scholarly journals TĖVŲ AUKLĖJIMO STILIAUS IR EMOCINIO INTELEKTO SĄSAJOS SU VYRESNIŲJŲ PAAUGLIŲ SAVIVEIKSMINGUMU BEI SAVIVERTE PAGAL LYTĮ

Psichologija ◽  
2011 ◽  
Vol 44 ◽  
pp. 22-41
Author(s):  
R. Žukauskienė ◽  
O. Malinauskienė ◽  
R. Erentaitė
Keyword(s):  
Emotional Intelligence ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Self Esteem ◽  
Gender Effects ◽  
The Self ◽  
Adolescent Boys ◽  
Emotional Skills ◽  
Intelligence Score ◽  
Intelligence Scores

Šiame straipsnyje analizuojamos prognostinės tėvų auklėjimo stiliaus ir paauglių emocinio intelekto galimybės numatyti savivertę ir saviveiksmingumą paauglystėje atskirai vaikinams ir merginoms. Analizei naudoti duomenys iš tęstinio Klaipėdos apskrities mokyklose atliekamo vyresniųjų klasių mokinių tyrimo. Tiriamųjų imtį sudarė 1028 mokiniai, kurių amžius 16–18 metų (M = 16,29; SD = 0,93), iš jų 624 merginos ir 404 vaikinai. Šiame straipsnyje naudojama 2008–2009 m. surinkta informacija apie paauglių savivertę (RSE: Rosenberg Self–Esteem scale, Rosenberg, 1965), tėvų auklėjimo stilių (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), paauglių emocinį intelektą (ESCQ-45: Emotional Skills and Competence Questionnaire, Takšić et al., 2009) ir saviveiksmingumą (GSE: Generalized Self-Efficacy Scale, Schwarzer and Jerusalem, 1995). Tyrimo rezultatai parodė, kad merginos turi aukštesnį bendrą emocinį intelektą (ir didesnius visus emocinio intelekto rodiklių įverčius) nei vaikinai; merginų ir vaikinų saviveiksmingumas nesiskiria, tačiau vaikinai pasižymi didesne saviverte nei merginos. Abu tėvai emocinę šilumą, kaip auklėjimo stilių, dažniau naudoja, kai šeimoje auga duktė, o tėvas (bet ne motina) dažniau naudoja atstūmimą, kai šeimoje auga sūnus. Labiausiai su emocinio intelekto rodikliais yra susijusi tėvų emocinė šiluma, tačiau svarbūs ir kiti tėvų auklėjimo stiliai, kurių sąsajos su paauglių emociniu intelektu priklauso ir nuo tėvų, ir nuo vaiko lyties. Apibendrinant galima teigti, kad vaikinų ir merginų saviveiksmingumą ir merginų savivertę numatyti leidžia tik emocinis intelektas, o vaikinų savivertę – dar ir tėvo emocinė šiluma.Pagrindiniai žodžiai: tėvų auklėjimo stilius, emocinis intelektas, savivertė, saviveiksmingumas, paauglystė.Effects of parenting styles and emotional intelligence on self-efficacy and self-esteem in late adolescence: gender differencesŽukauskienė R., Malinauskienė O., Erentaitė R. SummaryPrevious studies have found that parenting styles predict childrens’ emotional intelligence, i.e., their ability to perceive, express and manage their emotions. Parenting styles were also found to predict the self-efficacy and self-esteem of adolescents. Despite a high interest in the effects of parenting on the emotional charateristics and adjustment indicators of adolescents, researchers have rarely analysed the effects of gender on these links. Previous data suggest that adolescent boys have a higher self-esteem as compared with girls, while findings on gender differences in emotional intelligence are mixed. Moreover, some effects of the interaction between parents’ and adolescents’ gender have been found significant when predicting the adjustment of adolescents. The present study explores the way in which parenting styles and adolescents’ emotional intelligence (perception and understanding of emotions, expression and labeling of emotions, and managing and regulating emotions) predict the self-esteem and self-efficacy of adolescent boys and girls. Data for this analysis were taken from a longitudinal study in high schools of the Klaipėda region. The sample consisted of 1028 adolescents (624 girls and 404 boys) aged 16 to 18 (M = 16.29, SD = 0.93). The participants filled in the Rosenberg’s Self-Esteem Scale (RSE, Rosenberg, 1965), parenting styles questionnaire (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), the Emotional Skills and Competence Questionnaire (ESCQ-45, Takšić et al, 2009), and the Generalized Self-efficacy Scale (GSE, Schwarzer and Jerusalem, 1995). The results revealed significant gender effects: girls scored higher on all subscales of emotional intelligence (perception and understanding, expression and labeling, and managing and regulating emotions), including the total emotional intelligence score. In line with the previous studies, self-efficacy did not differ by gender, but boys had a higher self-esteem as compared with girls. Both parents showed more emotional warmth to their daughters, while fathers (but not mothers) showed more rejection towards their sons. Of all parenting styles, parental emotional warmth had the strongest links with the emotional intelligence of adolescent girls and boys. The other links between parenting styles and adolescents’ emotional intelligence were gender-dependent in both parents and adolescents. Self-esteem and self-efficacy in adolescents were strongly predicted by their emotional intelligence scores, whereas parenting styles (father’s emotional warmth) were only important in predicting boys’ self-esteem.Key words: parenting styles, emotional intelligence, self-esteem, self-efficacy, adolescence.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

