Age and Sex Differences in Self-Esteem among Spanish Adolescents

2003 ◽  
Vol 93 (3) ◽  
pp. 876-878 ◽  
Author(s):  
María Lameiras Fernández ◽  
Yolanda Rodríguez Castro
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
University Students ◽  
Secondary School Students ◽  
Self Esteem ◽  
Scale Analysis ◽  
School Students ◽  
Age Range ◽  
Age And Sex

This study examined the relation of self-esteem with sex and age for 660 Spanish students (400 secondary school students, 260 university students, age range 12 to 28 years), who responded to the Rosenberg Self-esteem scale. Analysis indicated no sex differences in general self-esteem, but there were differences with respect to age. Persons 12 to 16 years old had lower self-esteem than others between the ages of 17 and 28 years.

Correlates of Sex-Typing in FIJI

1986 ◽  
Vol 10 (4) ◽  
pp. 429-442 ◽  
Author(s):  
Susan A. Basow
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
University Students ◽  
Secondary School Students ◽  
Self Esteem ◽  
Attitudes Toward Women ◽  
Achievement Orientation ◽  
School Students ◽  
Sex Typing ◽  
The U.S

The effects of sex-typing on self-esteem, achievement orientation, and attitudes toward women were examined in Fiji using 600 secondary school and 240 university students. As Spence and Helmreich (1978) found in the U.S., sex-typing effects were strong on all variables, with Androgynous and Masculine students scoring highest on Self-esteem, Mastery, Work Orientation and Competitiveness, and Undifferentiated students scoring lowest. Sex-typing interacted with sex on the Attitudes Toward Women Scale. The effects were stronger among secondary school students than among university students. As in the U.S., sex differences were less marked than sex-typing differences, although there were fewer sex differences on these measures in Fiji than in the U.S. The importance of instrumental traits in achievement orientation and self-esteem was confirmed in a vastly different cultural setting, suggesting the possibility of pancultural generality of sex-typing effects.

SEX DIFFERENCES IN THE EFFECT OF ACADEMIC ACHIEVEMENT ON SELF-ESTEEM: A HONG KONG CASE

1986 ◽  
Vol 14 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Tak Sing Cheung
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Hong Kong ◽  
Secondary School ◽  
Large Scale ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students ◽  
Large Scale Survey ◽  
Male Subjects

This paper reports a piece of research that is addressed to the controversial issue whether there are sex differences in the effect of academic achievement on self esteem. The study is a large scale survey based on a representative sample of all the secondary school students in Hong Kong. The results showed that male subjects generally had a higher score on self esteem than female ale subjects, and that while the self-esteem of male subjects were susceptible to the influence of academic achievement, the same was not true for their female counterparts. Similar findings were established in a recent study carried out in Norway. Explanations were given to account for the similarity.

scholarly journals Youth Deliberate Self-Harm: Interpersonal and Intrapersonal Vulnerability Factors, and Constructions and Attitudes Within the Social Environment.

2021 ◽  
Author(s):  
◽  
Jessica Anne Garisch
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Emotional Experience ◽  
Secondary School Student ◽  
Self Esteem ◽  
University Student ◽  
School Students ◽  
Self Harm

