scholarly journals Personal particularities of the ability to goal-setting at different stages of personality’s self-realization

2021 ◽  
Vol IX(256) (100) ◽  
pp. 77-80
Author(s):  
O. Zabolotna
Keyword(s):  
Goal Setting ◽  
Meaning Of Life ◽  
Self Esteem ◽  
Female Students ◽  
Clear Picture ◽  
Ideal Self ◽  
Value System ◽  
Self Image ◽  
Positive Assessment ◽  
Personal Qualities

The article states that goal-setting is an integral formation, the meaning of life, on the way of self-realization, by means of which a person regulates and organizes his own life. It is demonstrated that in the structure of the ability to goal-setting there are the following components: intellectual, personal, activity. The personal (individual-personal qualities, value system) and activity (volitional qualities) components in women at different stages of self-realization have been studied and compared. It is established that students who are at the stage of self-understanding and self-perception are not capable of responsible goal setting because they have an ideal self-image, overestimated self-esteem, underdeveloped reflection and reduced efficiency of adaptation, conflict of values (universalism - achievement, security - independence, independence - comfort), a pessimistic view of future-oriented events without developed volitional qualities. It was found that female students have certain goals, but are not always able to present a more or less clear picture of the desired future, so the ultimate goal may not be justified and is unstable. It is shown that women at the stage of selfrealization live in the present, have a real idea of themselves, they lack full self-satisfaction, which with a strong self-esteem and generally positive assessment of their personality encourages respondents to further self-improvement. It has been shown that women use volitional qualities when achieving goals, have a conflict of values (stimulation - security), which is characteristic of mature adaptive individuals, with a certain level of dignity and flexibility.

scholarly journals THE ASSESSMENT OF DIFFICULTY OF YACHT SAILING CLASSES AND STUDENTS' GLOBAL SELF-ESTEEM

2015 ◽  
Vol 19 (3) ◽  
pp. 79-83
Author(s):  
Anna Romanowska-Tolloczko ◽  
Piotr Piwowarczyk
Keyword(s):  
Goal Setting ◽  
Self Esteem ◽  
Substantial Impact ◽  
Knowledge And Skills ◽  
Self Image ◽  
Study Results ◽  
Sailing Yacht ◽  
Polish Adaptation ◽  
The Relationship

Purpose: determination of relationship between the level of students’ global self-esteem and their perception of the degree of difficulty sailing yacht classes. Material and methods: Study consisted of 178 students of University School of Physical Education in Wrocław. The study used two tools: Polish adaptation of SES M. Rosenberg Self-Esteem Scale and a questionnaire designed by the authors of the study. Results: men were characterized by a higher self-esteem than women. Distribution of the results obtained by women was closer to a normal distribution, but it was not completely compatible with it. The relationship was noted between the level of global self-esteem of the students and their perception of the degree of difficulty of the course. People with higher self-esteem assessed the knowledge and skills of sailing as easier. For people with lower levels of self-esteem sailing it was a more difficult. Conclusions: self-acceptance and self-esteem have a substantial impact on goal setting and the perception and taking various tasks. It is therefore important to help young people to build adequate self-esteem and positive self-image, because faith in its own strength and capabilities is a key element in achieving success in every area of life.

scholarly journals Domestic Violence Cases In Jambi: Psychological Factors That Affect Victims to Return Back to Their Offenders

2019 ◽  
Vol 19 (3) ◽  
pp. 623
Author(s):  
Yurni Yurni
Keyword(s):  
Domestic Violence ◽  
Goal Setting ◽  
Psychological Factors ◽  
Social Stigma ◽  
Self Esteem ◽  
Daily Consumption ◽  
Negative Statement ◽  
Self Image ◽  
Need Support ◽  
Husband Violence

