Contingencies of Self-Worth Moderate the Effect of Specific Self-Esteem on Self-Liking Or Self-Competence

2013 ◽  
Vol 41 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Liuna Geng ◽  
Tao Jiang
Keyword(s):  
University Students ◽  
Family Support ◽  
Self Esteem ◽  
The Self ◽  
Chinese Version ◽  
Moderator Effects ◽  
Chinese University ◽  
Self Worth ◽  
Attribution Questionnaire ◽  
The Relationship

In this study we examined whether or not contingencies of self-worth (CSW) moderated the effect of specific self-esteem on self-liking or self-competence. Chinese university students (N = 210) completed the Chinese version of the Contingencies of Self-worth Scale (Crocker, Luhtanen, Cooper, & Bouvrette, 2003; translated into Chinese by Cheng & Kwan, 2008), the Chinese version of the Rosenberg Self-esteem Scale (Rosenberg, 1965; translated into Chinese by Wang, Wang, & Ma, 1999), and our own adaptation for this study of the Self-attribution Questionnaire (Pelham & Swann, 1989) to assess self-liking, self-competence, global self-esteem, 6 domains of CSW consisting of others' approval, appearance, academic competence, competition, family support, and virtue, and specific self-esteem in these same 6 domains. Results showed that CSW did not have a moderating effect on the relationship between specific self-esteem and global self-esteem in the 6 domains. However, when we classified self-esteem into 2 distinct categories of self-liking and self-competence, we found that there were moderator effects of CSW between specific self-esteem and either self-liking or self-competence in 3 of the 6 domains. The different moderator effects in the 6 domains are discussed.

CONTINGENCY AS A MODERATOR OF THE EFFECT OF DOMAIN SELF-ESTEEM ON GLOBAL SELF-ESTEEM

2008 ◽  
Vol 36 (6) ◽  
pp. 851-864 ◽  
Author(s):  
Junsheng Hu ◽  
Ye Yang ◽  
Dengfeng Wang ◽  
Yang Liu
Keyword(s):  
University Students ◽  
Cultural Differences ◽  
Self Esteem ◽  
The Self ◽  
Chinese Version ◽  
Chinese University ◽  
Self Worth ◽  
Chinese University Students ◽  
The Individual

The aim in this study was to examine whether contingency of domain self-esteem moderates the effect of domain self-esteem on global self-esteem. Chinese university students (N = 320) completed the Contingencies of Self-worth Scale and the Self-worth Questionnaire (both by Yang, Hu, Pang, & Wang, 2007) and the Chinese version (Robinson, Shaver, & Wrightsman, 1997) of the Rosenberg Self-esteem Scale (Rosenberg, 1965). Results indicated that in domains that the individual could control, such as ability or behavior style, domain self-esteem directly influenced global self-esteem; in domains that the individual could not control, such as appearance and nationality, contingency of domain self-esteem moderated the effect of domain self-esteem on global self-esteem. Cultural differences in contingencies of domain self-esteem are also discussed.

The relationship between self-esteem and self-worth protection strategies in university students

2016 ◽  
Vol 88 ◽  
pp. 236-241 ◽  
Author(s):  
María del Mar Ferradás ◽  
Carlos Freire ◽  
Antonio Valle ◽  
José Carlos Núñez ◽  
Bibiana Regueiro ◽  
...  
Keyword(s):  
University Students ◽  
Self Esteem ◽  
Self Worth ◽  
Protection Strategies ◽  
The Relationship

scholarly journals An evaluation of the relationship between self-esteem and pet bonding in children

2014 ◽  
Author(s):  
◽  
Pamela L. Evans-Smith
Keyword(s):  
Physical Appearance ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
The Self ◽  
Healthy Weight ◽  
Obese Children ◽  
Future Studies ◽  
Dog Ownership ◽  
Self Worth ◽  
The Relationship

Obesity has been linked to many physical as well as psychological problems. Many children who are obese suffer from low self-esteem. No studies have been published documenting the effect of owning a dog on the self-esteem of children who are obese. This study used a non-experimental, descriptive, four-group comparison design. One-hundred-twenty participants comprised the four groups: obese children with a dog, obese children without a dog, children of a healthy weight with a dog, and children of a healthy weight without a dog. Participants who were in the 85th percentile or higher for their height and weight were placed in the obese group. All participants completed the Self-Perception Profile for Children (SPPC) and participants who owned a dog that lived in the house at least 50% of the time also completed the Pet Bonding Scale (PBS). The four groups were similar on most demographic characteristics. Obese children had lower scores in the domains of Physical Appearance, Social Competence, and Self-Worth. Participants in the study who owned a dog, both obese and of a healthy weight, were more likely to have lower Physical Appearance and Behavioral Conduct scores. All 60 participants in this study who owned a dog considered the dog to be a member of their family. The findings of this study can be used as the basis for future studies evaluating the relationships between dog ownership of obese children and effects on self-esteem.

scholarly journals A Study on the Self Esteem and Academic Performance among the Students

2018 ◽  
pp. 1-7
Author(s):  
Laveena D’Mello ◽  
Meena Monteiro ◽  
Nelson Pinto
Keyword(s):  
Academic Performance ◽  
Sense Of Self ◽  
Self Esteem ◽  
Emotional Reactions ◽  
The Self ◽  
Self Assessment ◽  
Self Confidence ◽  
Self Worth ◽  
The Relationship ◽  
Beliefs And Attitudes