<p>Deliberate self-harm (DSH) is defined in this thesis as the intentional, culturally unacceptable, self-performed, immediate and direct destruction of bodily tissue that is of low-lethality and absent of overdose, self-poisoning and suicidal intent. DSH is a serious mental health problem among young people internationally (Hawton et al., 2006; De Leo & Heller, 2004) and is associated with multiple maladaptive psychological and social outcomes (D'Onofrio, 2007; Hawton et al., 2006). This thesis utilised secondary school student (N=2068), teacher (N=109), guidance counsellor (N=8), and university student (N=2063) populations to assess factors relating to interpersonal and intrapersonal vulnerability to DSH, and how DSH is received and understood within young peoples' environment. Study 1 presents psychometric analyses, descriptive statistics and basic inferential statistics of surveys developed for secondary school student and university student populations. These surveys measured history of DSH and multiple correlates of DSH behaviour. Assessing the psychometric qualities of these surveys informed their later use in developing regression models of DSH in Study 2. Study 2 assessed predictors and functions of DSH behaviour using a variety of samples and methodologies. Study 2.1 presents cross-lag and structural equation models of DSH, where the most consistent direct predictor of DSH was low self-esteem, which was proximally impacted by internalising symptoms, and more distally by alexithymia and low mindfulness. Study 2.2a investigated functions of DSH, and how this related to psychological wellbeing. Engaging in DSH for emotional relief or control was associated with the poorest wellbeing among females (i.e. higher rates of DSH, sexual abuse and bullying), while engaging in DSH for multiple reasons was associated with the poorest wellbeing among males (i.e. higher rates of DSH, bullying, abuse history, and low resilience). Study 2.2b qualitatively investigated reasons given for youth DSH by secondary school students, university students, and secondary school teachers using content analysis; DSH was most often attributed to emotional issues (e.g. externalising emotional pain). Study 2.3 assessed the relationships between DSH, emotional experience, self-defeating thoughts, coping strategies, and substance abuse over a six week period with a sample of university students. DSH was linked to having more self-defeating thoughts and general negative emotional experience, as well as having more negative, and less positive, emotions during salient events. Study 3 investigated social responses to DSH through interviews with eight secondary school guidance counsellors (Study 3.1), and a survey study on stereotypes and attitudes towards DSH (Study 3.2). A thematic analysis was conducted on the interview transcripts, indicating that DSH was commonly viewed as immature, attention seeking, abnormal and dangerous. The interviews suggested stigma in secondary schools towards DSH and fear and resistance around engaging the issue. The stereotypes and opinions survey was conducted with secondary school students, teachers and university students to assess common stereotypes of self-harmers, and willingness and confidence to help youth who self-harm. DSH was viewed negatively by all sample groups. Many participants felt unable and incompetent to help youth who self-harm. Across youth samples lifetime prevalence rates for DSH were consistently in the range of 39-49%. Overall the findings suggest that DSH is heterogeneous, with numerous possible factors contributing to vulnerability. Knowledge from this thesis can be applied to prevention of DSH (e.g. assisting youth with internalising symptoms and low self-esteem), intervention (e.g. teaching emotional coping strategies) and increasing social awareness and understanding to counter stereotypes and thereby ease disclosure.</p>

scholarly journals Youth Deliberate Self-Harm: Interpersonal and Intrapersonal Vulnerability Factors, and Constructions and Attitudes Within the Social Environment.

2021 ◽  
Author(s):  
◽  
Jessica Anne Garisch
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Emotional Experience ◽  
Secondary School Student ◽  
Self Esteem ◽  
University Student ◽  
School Students ◽  
Self Harm

<p>Deliberate self-harm (DSH) is defined in this thesis as the intentional, culturally unacceptable, self-performed, immediate and direct destruction of bodily tissue that is of low-lethality and absent of overdose, self-poisoning and suicidal intent. DSH is a serious mental health problem among young people internationally (Hawton et al., 2006; De Leo & Heller, 2004) and is associated with multiple maladaptive psychological and social outcomes (D'Onofrio, 2007; Hawton et al., 2006). This thesis utilised secondary school student (N=2068), teacher (N=109), guidance counsellor (N=8), and university student (N=2063) populations to assess factors relating to interpersonal and intrapersonal vulnerability to DSH, and how DSH is received and understood within young peoples' environment. Study 1 presents psychometric analyses, descriptive statistics and basic inferential statistics of surveys developed for secondary school student and university student populations. These surveys measured history of DSH and multiple correlates of DSH behaviour. Assessing the psychometric qualities of these surveys informed their later use in developing regression models of DSH in Study 2. Study 2 assessed predictors and functions of DSH behaviour using a variety of samples and methodologies. Study 2.1 presents cross-lag and structural equation models of DSH, where the most consistent direct predictor of DSH was low self-esteem, which was proximally impacted by internalising symptoms, and more distally by alexithymia and low mindfulness. Study 2.2a investigated functions of DSH, and how this related to psychological wellbeing. Engaging in DSH for emotional relief or control was associated with the poorest wellbeing among females (i.e. higher rates of DSH, sexual abuse and bullying), while engaging in DSH for multiple reasons was associated with the poorest wellbeing among males (i.e. higher rates of DSH, bullying, abuse history, and low resilience). Study 2.2b qualitatively investigated reasons given for youth DSH by secondary school students, university students, and secondary school teachers using content analysis; DSH was most often attributed to emotional issues (e.g. externalising emotional pain). Study 2.3 assessed the relationships between DSH, emotional experience, self-defeating thoughts, coping strategies, and substance abuse over a six week period with a sample of university students. DSH was linked to having more self-defeating thoughts and general negative emotional experience, as well as having more negative, and less positive, emotions during salient events. Study 3 investigated social responses to DSH through interviews with eight secondary school guidance counsellors (Study 3.1), and a survey study on stereotypes and attitudes towards DSH (Study 3.2). A thematic analysis was conducted on the interview transcripts, indicating that DSH was commonly viewed as immature, attention seeking, abnormal and dangerous. The interviews suggested stigma in secondary schools towards DSH and fear and resistance around engaging the issue. The stereotypes and opinions survey was conducted with secondary school students, teachers and university students to assess common stereotypes of self-harmers, and willingness and confidence to help youth who self-harm. DSH was viewed negatively by all sample groups. Many participants felt unable and incompetent to help youth who self-harm. Across youth samples lifetime prevalence rates for DSH were consistently in the range of 39-49%. Overall the findings suggest that DSH is heterogeneous, with numerous possible factors contributing to vulnerability. Knowledge from this thesis can be applied to prevention of DSH (e.g. assisting youth with internalising symptoms and low self-esteem), intervention (e.g. teaching emotional coping strategies) and increasing social awareness and understanding to counter stereotypes and thereby ease disclosure.</p>

