scholarly journals Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

2021 ◽  
Vol 18 (19) ◽  
pp. 10429
Author(s):  
Christoph Burger ◽  
Lea Bachmann
Keyword(s):  
School Performance ◽  
Indirect Effects ◽  
School Adjustment ◽  
Self Esteem ◽  
Theory And Practice ◽  
Social Self ◽  
Adjustment Problems ◽  
Social And Emotional ◽  
Domain Specific ◽  
Bullying Programs

Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs.

scholarly journals A Review of Emotional Intelligence on Self Esteem: It’s Impact on Adolescents Stage

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ms. Rajni ◽  
Dr. S. P. Singh
Keyword(s):  
Emotional Intelligence ◽  
Self Esteem ◽  
Physical Growth ◽  
Male Students ◽  
Social Self ◽  
Social Emotional ◽  
Social And Emotional ◽  
The People ◽  
Physical Disorders ◽  
Adolescence Period

Emotional Intelligence (EI) is considered to be a very powerful tool to students to manage relationships of Emotional Intelligence & Self Esteem. Self esteem as an affective phenomenon which is considered as a feeling or emotions. This brings us to the conclusion that a child’s self esteem should, maintain a balance between the low and high self esteem. Adolescent means the period of life from puberty to the completion of physical growth. Adolescence period leads to social, emotional, vocational, physical, disorders or consequences. Caruso Emotional Intelligence Test- Youth Research Version (2002). Researcher had finding that there is correlation between EI & SE is central factor and that is based to the people social and emotional compatibility. Social self-esteem, family self- behavior, and moral self-behavior dimensions than male students, but higher on physical self-esteem.

scholarly journals Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood

2021 ◽  
pp. 1-12
Author(s):  
Yiwen Liu ◽  
Marina Mendonça ◽  
Peter Bartmann ◽  
Dieter Wolke
Keyword(s):  
Peer Relationships ◽  
Latent Class ◽  
Very Low Birth Weight ◽  
Self Esteem ◽  
Population Based ◽  
Self Concept ◽  
Social Self ◽  
Motor Impairments ◽  
Domain Specific ◽  
Very Preterm

Abstract Self-concept refers to individuals’ perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories – one stable and one decreasing – were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (β = 0.05, 95% CI [0.002, 0.12]) and motor impairments (β = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood.

scholarly journals Better self-concept, better future choices? Behavioral and neural changes after a naturalistic self-concept training program for adolescents

2021 ◽  
Author(s):  
L. P. E. Van der Aar ◽  
S. Peters ◽  
A. I. Becht ◽  
E. A. Crone
Keyword(s):  
Social Adjustment ◽  
Self Esteem ◽  
Rate Of Change ◽  
Self Concept ◽  
Social Self ◽  
Long Term Effects ◽  
Self Evaluation ◽  
Domain Specific ◽  
Behavioral Assessments ◽  
Medial Pfc

AbstractA large number of adolescents experience difficulty when choosing a suitable higher education program that matches their self-views. Stimulating self-concept development could help adolescents to increase their chances of finding a suitable major. We addressed this issue by examining the effects of a naturalistic self-concept training within a gap year context on behavioral and neural correlates of self-evaluations, as well as the long-term effects for future educational decision-making. In total, 38 adolescents/young adults (ages 16-24 years) participated in a 4-wave longitudinal study, with lab visits before, during, and after the training, including behavioral assessments and fMRI. During fMRI-scanning, they rated themselves on positive and negative traits in academic, (pro)social, and physical domains, and additionally filled out questionnaires related to self-esteem and self-concept clarity. Results showed that the positivity of domain-specific self-evaluations, self-esteem, and self-concept clarity increased during the training. Second, participants with lower medial PFC activity during self-evaluation before training showed larger self-esteem increases over the year. Moreover, mPFC activity increased after training for the evaluation of positive but not negative traits. Furthermore, individual differences in the rate of change (slope) in self-concept clarity and social self-evaluations positively predicted social adjustment to college and academic performance 6 months after training. Together, these findings suggest that self-concept can be modulated in late adolescents, with an important role of the medial PFC in relation to enhanced positive self-evaluations, and self-concept clarity as a predictor of future educational outcomes.

Self-esteem: Paradoxes and innovations in clinical theory and practice.

1989 ◽  
Author(s):  
Richard L. Bednar ◽  
M. Gawain Wells ◽  
Scott R. Peterson
Keyword(s):  
Self Esteem ◽  
Theory And Practice ◽  
Clinical Theory

Testing the sociometer: The role of self-esteem as a domain specific mediator

2007 ◽  
Author(s):  
P. S. Kavanagh ◽  
G. J. O. Fletcher ◽  
B. J. Ellis
Keyword(s):  
Self Esteem ◽  
Domain Specific

The Importance of Intercultural Communicative Competences for Tourism Labour Market: Students’ Views and their Self-Assessment

2019 ◽  
Vol 7 (1) ◽  
pp. 103-117
Author(s):  
Zuzana Sándorová
Keyword(s):  
Foreign Language ◽  
Self Esteem ◽  
Daily Basis ◽  
Tourism Industry ◽  
Theory And Practice ◽  
Self Assessment ◽  
Current Trends ◽  
Migration Flows ◽  
Globalized World ◽  
The Given

Abstract The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.

RML: Theory and practice of a domain specific language for runtime verification

2021 ◽  
Vol 205 ◽  
pp. 102610
Author(s):  
Davide Ancona ◽  
Luca Franceschini ◽  
Angelo Ferrando ◽  
Viviana Mascardi
Keyword(s):  
Runtime Verification ◽  
Theory And Practice ◽  
Domain Specific Language ◽  
Specific Language ◽  
Domain Specific
Sign in / Sign up

Export Citation Format

Share Document