Informational Feedback and Self-Esteem among Male and Female Athletes

1992 ◽  
Vol 70 (3) ◽  
pp. 955-960 ◽  
Author(s):  
A. Fouad Kamal ◽  
Christine Blais ◽  
Michael McCarrey ◽  
Donna Laramee ◽  
Ken Ekstrand
Keyword(s):  
Positive Feedback ◽  
Female Athletes ◽  
Semantic Differential ◽  
Self Esteem ◽  
The Self ◽  
Male And Female ◽  
Competitive Athletes ◽  
Single Solution ◽  
Before And After

The self-esteem of male and female competitive athletes was compared after each was provided either positive of negative (verbal) informational feedback on a nonathletic task, a series of single-solution anagrams. Subjects were 50 men and 50 women, aged 18 to 25 years, who were tested on the semantic differential to estimate athletes' self-esteem before and after receiving the informational feedback. Over-all, female athletes responded more strongly to both feedback conditions, with both groups being more influenced by negative rather than by positive feedback.

What’s Positive About Self-Verification?

2016 ◽  
Author(s):  
Rebecca J. North ◽  
William B. Swann
Keyword(s):  
Physical Health ◽  
Positive Feedback ◽  
Self Esteem ◽  
The Self ◽  
Adaptive Process ◽  
Relationship Partners ◽  
Verification Process ◽  
Underlying Processes ◽  
Insight Into ◽  
Shed Light

Self-verification theory assumes that people work to preserve their self-views by seeking to confirm them. Like other processes advocated by positive psychology, self-verification is a fundamentally adaptive process. Intrapsychically, self-verification strivings maintain psychological coherence, reduce anxiety, improve physical health, are associated with enhanced creativity, and may foster authenticity. Interpersonally, they encourage people to gravitate toward honest relationship partners, foster trust and intimacy in relationships, and ensure predictability in one’s behavior, which further promotes trust. Although self-verification is adaptive overall, it may lead to the perpetuation of negative self-views. Nevertheless, identifying the underlying processes in self-verification may lend insight into how to raise self-esteem. To raise the self-esteem of someone with a negative self-view, one should first provide the person with self-verification and subsequently provide positive feedback that challenges the negative self-views. Furthermore, , understanding the self-verification process more deeply may also shed light on how to define and build happiness.

scholarly journals Self-Concept and Self-Esteem among Adults

2019 ◽  
Vol 4 (2) ◽  
pp. 237-246
Author(s):  
Amna Ajmal ◽  
Aqsa Batool ◽  
Shumaila Abid ◽  
Hina Iqbal
Keyword(s):  
Data Analysis ◽  
University Students ◽  
Research Method ◽  
Self Esteem ◽  
T Test ◽  
The Self ◽  
Self Concept ◽  
Male And Female ◽  
Coefficient Of Correlation ◽  
Correlation Techniques

Despite an ample study and analysis of Self concept and Self esteem, not a solitary deconstructive work has been done on the Effect of Self concept on Self esteem. So, this study aimed at the disclosure of all the ways through which self concept affects the self esteem among university students. The research method applied on the paper was quantitative. The study adopted a Multiple Self Concept Scale byBruce A. Bracken and Rosenberg’s Self- esteems scale (Rosenberg, 1965). The collected data analysis was accomplished statistically using the t-test and coefficient of correlation techniques. A sample of 250 students comprised of 75 males and 175 females was taken from BZU Multan. The inferences of the study conceded that Self Concept has a significant effect on Self esteem among university adults. Besides, the research inquiry brought the fact to light that there is, no doubt, a significant disparity of influences of self concept on self esteem between male and female.

scholarly journals Comparing the hand grip power and creatine kinase levels of U-17 judo national team athletes before and after a 6-week strength training

2020 ◽  
Vol 24 (4) ◽  
pp. 163-168 ◽  
Author(s):  
Mehmet Soyal ◽  
Nuri M. Çelik
Keyword(s):  
Creatine Kinase ◽  
Strength Training ◽  
Female Athletes ◽  
Female Participant ◽  
Male And Female ◽  
National Team ◽  
Hand Grip ◽  
Before And After ◽  
The Mean ◽  
Grip Power

Background and Study Aim. The aim of this study is to compare the hand grip power and creatine kinase levels of male and female U-17 National Team Athletes before and after a 6-week strength training. Material and Methods. 15 female and 15 male U-17 athletes, who previously participated in international competitions, participated in our study. Besides the hand grip power and creatine kinase values, age, height, weight, and BMI (body mass index) values of the athletes were measured before and after the training. As the conclusion of the measurements, the mean age of the female participant athletes was determined as 14,93 years, their mean height was 158,3 cm, and the mean age of the male athletes was 15,73 years, while their mean height was 173,1 cm. Results: As the conclusion of the measurements, it was determined that there were statistically significant differences between the right hand grip power and left hand grip power parameters of male and female participant athletes measured before and after the 6-week training. Moreover, it was determined that there were statistically significant differences between the pre-test and post-test measurements of creatine kinase values of both male and female athletes (p> 0,05). Conclusions. As the conclusion, it was determined that the 6-week strength trainings applied to U-17 Judo National Team athletes caused significant changes in their hand grip power and creatine kinase values. The significant results obtained from our study are considered to be originated from the duration, scope, frequency, severity, and content of the training. 