Sex Differences in Self-Concept in Spanish Secondary School Students

2000 ◽  
Vol 87 (3) ◽  
pp. 731-734 ◽  
Author(s):  
María José Sotelo
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Moral Self ◽  
Domain Specific

The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.

Image of Self, Schoolmates, Parents, and Adults among Wolof Adolescents

1982 ◽  
Vol 50 (3) ◽  
pp. 707-714
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Physical Appearance ◽  
School Students ◽  
Perception Of Self ◽  
Age Range ◽  
At Home

This study investigated 695 Wolof secondary school students' (176 girls, 519 boys, age range from 17 to 20 yr.) perception of self, family, comrades and adults in general by a questionnaire. (a) Subjects were twice less worried about their physical appearance than about their psychological makeup. (b) Subjects' criticisms were levelled mainly at adults in general and less at themselves. (c) There was a greater concern for the family's poverty and a preference for perfect harmony at home. (d) Kindness was the most appreciated quality in comrades. (e) Concerning adults, opinion was evenly divided. Some appreciate their advice and kindness, others hate their vices and intolerance; however, when requested to choose between a status of adolescence or of adulthood, subjects anticipated fear of the heavy responsibilities of adults often coupled with a thirst for independence, a desire to keep up their families, and have their own families as well.

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Investigation of Secondary School Students' Self-Esteem Level: Effects of Gender, Class and Participating School Team

2021 ◽  
Vol 13 (1) ◽  
pp. 29-35
Author(s):  
Alparslan Aziz Tunç ◽  
Mustafa Çabıtçı ◽  
Meltem Devrilmez ◽  
Selvi Demirel
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students ◽  
School Team

scholarly journals National identity of secondary school students in the Republic of Serbia

2021 ◽  
Vol 55 (3) ◽  
pp. 1018-1054
Author(s):  
Dušan Ranđelović ◽  
Jelena Minić ◽  
Kristina Ranđelović
Keyword(s):  
National Identity ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Individual Characteristic ◽  
Place Of Residence ◽  
School Students ◽  
State Institutions ◽  
Achievement Motive ◽  
The Republic

This paper was aimed at examining the structure and expression of national identity among secondary school students (N=568) in different towns in Serbia, its relation to self-esteem and achievement motive, as well as the differences regarding socio-demographic characteristics (sex and place of residence). The instruments used are the Scale of National Identity NAIT, the Global Self-Esteem Scale, and the Scale to Measure Achievement Motive MOP2002. The results have shown that the values of national identity are above the theoretical average and significantly higher than the values recorded among the adolescents in an earlier study. Among general characteristics of their own nation, secondary school students value culture more than history, character traits and state institutions (lowest-ranked in comparison to all other characteristics), finding that courage is the most pronounced individual characteristic, while the least pronounced one is hypocrisy. A positive correlation of national identity with self-esteem and achievement motive was obtained, whereas achievement motive is also a significant national identity predictor. Significant differences were found in the expression of national identity among secondary school students in relation to their place of residence (secondary school students from Belgrade have a higher level of national identity in comparison to their peers from Niš and Kosovska Mitrovica).

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