Most of the domestic violence cases proofed that woman was always be a victim in their own house. Economy will always be the first reason for offenders (husband) to do violence against their wife. Many cases happen but only a few women who have the brave to go to the court to have justice, others choose to keep silent. From these few women, some of them choose to return back to their husband after they see the judge and have sentence for their husband. This study tried to find out psychological factors that may affect women to have reconciliation with their husband. The author performed qualitative analysis on data from interview to four participants who have been consulted their cases on court and experienced domestic violence from their husband. Violence that they got vary from physical such as hitting, punching, and violence using tools (throwing plate or glass to the  victim);  psychology  such  as  yelling,  negative  statement,  neglected;  economy  such  as  not  giving money to support their life. Data gained from interview showed that, some victims economically independent, its mean they have their own income but some are dependent; they still need support from their husband as the offender. Negative  statement  as  they  daily  consumption  have  been  internalized,  it  made  them  see  their  future helpless without husband; children become the other reason why victim choose to recon ciliate, they don’t think they could support their children economically. Social stigma as a widow make them afraid to be separate from their husband. Victims experiencing domestic violence have low self-concept, low self-esteem and low self-image. Those are become main factors that affect them to return back and have reconciliation with their husband. Having no goal setting and direction in their life become minor factors. 

Self-Esteem: Clinical Assessment and Measurement Validation

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1017-1071 ◽  
Author(s):  
Earle Silber ◽  
Jean S. Tippett
Keyword(s):  
Clinical Assessment ◽  
Self Esteem ◽  
Late Adolescent ◽  
Ideal Self ◽  
Self Image ◽  
Measurement Validation ◽  
The Relationship

In this study, self-esteem refers to feelings of satisfaction a person has about himself which reflect the relationship between his self-image and his ideal self-image. Different measures of self-esteem, related to this definition, were studied in a sample of 44 late adolescent Ss. Test measures and interview assessment of self-esteem met certain criteria of validity as outlined by Campbell and Fiske. Clinical configurations of self-esteem, including defensive aspects, are described and related to the test measures.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

Developing a curriculum designed to overcome intolerance: A conceptual approach

2020 ◽  
Vol 16 (2) ◽  
pp. 181-201
Author(s):  
Michael B. Hinner
Keyword(s):  
Multicultural Education ◽  
Diversity Training ◽  
Self Esteem ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Awareness ◽  
Conceptual Approach ◽  
Cultural Diversity Training ◽  
Self Image ◽  
Low Levels

Abstract The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

scholarly journals Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110231
Author(s):  
Jui-Jung Tsao ◽  
Wen-Ta Tseng ◽  
Tsung-Yuan Hsiao ◽  
Chaochang Wang ◽  
Andy Xuesong Gao
Keyword(s):  
Structural Equation ◽  
Corrective Feedback ◽  
Equation Modeling ◽  
Ideal Self ◽  
Learner Engagement ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Self Image ◽  
Research Findings ◽  
Writing Scores

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

SOCIO-PSYCHOLOGICAL FACTORS OF WOMEN’S LONELINESS

2020 ◽  
pp. 171-188
Author(s):  
І. M. Leonova
Keyword(s):  
Interpersonal Relationships ◽  
Social Groups ◽  
Antisocial Behaviour ◽  
Self Esteem ◽  
Structural Factors ◽  
Emotional Instability ◽  
Factors Influencing ◽  
Behavioural Types ◽  
Personal Qualities ◽  
Fear And Anxiety

Factors of loneliness experienced by women from different social groups, identified with factor analysis, are considered. Six structural factors were identified: neuroticism, an individual’s position in relation to herself and others, sociability, interpersonal relationships, personal potential, behavioural types. Each of these factors has a direction, so determines a woman’s sociality or, vice versa, deepness of her loneliness. We have determined that personal qualities developed due to experienced negative emotions, including low self-esteem, too high demands toward themselves and others, depression, fear and anxiety, insecurity, or emotional instability, contribute to antisocial behaviour (social indifference) and loneliness. A woman’s aggressive-negative position is one of the factors influencing her maladaptation to society and making her feels lonely. We can also argue that destructive communications also contribute to the feeling of loneliness. We have found that harmony and comfort at interpersonal relationships and loneliness depends on a woman’s position in interpersonal relationships, their distance and valence. Women with a high personal potential are less likely to experience feelings of loneliness than women with low personal potential. Moreover, fear and aggression directly affect the development of women’s depressed-aggressive behaviour, which leads to social maladaptation; this fact allowed us to understand the causes for the fear of being alone and the mechanism forming women’s feeling of loneliness.

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