Comparison of Group Therapy and Behavioral Modification with Children

1980 ◽  
Vol 46 (3) ◽  
pp. 975-978 ◽  
Author(s):  
Kenneth K. Berry ◽  
Richard J. Turone ◽  
Patricia Hardt
Keyword(s):  
Therapy Group ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Classroom Behaviors ◽  
Behavioral Modification ◽  
Behavioral Measures ◽  
Deviant Behaviors ◽  
Before And After ◽  
Disruptive Classroom Behaviors

24 children exhibiting disruptive classroom behaviors were assigned either to a self-concept psychotherapy group or to a behavioral modification group. Measures of self-esteem and disruptive or “deviant” behaviors were made before and after treatment. The self-concept therapy group showed the greater changes on behavioral measures. The self-esteem measures were not significantly changed.

scholarly journals SELF ESTEEM OF SECONDARY SCHOOL THARU STUDENTS OF WEST CHAMPARAN

2021 ◽  
Vol 9 (02) ◽  
pp. 354-358
Author(s):  
Ignatius Topno ◽  
Keyword(s):  
Secondary School ◽  
Nuclear Family ◽  
Self Esteem ◽  
The Self ◽  
Male And Female ◽  
Significant Difference ◽  
Self Worth ◽  
The Mean ◽  
The Difference ◽  
And Behavior

SelfEsteemis a central construct in clinical, developmental, personality, and social psychology.Self Esteem can be defined as an individuals judgment of his or her self-worth (Rosenberg 1965). Self Esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that includes cognitive and behavioral aspects as well as evaluative or affective ones (Tomaka&Blascovich, 1991). Self Esteem creates self-image (Judy and Arin 2004). People with high self esteem take risks more easily than those with low self Esteem. Self Esteem, that is contingent on success and competence, triggers fundamentally different habitual thought and behavior patterns than contingent self Esteem, that involves seeking compensation from emotional support and acceptance. These behaviors and attitudes have in recent studies been linked to distinctive patterns of coping with social threats and differential health outcomes.It is an extremely popular construct within psychology, and has been related to virtually every other psychological concept or domain, including personality, behavioral, cognitive, and clinical concepts. It can influence life in myriad ways, from academic and professional success to relationships and mental health. On the above criteria in mind the researcher desired using mean, standard deviation t test to study the difference between the mean scores of male and female, Private and Government job holders children, age of students, type of family and finally the standard of students in their self-esteem of secondary school Tharu children of West Champaran . The result declared that there is no significant difference between the mean scores of male and female,Private and government Job holders children, single and nuclear family, whereas there is a significant difference between the mean scores of less than 14 and above 14 years and IXth and Xth Standard secondary school Tharu students in their self-esteem.

Links between 8–10-Year-Old Children’s Self-Esteem and Creativity in the Process of Art Therapy

2020 ◽  
Vol 1 (22) ◽  
Author(s):  
Audronė Brazauskaitė ◽  
Donata Sadauskienė ◽  
Robertas Lažauskas
Keyword(s):  
Art Therapy ◽  
Research Question ◽  
Self Esteem ◽  
The Self ◽  
Learning Problems ◽  
School Age ◽  
Communication Problems ◽  
Before And After ◽  
Creative Experience

Background. Children between the ages of 8 and 10 have communication problems. The strongest need of this age is the desire to be recognized by peers, which possibly overshadows the creative needs of self-expression (Jonynienė, 2013). The inner disharmony of a person, which becomes apparent at the younger school age, may later be more important and lead to emotional, behavioural and learning problems, as well as social disadaptation (Juknienė, 2005). We can assume that in case of low self-esteem and low creative needs for self-expression art therapy sessions could help strengthen a person’s self-esteem and creativity.Research aim. The aim of the study was to identify and evaluate links between 8–10-year-old children’s self-esteem and creativity in the process of art therapy. Objectives of the research: 1. To determine 8–10-year-old children’s self-esteem. 2. To determine 8–10-year-old children’s creativity before and after art therapy. Research question: 1. How do the data of the analysis of research methods relate to each other?Methods. The study applied mixed-methods approach. The self-esteem test by Oaklander (2014), E. E. Tunik’s creativity methodology, analysis of formal elements, case analysis and group art therapy consisting of 10 sessions were applied.Results. Self-esteem was tested during the research was average. The change in creativity after art therapy programs was statistically significant (p < 0.05). The results of the analysis of formal elements and the case study were the most important.Conclusions. Research results showed that art therapy strengthened 8-10-yearold children’s self-esteem and improved their creativity. Comparing the first session of art therapy with the last one, the self-esteem and creative experience of the subjects increased.Keywords: self-esteem, creativity, art therapy, junior school age.

