Correlations Between Self-Esteem And Sociometric Status In Information And Network Society

2020 ◽  
Author(s):  
Olga Kondratieva
Keyword(s):  
Self Esteem ◽  
Sociometric Status ◽  
Network Society

The Relationships of Family and Classroom Environments with Peer Relational Victimization: An Analysis of their Gender Differences

2010 ◽  
Vol 13 (1) ◽  
pp. 156-165 ◽  
Author(s):  
María Jesús Cava ◽  
Gonzalo Musitu ◽  
Sofia Buelga ◽  
Sergio Murgui
Keyword(s):  
Gender Differences ◽  
Classroom Environment ◽  
Structural Equation ◽  
Self Esteem ◽  
Relational Victimization ◽  
Sociometric Status ◽  
Equation Modeling ◽  
Classroom Environments ◽  
Relevant Effect ◽  
Significant Direct Effect

This study analyzes the relationships of adolescents' perceptions of their family and classroom environments with peer relational victimization, taking into account that these relationships could be mediated by adolescents' self-esteem, feelings of loneliness, and sociometric status. These relationships, and their possible gender differences, were analyzed in a sample of 1319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years (M= 13.7,SD= 1.5). A structural equation modeling was calculated for boys and girls separately. The findings suggested that the adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on peer relational victimization for boys, and adolescents' loneliness and sociometric status for girls. Their perceptions of family and classroom environments had a significant indirect effect on peer relational victimization for boys and girls, but the paths were different. Overall, findings suggested that a negative classroom environment had a more relevant effect in relational victimization for boys.

scholarly journals Self- but Not Other-Dimensions of Mentalizing Moderate the Impairment Associated With Social Anxiety in Adolescents From the General Population

2021 ◽  
Vol 12 ◽  
Author(s):  
Sergi Ballespí ◽  
Jaume Vives ◽  
Jacqueline Nonweiler ◽  
Ariadna Perez-Domingo ◽  
Neus Barrantes-Vidal
Keyword(s):  
Social Cognition ◽  
Social Anxiety ◽  
Social Competence ◽  
Social Functioning ◽  
Mental States ◽  
Self Esteem ◽  
Clinical Population ◽  
Sociometric Status ◽  
Self And Other

Mentalizing, or social cognition, refers to the brain’s higher order capacity that allows humans to be aware of one’s own and others’ mental states (e.g., emotions, feelings, intentions). While cognition in social anxiety has been broadly analyzed, there is a paucity of research regarding the role of social cognition. Moreover, mentalizing or social cognition research is traditionally focused on the understanding of others’ mental states, rather than self-mentalizing. Finally, most studies analyze the role of social cognition in the development or maintenance of social anxiety, yet no study to date has analyzed whether social cognition moderates functional impairment associated with it. This study analyzes whether self- and other-mentalizing moderate the relationship between social anxiety and impairment in social and self-functioning. A sample of 262 adolescents from the non-clinical population was assessed on measures of social anxiety, self- and other- mentalization, indicators of social functioning (social competence and sociometric status), and indicators of self-functioning (depression and self-esteem). Multiple linear regressions were conducted to test possible moderation effects of self-mentalizing and other-mentalizing on the relationships between social anxiety and social and self-functioning. Results revealed that other-mentalizing does not moderate social- nor self-functioning, while self-mentalizing moderates the impairment of all of them. While impairment in social functioning is buffered by one dimension of self-mentalizing (emotional clarity; b = 0.003, p = 0.043 and b = 0.016, p = 0.008 for social competence and sociometric status, respectively), impairment in self-functioning is strengthened by the other dimension (attention to emotions; b = −0.007, p = 0.008 and b = 0.009, p = 0.047 for self-esteem and depression, respectively). Probing the moderation at the 16th, 50th, and 84th percentiles revealed that the negative imbalance between dimensions (i.e., high attention and low clarity) tended to exacerbate impairment most on all indicators, while the positive imbalance (i.e., low attention and high clarity) was usually the most buffering condition. This supports that “low-flying” or implicit mentalizing provides more resilience than explicit mentalizing (i.e., high attention and high clarity). Findings suggest that the work on emotional self-awareness should be stressed in the intervention of the social anxiety spectrum conditions in order to improve prevention, functioning, and ultimately, treatments, of people impaired by symptoms of social anxiety.

scholarly journals Perspectiva sociometrică în abordarea stimei de sine a elevului victimă a bullying-ului școlar

2021 ◽  
Vol 39 (2) ◽  
pp. 47-57
Author(s):  
Rodica Popa
Keyword(s):  
High School ◽  
Self Esteem ◽  
The Self ◽  
Sociometric Status ◽  
Measuring Instrument ◽  
Victim Status ◽  
Research Technique ◽  
Victims Of Bullying

In this study we applied the sociometric research technique of the student class to identify the sociometric status of students characterized as victims of bullying. The sociometric position and the perception of the bullying victim status were tested by applying the sociometric test on a sample of 31 students in a humanities class (11th) of a high school in Brăila, Romania. The results of the self-esteem measuring instrument were also used by applying the Rosenberg technique. The results of the study showed that there was a visible difference between the rejected number 6 (Isp = 0.4), for which 2 votes and 14 rejections were expressed and the rejected number 2, chosen by 3 colleagues and rejected by 4 (Isp = -0.03). Also, the grouping of those with Isp = 0 in the category of the indi ff erent ones

scholarly journals Individual and Social Risk Factors Related to Overt Victimization in a Sample of Spanish Adolescents

2007 ◽  
Vol 101 (1) ◽  
pp. 275-290 ◽  
Author(s):  
Maria Jesus Cava ◽  
Gonzalo Musitu ◽  
Sergio Murgui
Keyword(s):  
Risk Factors ◽  
Classroom Environment ◽  
Structural Equation ◽  
Self Esteem ◽  
Sociometric Status ◽  
Equation Modeling ◽  
Social Risk ◽  
Social Risk Factors ◽  
Significant Direct Effect

This study analyzes the role of adolescents' self-esteem, loneliness, sociometric status, and perceptions of family and classroom environment on overt vicitimization by peers in a sample of 1,319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years ( M = 13.7, SD = 1.5). The findings from structural equation modeling suggest that adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on overt victimization by peers, and adolescents' perceptions of family and classroom environment had a significant indirect effect on peer overt victimization mediated by self-esteem, loneliness, and sociometric status. The findings are discussed with the consideration of these variables as individual and social risk factors for overt victimization by peers.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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