better Than

Self-serving bias is individuals' belief that leads them to blame external forces when bad things happen and to give themselves credit when good things happen. To evaluate how underlying evaluative associations toward the self or others differ between individuals, and/or how the regulation mechanism of the influence of such associations differs, we used a multinomial process model to measure the underlying implicit self-esteem in these processes with 56 Chinese undergraduate students. The results indicated that participants assessed themselves as being better than others when their performance was followed by a desirable outcome. Subsequent application of the quadruple processes showed that both activation of positive associations toward self and regulation of the associations played important roles in attitudinal responses. Our findings may provide a supplementary explanation to that of previous results, promoting understanding of the mechanism underlying self-serving bias.

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals How Downward and Upward Comparisons on Facebook Influence Grandiose and Vulnerable Narcissists’ Self-Esteem—A Priming Study

2021 ◽  
Vol 11 (3) ◽  
pp. 39
Author(s):  
Phillip Ozimek ◽  
Hans-Werner Bierhoff ◽  
Elke Rohmann
Keyword(s):  
Social Networking Sites ◽  
Online Survey ◽  
Social Comparisons ◽  
Past Research ◽  
Self Esteem ◽  
Self Report ◽  
Control Group ◽  
Experimental Conditions ◽  
Vulnerable Narcissism ◽  
And Control

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.

scholarly journals Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners

Healthcare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Kritika Poudel ◽  
Naomi Sumi ◽  
Rika Yano
Keyword(s):  
High School Students ◽  
Knowledge Sharing ◽  
Education Program ◽  
Repeated Measures ◽  
Health Workers ◽  
Cancer Education ◽  
Peer Group ◽  
Self Esteem ◽  
Control Group ◽  
Cancer Symptoms

Raising cancer awareness among adolescents can increase their confidence in identifying cancer symptoms and develop healthy habits. This study tested the effectiveness of cancer education based on a new model among high schoolers. A non-randomized control group pre-post-test design study was conducted among 313 pairs of adolescent students and their knowledge-sharing partners in Lalitpur, Nepal. A baseline test was conducted before the education program, and it was followed up at two weeks and three months. Results were measured using a chi-square test, binary logistic regression, and a two-way repeated-measures ANOVA. There was a significant interaction effect of intervention and time on students’ knowledge, beliefs, self-esteem, and practice, along with a change in some scores of knowledge-sharing partners. Joint assignment supported the idea of diffusion of information within the family and in the neighborhood. The peer group discussion could encourage active learning and help students to participate visibly in problem-solving and reflecting more sustainably. Time constraints, lack of human resources, and support groups, might limit this program’s usage; however, preparing guidelines, and connecting communities, organizations, hospitals, volunteer health workers, and survivors can help make it more sustainable and approachable.

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