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; 

scholarly journals Feeling Unequal: Social-Emotional Skills in the Reproduction of Social Class

2017 ◽  
Author(s):  
Sophie Moullin
Keyword(s):  
Social Class ◽  
Intergenerational Transmission ◽  
Self Efficacy ◽  
Sociological Theory ◽  
Self Esteem ◽  
The Self ◽  
Economic Outcomes ◽  
Substantial Proportion ◽  
Social Emotional ◽  
Emotional Skills

Sociological theory suggests that differential socialization in the management of emotions contributes to the reproduction of class. Although existing studies indicate that social-emotional skills are causally related to socio-economic outcomes, they have not tested whether differences in social-emotional skills mediate the intergenerational transmission of class. In this paper I test that hypothesis, using a method new to sociology that adjusts for co-varying mediators: sequential g-estimation. I find that a substantial proportion – 15 percent – of the association between class origins and destinations is mediated by social-emotional skills measured at age ten. In addition, whereas prior studies have used behaviors to measure social-emotional skills, I consider feelings about the self as well, and find that they too mediate class transmission. I argue that feelings of self-esteem and self-efficacy are an often-hidden mechanism by which class is reproduced.

Parents’ and Siblings’ Influence On One’s Self Esteem

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. Seena M. Mathai ◽  
Debolina Chatterjee ◽  
Bhuvaneswari Mohanraj
Keyword(s):  
Academic Performance ◽  
Parenting Styles ◽  
Online Survey ◽  
Self Esteem ◽  
Research Data ◽  
The Self ◽  
Native Place ◽  
Age Range ◽  
As Relationship ◽  
The Relationship

Parents and siblings play a major role in influencing the self-esteem of an individual. The parents’ relationship with the child, their responses to the child’s academic performance which includes motivation as well as encouragement plays a huge role in building up a positive self-esteem which further helps them to develop a better personality; better career along with that self-esteem also helps one to solve their problems in life. In this research, data from 112 participants were collected through an online survey focusing on the relationship between parenting styles and self-esteem across a specific age range. Parenting styles were assessed using 20 question model(What questions, while self-esteem was evaluated using Rosenberg self-esteem scale. Through this research the effect of native place on one’s self esteem was determined along with the effect of other factors such as relationship with siblings, academic performance on self-esteem was analysed

scholarly journals Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad

2018 ◽  
Vol 17 (2) ◽  
pp. 263-283
Author(s):  
Magdalena Gómez-Díaz ◽  
María Jiménez-García
Keyword(s):  
Emotional Intelligence ◽  
Physical Disability ◽  
Personal Development ◽  
Physical Disabilities ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Emotional Management ◽  
Different Dimensions ◽  
People With Physical Disabilities

Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

Effect of Nursing Measures Based on Self-Efficacy Theory on State Self-Esteem of Breast Cancer Patients

2021 ◽  
Vol 7 (6) ◽  
pp. 6469-6476
Author(s):  
Li Qiu ◽  
Hongli Wang ◽  
Yuan Yuan ◽  
Ying Wang ◽  
Ping Yu
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Observation Group ◽  
Breast Cancer Patients ◽  
Functional Exercise ◽  
The Difference

