scholarly journals DIFFERENCES IN SELF-PRESENTATION AND SELF-ESTEEM BETWEEN POSITIVE AND NEGATIVE PERFECTIONISTS

1970 ◽  
Vol 10 (2) ◽  
pp. 281
Author(s):  
Anita Lauri Korajlija ◽  
Margareta Jelic ◽  
Dora Kirigin
Keyword(s):  
Self Esteem ◽  
The Self ◽  
Implicit Associations ◽  
Test Results ◽  
Self Presentation ◽  
Significant Difference ◽  
Implicit Associations Test ◽  
Competence Scale ◽  
Undergraduate Psychology ◽  
Implicit And Explicit

Research focusing on relationship between perfectionism and self-esteem is rather new and offers various and sometimes contradictory findings. Furthermore, a relationship between perfectionism and implicit self-esteem is still an under- investigated topic. The aim of this study was to explore differences in levels of implicit and explicit self-esteem and self-presentation between positive and negative perfectionists. One hundred and forty undergraduate psychology participants in two time points filled in the Self-Liking and Self- Competence Scale, the Perfectionistic Self-Presentation Scale, the Perfectionism Questionnaire, and the Implicit Associations Test. Results showed a significant difference in self-liking, nondisplay of imperfection, and nondisclosure of imperfection between positive and negative perfectionists. Positive perfectionists scored significantly higher on self-liking, and lower on nondisplay and nondisclosure of imperfection than negative perfectionists did. Positive perfectionists also had significantly higher levels of implicit self-esteem. There was no significant difference in self-competence and perfectionistic self-promotion between positive and negative perfectionists.

Implicit associations in eating disorders: An experimental study with the “self-esteem” implicit associations test

2011 ◽  
Vol 26 (S2) ◽  
pp. 719-719 ◽  
Author(s):  
S. Fronza ◽  
E. Galimberti ◽  
E. Fadda ◽  
F. Fanini ◽  
L. Bellodi
Keyword(s):  
Eating Disorders ◽  
Implicit Association Test ◽  
Self Esteem ◽  
Clinical Samples ◽  
Implicit Associations ◽  
Significant Difference ◽  
Self Reports ◽  
Implicit Associations Test ◽  
Implicit And Explicit ◽  
Concept Attribute

IntroductionGreenwald et al. (1998) developed The implicit Association Test (IAT) to measure automatic concept-attribute associations. Several evidences showed that Eating Disorders (EDs) were charactterized by a low explicit self-esteem.ObjectivesThe first aim was the evaluation of implicit self-esteem in a sample of patients with EDs. Second aim was to verify the correlation between implicit and explicit self-esteem, hypothesizing that they could represent two independent constructs.MethodsA IAT modeled to assess self-esteem (Self-esteem IAT) has been administered to 17 Anorexia Nervosa (AN), 14 Bulimia Nervosa (BN), 17 Binge Eating (BED) patients and 32 healthy controls (HC). In IAT, the target categories were represented by the words «SELF / OTHER» and «agreeable / disagreeable». A positive IAT effect suggest a negative implicit self esteem, instead a negative IAT effect suggest a positive implicit self-esteem. Traditional self reports were used to evaluate explicit self-esteem to all participants.ResultsResults showed a significant difference between HC and clinical groups in implicit self-esteem. HC and BED showed positive IAT effect, instead AN and BN shows a negative IAT effect. No correlations between implicit and explicit self-esteem were found.ConclusionResults showed that HC has a much more positively implicit self-esteem compared to clinical samples. An interesting result concerns the absence of any significant correlation between the implicit and explicit self-esteem, that could suggests that the implicit self-esteem is an independent construct respect to the explicit one.

Self-Esteem and Stress as Factors in Abuse of Children

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1259-1265 ◽  
Author(s):  
Karen A. Lawson ◽  
J. Ray Hays
Keyword(s):  
Sex Education ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Self Esteem ◽  
The Self ◽  
Personality Factors ◽  
Life Changes ◽  
Form Analysis ◽  
Significant Difference ◽  
Description Form

A comparison of stress and self-esteem as made between a group of 23 couples in treatment who had abused their children and 23 control couples who were matched for age, race, sex, education, and occupation. Stress was measured by the Recent Life Changes Questionnaire. Self-esteem was measured by a synthesis of 38 items selected by mental health professionals from the Clarke Parent/Child Relations Questionnaire and the Self-description and Mate Description Form. Analysis of variance showed that couples who had abused their children had significantly greater stress than control couples. However, there was no significant difference between the groups on the measure of self-esteem. There was also no interaction effect of stress with self-esteem on abuse. While it seems well established that stress is a major contributor in child abuse, the interaction of stress with personality factors of parents who abuse their children remains uncertain.

