scholarly journals Effect of Self-Esteem and Gratitude on Personal Growth in Indian Students

Author(s):  
Anjali Nagar ◽  
Ananya Chowdhury ◽  
Aradhna Bhandari ◽  
Gayatri Sengar ◽  
Jyoti Kumari

It is known that self esteem and gratitude play a pivotal role in the development of an individual. The purpose of this study was to find out about the exact role that self esteem and gratitude play in the development of Indian students of 16 to 24 years. Rosenberg Self Esteem Scale, Gratitude Questionnaire and Personal Growth Initiative Scale were administered on the participants who were selected for the study by the method of random sampling. Data was collected with the help of google forms as personally meeting the subjects was not possible during the pandemic. Findings suggests that most participants who participated in the study possessed high levels of gratitude and moderate levels of self esteem, thus showing good personal development.  It was believed that increment in self esteem leads to the increment in overall personal development of a person, but in this research, it came out that rise in self esteem up to a certain level can positively impact personal development, more than that can create a negative impact on the development. It was also found out that gratitude and personal development were positively correlated to each other, i.e., rise in levels of gratitude leads to increment in personal growth of students.  

2010 ◽  
Author(s):  
Megan A. Martinez ◽  
Daria Roumiantseva ◽  
Nathaniel Geiger ◽  
Rhea Ponder

Author(s):  
Nandini Sanyal ◽  
Tina Fernandes ◽  
Zaina Hazari

<div><p><em>The objective of the present study is to investigate whether there is a relationship between perception of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The study also aimed to observe whether there are gender differences between students going to colleges (viz. with EAMCET coaching and without EAMCET coaching) in terms of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The School Environment Inventory (Misra, 1984), the Personal Growth Initiative Scale-II (Robitschek et al., 2012) and the Performance Failure Appraisal Inventory (Conroy et. al., 2002) were administered on 300 intermediate students (150 boys and 150 girls) selected through a non-probability purposive sampling technique to measure the perception of psycho-social school environment, personal growth initiative and fear of failure respectively. The results indicated significant gender differences between the students going to colleges with coaching and the students going to colleges without coaching with respect to perception of psycho-social school environment and personal growth initiative (p&lt;0.05). However, no significant gender differences were observed in fear of failure and its dimensions (p&gt;0.05). Among students going to colleges with coaching negative correlations were observed between rejection, fear of experiencing shame and embarrassment  and personal growth initiative, moreover in this group, creative stimulation, cognitive encouragement and permissiveness (p&lt;0.05) were positively correlated with using resources and negatively correlated with fears of important others losing interest (p&lt;0.05). Also personal growth initiative was positively correlated with fears of upsetting important others and cognitive encouragement (p&lt;0.05) in students going to colleges without coaching. The present study reiterates that perception of school environment by students is of paramount importance in promoting or hindering the student’s personal growth initiative and subsequently their fear of failure.</em></p></div>


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