To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. 110 breast cancer patients who were treated in our hospital from October 2018 to October 2019 were randomly divided into control group and observation group. The control group was given routine nursing measures, and the observation group was given nursing measures under the guidance of self-efficacy theory. Before operation, 1 week after operation and 3 months after operation, the general data of the two groups before and after treatment were recorded. The self-efficacy level and self-esteem level of the patients before and after treatment were assessed by the self-efficacy scale (GSEs) and state self-esteem scale (SSEs). The compliance of functional exercise and shoulder joint activity (ROM) of the two groups were compared, and the physical status of the two groups were analyzed. To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. The GSEs score of the two groups increased with the time, and there was no significant difference between the two groups before operation (P > 0.05). After 1 week and 3 months, the GSEs score of the observation group was significantly higher than that of the control group (P < 0.05). The compliance evaluation table of functional exercise in the two groups increased with the time, and the compliance evaluation table of functional exercise in the observation group was significantly higher than that in the control group, the difference was statistically significant (P < 0.05). ROM of the two groups increased with time, and ROM of the observation group was significantly better than that of the control group, the difference was statistically significant (P < 0.05). The self-esteem level of the two groups increased with time, and the self-esteem level of the observation group was significantly higherthan that of the control group, the difference was statistically significant (P <0.05). The nursing measures under tne guidance of self-efficacy theory can help patients to complete functionalexercise, improve theirquality of life, improve their self-esteem level, a nd can be widely used in clinical practice.

Self, Career, and Gender Issues

2013 ◽  
pp. 79-111
Keyword(s):  
Psychological Contract ◽  
Self Efficacy ◽  
Gender Role Conflict ◽  
Gender Issues ◽  
Self Esteem ◽  
The Self ◽  
Discrepancy Theory ◽  
And Gender ◽  
Self Discrepancy

This chapter aims to: demonstrate the role of individual differences; identify how issues of the self, such as self-efficacy and self-esteem, can influence women’s career choice and career outcomes; discuss self-discrepancy theory in relation to gender role conflict in the workplace; evaluate if high self-esteem and self-efficacy can be advantageous to women working in male dominated occupations and industries; describe how internalised self-view, may contribute to gendered occupational segregation; and discuss the concept of the psychological contract and job satisfaction.

The self‐efficacy/self‐esteem relationship in sport and at work

1996 ◽  
Vol 8 (4) ◽  
pp. 19-23
Author(s):  
Ian M. Cockerill ◽  
Hayley J. Pyle ◽  
Stephanie Read
Keyword(s):  
Self Efficacy ◽  
Self Esteem ◽  
The Self

scholarly journals IMPACT OF THE TRAIT- BASED EMOTIONAL INTELLIGENCE ON SELF-ESTEEM FACTOR ACCORDING TO GENDER FACTOR

2018 ◽  
Vol 6 (2) ◽  
pp. 361-389
Author(s):  
Osman BAYRAKTAR ◽  
Hüner ŞENCAN ◽  
Yahya FİDAN
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Self Esteem ◽  
Hierarchical Regression ◽  
Intelligence Scale ◽  
Conceptual Structures ◽  
Basic Hypothesis ◽  
Gender Factor ◽  
Intelligence Scores ◽  
The Relationship

Goal. In the research, it was tried to determine the effect of the trait-based emotional intelligence scores on self-esteem evaluations, and it was attempted to determine how this effect evolved according to the gender factor. Method. In the study 175 students were partisipte and 171 questionnary were analyzed. To measure emotional intelligence, NHS Emotional Intelligence Scale was used and The Rosenberg Self-Esteem scale was used to measure self-esteem. Correlations, regression analysis, t-test and ANCOVA methods were used to determine the relationship and / or effect between two conceptual structures. Findings. As a result of the research, it was understood that emotional intelligence had no effect on the self-esteem.  Because the relations of concepts were not statistically significant (R2 = 0.00). Effect also did not occur at the female and male levels of the variable gender factor. Results. The argument that emotional intelligence, which is the basic hypothesis of the research, is effective on self-esteem scores has not been proved statistically. In the hierarchical regression analysis, which is based on the level of the gender factor, there was no relationship or effect.

Sign in / Sign up

Export Citation Format

Share Document