scholarly journals Self Esteem and General Well Being in Adolescents with Low vs High Emotional Competence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sarvdeep Kohli ◽  
Anjali Malik ◽  
Varsha Rani
Keyword(s):  
Emotional Competence ◽  
Sample Selection ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Successful Development ◽  
Emotional Evaluation ◽  
Competence Scale ◽  
Age Range ◽  
Selection Of

An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify and describe one’s feelings. Emotional competence refers to one’s ability to express or release one’s inner feelings or emotions. Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. General well being refers to the harmonious functioning of the physical as well as psychological aspects of the personality, giving satisfaction to the self and benefit to the society. The present study focuses on the self esteem and general well being in adolescents with low vs high emotional competence. For this purpose, first of all emotional competence scale was administered on 260 adolescents within the age range of 15-18 years, to identify the low emotionally competent and high emotionally competent adolescents. After the sample selection of 152 subjects (76 low emotionally competent and 76 high emotionally competent) Rosenberg’s Self-esteem scale and General well being scale were administered. Results indicate that high emotionally competent adolescents have high self-esteem and better general well being than low emotionally competent adolescents.

scholarly journals The correlation between self-esteem and psychological health of cadets of the Suvorov Military School of the MIA of Russia

2021 ◽  
Vol 2021 (1) ◽  
pp. 225-233
Author(s):  
Alina Kulinchenko ◽  
Valentin Shapoval
Keyword(s):  
Psychological Health ◽  
Self Esteem ◽  
Psychological Support ◽  
The Self ◽  
Self Determination ◽  
Self Assessment ◽  
Significant Difference ◽  
Professional Self ◽  
Military School ◽  
Internal Affairs

The relevance of studying the self- assessment of cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia and its relationship with psychological health is due to the need to increase the effectiveness of the system of psychological support for cadets during the period of pre-university education, the purpose of which is to compensate for the deficiencies in the adaptive abilities of adolescents and their further personal and professional self-determination. One of the main criteria for assessing a cadet’s career opportunities in the law enforcement system is his self-assessment. A young man entering the Suvorov Military School of the Ministry of Internal Affairs of Russia does not always proportion the level of his physical, intellectual and personal capabilities with those requirements of the educational environment of a military school. The inability of adolescents to adequately assess their strengths and weaknesses complicates the process of professional self-determination, in connection with which a significant percentage of the pupils who entered the school experience difficulties in adaptation, are disappointed in their choice and make a decision to expel. The study resulted in a correlation between the self-esteem of the cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia with the resource of their psychological health, reflecting the ratio of constructive and destructive-deficient central (unconscious) personality functions. Another finding is a significant difference in the self-assessment of cadets assigned to different groups of psychological health. The practical significance of the research findings is determined by the possibility of their effective use in the system of psychological support for pre-university training of cadets of the Suvorov military school, including the period of mass psycho-prophylactic examinations and the provision of targeted psychological assistance to cadets with low self-assessment.

scholarly journals Investigation of Prospective Kickboxing Coaches’ Self-Esteem in Decision Making and Decision Making Styles

2019 ◽  
Vol 7 (5) ◽  
pp. 32
Author(s):  
Eyyup Nacar
Keyword(s):  
Decision Making ◽  
Prospective Teachers ◽  
Personal Information ◽  
Self Esteem ◽  
Point Of View ◽  
The Self ◽  
Significant Difference ◽  
Decision Making Styles ◽  
The Face ◽  
Level Of Significance

Decision refers to the act of choosing the most appropriate type of action possible according to present possibilities and conditions in order to achieve an aim. Decision making covers all cognitive and behavioral effort for choosing and preferring in the face of various situations and events. Starting from this point of view, in our study, it was aimed to investigate prospective kickboxing students’ self-esteem in decision making and decision making styles.The study included 62 voluntary prospective coaches, who participated in a kickboxing coaching in the city center of Elazığ in 2017. In order to obtain personal information from the participant prospective coaches in the study, a personal information form (age, gender, years of doing sports) was formed. In order to investigate the self-esteem in decision making and decision making styles of prospective kickboxing coaches, the Melbourne Decision Making Questionnaire, which was originally developed by Mann et al., (1998) and adapted into Turkish by Deniz (2004), was utilized. The obtained data were evaluated by using SPSS statistics package software and the level of significance was regarded as p<0.05.As a result of the study, according to participants’ variables of age, gender and years of doing sports, the comparison of prospective teachers’ decision making and decision making style mean scores did not constitute a statistically significant difference. The self-esteem levels of coaches in decision making were observed to be significantly high.