The purpose of self-esteem is to feel and imagine that people nurtured in their mind over time about their self. In simple words, self-esteem is self-assessment; this perception and evaluation can be positive or negative and pleasant or unpleasant. Children with high self esteem, usually feel good about themselves and better able to resolve their conflicts with other children and are resistant to deal with problems. One of the most important human traits to achieve objectives is self-esteem. The term self-esteem means “reverence for self”. The “self” pertains to the values, beliefs, and attitudes that we hold about ourselves. Having a strong will and self-confidence, decision-making power and originality, creativity, sanity and mental health is directly related to self-esteem and sense of self-worth. It also refers to an individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself. During childhood, if individual’s feelings are respected, thoughts valued and abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts belittled and ability criticized then the individual’s self-esteem remains at a low point of development and is therefore weak. During the course of time, an individual faces many life situations. Depending upon the success or failure and one's reaction to every significant situation in life, self–esteem grows stronger or gets considerably weakened Self-esteem is described as the evaluation that one makes about oneself, based on one's self-worth. Increases and decreases in self-esteem generally bring strong emotional reactions. Self-esteem and academic performance are interrelated factors. This study tries to bring the connectivity between academic performance and the self-esteem. The main aim of the study is to know the level of self-esteem of the students with low academic performance. The objectives of this study are to investigate the relationship between self-esteem and academic achievement, to understand the Socio-Economic background, to assess the level of self-esteem, and to know what could be the reason for low academic performance in spite of having high self-esteem. The research design used for the study would be descriptive in nature

Train in Vain: The Role of the Self in Claimed Self-Handicapping Strategies

2012 ◽  
Vol 34 (5) ◽  
pp. 600-620 ◽  
Author(s):  
Lucie Finez ◽  
David K. Sherman
Keyword(s):  
Mixed Model ◽  
Field Studies ◽  
Self Esteem ◽  
The Self ◽  
Performance Study ◽  
Subsequent Performance ◽  
Self Study ◽  
Self Worth ◽  
The Relationship

Two field studies investigate the role of self in the tendency of athletes to engage in claimed handicapping strategies during training (anticipatively claiming that handicaps may interfere with their performance). Study 1 tested the relationship between trait self-esteem and athletes’ engagement in claimed self-handicapping. As hypothesized, low physical self-esteem athletes claimed more handicaps than high physical self-esteem athletes. For stronger evidence for the causal role of the self, Study 2 tested whether securing athletes’ self-worth through self-affirmation would lead to decreased claimed self-handicapping by using a mixed model design that allows for both between-subjects (affirmation vs. control condition) and within-subject comparisons (before vs. after self-affirmation intervention). Self-affirmed athletes had decreased levels of claimed self-handicapping. Studies 1 and 2 also demonstrate that athletes engage in claimed self-handicapping during training, which could have deleterious effects on subsequent performance. Discussion centers on theoretical implications and applications for coaches, sport teachers, and sport psychologists.

Self-concept and self-esteem: How the content of the self-concept reveals sources and functions of self-esteem

2011 ◽  
Vol 42 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Kinga Lachowicz-Tabaczek ◽  
Justyna Śniecińska
Keyword(s):  
University Students ◽  
Negative Relationship ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Self Evaluation ◽  
Relative Independence ◽  
The Relationship

Self-concept and self-esteem: How the content of the self-concept reveals sources and functions of self-esteem The relations of content of self-concept to self-esteem may reflect the role of different factors in developing self-esteem. On the basis of theories describing sources of self-esteem, we distinguished four domains of self-beliefs: agency, morality, strength and energy to act, and acceptance by others, which we hypothesized to be related to self-esteem. In two studies, involving 411 university students, the relationship between self-esteem and self-concept was examined. The results confirmed relative independence of these four domains. Self-evaluation of agency was the strongest predictor of self-esteem, followed by self-evaluation of strength and energy to act, and self-evaluation of acceptance by others. Self-evaluation regarding morality turned out to have either no or negative relationship with self-esteem. The results supported the theories assuming that either perception of one's own agency or acceptance by others are sources of self-esteem.

Effect of Parental Modernity on Rejection Sensitivity and Self-Esteem of Adolescents

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Ritu ◽  
Madhu Anand
Keyword(s):  
Social Development ◽  
Rejection Sensitivity ◽  
Self Esteem ◽  
The Self ◽  
Negatively Associated ◽  
Individual Modernity ◽  
The Impact ◽  
The Relationship

Parental Modernity is an important aspect for the psycho-social development of the child. The present study aims to study the effect of parental modernity on rejection sensitivity and self-esteem of adolescents and the relationship between rejection sensitivity and self-esteem. The research is carried out on a sample of 240 parents (including 120 fathers and 120 mothers) and their 120 children. For observing the impact of modernity of parents on their children, Individual Modernity Scale was used and administered on father and mother. Rejection Sensitivity Questionnaire and Self-Esteem Inventory were used to measure the rejection sensitivity and self-esteem of children (age ranges from 14 to 19 years). The results suggest that parental modernity has an effect on the rejection sensitivity and personally perceived self of the self – esteem of adolescents. Furthermore, the rejection sensitivity has been found negatively associated with self-esteem.

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