What's Positive About Self-Verification?

2009 ◽  
pp. 464-474 ◽  
Author(s):  
Rebecca J. North ◽  
William B. Swann
Keyword(s):  
Physical Health ◽  
Positive Feedback ◽  
Self Esteem ◽  
The Self ◽  
Adaptive Process ◽  
Relationship Partners ◽  
Verification Process ◽  
Underlying Processes ◽  
Insight Into ◽  
Shed Light

Self-verification theory assumes that people work to preserve their self-views by seeking to confirm them. As is the case with other processes advocated by positive psychology, self-verification is presumed to be a fundamentally adaptive process. Intrapsychically, self-verification strivings maintain psychological coherence, reduce anxiety, improve physical health, and may foster authenticity. Interpersonally, they encourage people to gravitate toward honest relationship partners, foster trust and intimacy in relationships, and ensure predictability in one's behavior, which further promotes trust. Although self-verification is adaptive overall, it may lead to the perpetuation of negative self-views. Nevertheless, identifying the underlying processes in self-verification may lend insight into how to raise self-esteem. It is posited that to help raise the self-esteem of someone with a negative self-view, one should first provide the person with self-verification and subsequently provide positive feedback that challenges the negative self-views. In these and other instances, understanding the self-verification process more deeply may also shed light on how to define and build happiness.

Perceived Traits of Male and Female Athletes

1997 ◽  
Vol 85 (2) ◽  
pp. 547-550 ◽  
Author(s):  
Darhl M. Pedersen
Keyword(s):  
Personality Traits ◽  
Female Athletes ◽  
Profile Analysis ◽  
Semantic Differential ◽  
Male Athletes ◽  
Men And Women ◽  
Male And Female

Profiles of personality traits for male and female athletes were obtained from 133 men and 71 women raters. Traits were rated using a 7-point semantic differential with 11 bipolar items. A profile analysis showed that the profiles of the traits were distinct. There were no significant differences in the ratings by men and women raters. Male athletes were rated as more active, aggressive, competitive, dominating, controlling, instrumental, and public. Female athletes were rated as more goal-oriented, organized, and rule-governed.

scholarly journals Social Support Patterns of Collegiate Athletes Before and After Injury

2010 ◽  
Vol 45 (4) ◽  
pp. 372-379 ◽  
Author(s):  
Jingzhen Yang ◽  
Corinne Peek-Asa ◽  
John B. Lowe ◽  
Erin Heiden ◽  
Danny T. Foster
Keyword(s):  
Social Support ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Critical Role ◽  
Collegiate Athletes ◽  
Injury Incidence ◽  
Male And Female ◽  
Before And After ◽  
Female Collegiate Athletes ◽  
Injured Athletes

Abstract Context: Social support has been identified as an important factor in facilitating recovery from injury. However, no previous authors have prospectively assessed the change in social support patterns before and after injury. Objective: To examine the preinjury and postinjury social support patterns among male and female collegiate athletes. Design: Prospective observational study. Setting: A Big Ten Conference university. Patients or Other Participants: A total of 256 National Collegiate Athletic Association Division I male and female collegiate athletes aged 18 or older from 13 sports teams. Main Outcome Measure(s): Injury incidence was identified using the Sports Injury Monitoring System. Social support was measured using the 6-item Social Support Questionnaire. Data on preinjury and postinjury social support patterns were compared. Results: Male athletes reported more sources of social support than female athletes, whereas female athletes had greater satisfaction with the support they received. Athletes' social support patterns changed after they became injured. Injured athletes reported relying more on coaches (P  =  .003), athletic trainers (P &lt; .0001), and physicians (P  =  .003) for social support after they became injured. Athletes also reported greater postinjury satisfaction with social support received from friends (P  =  .019), coaches (P  =  .001), athletic trainers (P &lt; .0001), and physicians (P  =  .003). Conclusions: Our findings identify an urgent need to better define the psychosocial needs of injured athletes and also strongly suggest that athletic trainers have a critical role in meeting these needs.

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