The Influence of Implicit Math Anxiety on Math Achievement

2020 ◽  
pp. 003329412096405
Author(s):  
R. Shane Westfall ◽  
Amy Jane McAuley ◽  
Murray Millar
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Math Performance ◽  
Implicit Associations ◽  
Traditional Methods ◽  
Implicit Associations Test ◽  
Implicit And Explicit ◽  
Modest Correlation

Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals’ measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.

Sandbagging and the Self

2019 ◽  
Vol 40 (1) ◽  
pp. 20-25
Author(s):  
Michael D. Barnett ◽  
Idalia V. Maciel ◽  
Marley A. King
Keyword(s):  
College Students ◽  
Self Esteem ◽  
The Self ◽  
Self Presentation ◽  
Vulnerable Narcissism ◽  
Presentation Strategy ◽  
Explained Variance ◽  
The Relationship

Abstract. Sandbagging – a self-presentation strategy defined by feigned performance or false claims of inability – has been associated with lower self-esteem. The purpose of this study was to investigate whether narcissism explains the relationship between sandbagging and self-esteem. College students ( N = 813) completed a survey. Grandiose and vulnerable narcissism explained variance in sandbagging beyond what was explained by self-esteem. When grandiose or vulnerable narcissism was included, the relationship between self-esteem and sandbagging was no longer significant. Overall, the results were consistent with the notion that the relationship between lower self-esteem and sandbagging may be subsumed by narcissism.

Need for Cognition and Women’s Implicit Associations: Breaking Stereotypes?

2021 ◽  
Vol 26 (3) ◽  
pp. 336-346
Author(s):  
Sarah M. Olshan ◽  
Christine Vitiello ◽  
Kate A. Ratliff
Keyword(s):  
Cognitive Processes ◽  
Positive Relationship ◽  
Need For Cognition ◽  
The Self ◽  
Implicit Associations ◽  
Women In Stem ◽  
Future Studies ◽  
Explicit Measure ◽  
Implicit And Explicit ◽  
The Relationship

People often associate women more with emotions, or affect in general, compared to men (e.g., Barrett & Bliss-Moreau, 2009); however, it is unknown whether some women will have a stronger association between self and affect or others and cognition than other women. We predicted that higher need for cognition (NFC; Cacioppo et al., 1984), or the enjoyment of cognitive processes, would be associated with stronger self-cognition/others-affect implicit associations. We also predicted that women with stronger self-cognition/others-affect associations would be less likely to endorse STEM stereotypes. We also expected a positive relationship between NFC and explicit self-cognition/others-affect associations. To test these predictions, we conducted a study on Project Implicit investigating the relationship between NFC, affect-cognition associations with the self and others, and endorsement of women in STEM stereotypes (Jackson et al., 2014). We found that higher NFC scores were associated with decreased endorsement of stereotypical affect-cognition implicit associations in women, r(280) = −.14, p = .022, 95% CI [−0.25, −0.02]. There was no significant association between self-affect/others-cognition implicit associations and STEM stereotype endorsement, r(278) = −.05, p = .421, 95% CI [−0.17, 0.07]. Importantly, we found that the relationship between NFC and self-affect/others-cognition associations exists when using both an implicit and explicit measure. NFC may increase the likelihood of women making the counter-stereotypical association of themselves with cognition as opposed to affect. It is important to know who endorses these stereotypes, and future studies should continue to examine the trait NFC, affect-cognition associations, and related interest in STEM.

Unconscious Unease and Self-Handicapping: Behavioral Consequences of Individual Differences in Implicit and Explicit Self-Esteem

1999 ◽  
Vol 10 (6) ◽  
pp. 535-539 ◽  
Author(s):  
Leah R. Spalding ◽  
Curtis D. Hardin
Keyword(s):  
Individual Differences ◽  
Social Behavior ◽  
Direct Evidence ◽  
Self Esteem ◽  
The Self ◽  
Behavioral Consequences ◽  
Interview Performance ◽  
Implicit And Explicit

In contrast to measures of explicit self-esteem, which assess introspectively accessible self-evaluations, measures of implicit self-esteem assess the valence of unconscious, introspectively inaccessible associations to the self. This experiment is the first to document a relationship between individual differences in implicit self-esteem and social behavior: Participants completed either a self-relevant or a self-irrelevant interview, and were then rated by the interviewer on their anxiety. When the interview was self-relevant, apparent anxiety was greater for participants low in implicit self-esteem than for participants high in self-esteem; implicit self-esteem did not predict anxiety when the interview was self-irrelevant. Explicit self-esteem did not predict apparent anxiety in either interview, but did predict participants' explicit self-judgments of anxiety. Self-handicapping about interview performance was greater for participants low in both explicit and implicit self-esteem than for those high in these measures. The experiment provides direct evidence that effects of implicit and explicit self-esteem may be dissociated.

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