Self Esteem
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2021 ◽  
Vol 4 (2) ◽  
Nataliia V. Dyshlova

Introduction. Victim stance of an individual may arise due to negative social relationships (Chojnacka, 2020) and may be associated with the experience of loneliness (Barbaro, 1999); lack of close friends and rejection by peers; lack of play partner and negative relationships in childhood (Chase, 1999). However, studies investigating the peculiarities of group identity development and the problem of loneliness in preschool children are insufficiently presented in the modern scientific literature. In this article, the phenomenon of victimhood, the experience of acceptance or rejection by a group of peers are considered in the context of preschooler’s mental health genesis. Purpose. The aim of the study is to determine the features of group identity development in preschool children in kindergartens based on the examples of children and the memories of adults. Materials and methods: an anonymous survey with open-ended and closed-ended questions was used (n = 247). The participants of the survey were parents of preschoolers attending modern preschool educational institutions (n = 140) and respondents who attended kindergarten as children (n = 107, aged 12 to 55). They were asked to evaluate the organization of groups in kindergarten; the features of interpersonal interaction of children; meeting the needs of children in child-care facilities; the main functions of the kindergarten and their level of trust in educators. Results: Kindergarten is a second important environment where a child continues to develop his group identity and ego-identity, and not just a place where children stay when parents are at work. Children who have difficulty interacting with their peers often face aggression from peers, experience feelings of loneliness, but not always receive help from their teachers. The majority of respondents (75.7%) answered that the experience of communication in kindergarten influenced their emotional state, self-esteem and communicative competence at school. Conclusions: The peculiarities of children's group identity in the preschool period are experiences of interest in interaction with a certain group of peers, the desire to be accepted and at the same time hostility towards or lack of interest in other peers. A significant percentage of experienced loneliness among modern children (35.5%) and adults (27.1%) who attended kindergarten more than 30 years ago indicates that this problem has existed for decades and requires more attention from scientists. Absence of play partners and frequent conflicts with peers lead to low self-esteem, fear of communication with children, other toxic experience and, as a consequence, to the risks of victimization in the future

Dr. Suman Dalal ◽  
Ms. Parul ◽  
Ms. Ritu

The present study was conducted with the purpose to see a study of Effectiveness of life skills on increasing self-esteem of high school students. The present study was conducted to a randomly selected sample of 200 high school student of 6-8th class studying in Government and Private schools of Sonipat deistical in Haryana. Life Skills developed and standardised by M.N.Vranda (2009) & Self-Esteem developed by Dr .K. G. Agarwal (2015) tool was used for the collection of data in n the present study. The data were analyzed by employing mean, SD,‘t’- test & ‘r’ value. The results of the study showed that female students of high schools are found life skills less adjusted than male students of high schools. Govt. school students are found life skills less adjusted than private school students. No significant difference is found in the self-esteem of high school students in relation to their gender and type of school. KEYWORDS: life skill, Self- esteem, Gender, Type of school, high school students.

2021 ◽  
Vol 12 ◽  
Lu Kuang ◽  
Saori Nishikawa

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg’s Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students’ grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents’ ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

2021 ◽  
Vol 9 ◽  
Anna Harwood-Gross ◽  
Bar Lambez ◽  
Ruth Feldman ◽  
Orna Zagoory-Sharon ◽  
Yuri Rassovsky

The current study assessed whether an extended program of martial arts training was a viable intervention for at-risk youths in improving cognitive and psychological functions. Adolescent boys attending specialized education facilities for at-risk youths took part in regular sport lessons or martial arts practice twice a week for 6 months. Hormonal reactivity was assessed during initial training, and measures of psychological (aggression, self-esteem) and cognitive (inhibition, flexibility, speed of processing, and attention) functions were assessed before and immediately following the intervention. Participants in the martial arts training demonstrated significant improvement in the domains of inhibition and shifting and speed of processing. Additionally, initial hormonal reactivity (oxytocin and cortisol) to the intervention predicted significant post-intervention change on several measures of cognitive and psychological functioning. Specifically, oxytocin reactivity predicted improvement in processing speed, as well as reduction of aggression, whereas cortisol reactivity predicted increases in self-esteem. This pioneering, ecologically valid study demonstrates the initial efficacy of this enjoyable, readily available, group intervention for at-risk boys and suggests potential mechanisms that may mediate the process of change.

2021 ◽  
pp. 019372352110436
Sylvie Parent ◽  
Marie-Pier Vaillancourt-Morel ◽  
Allyson Gillard

The aim of the present study was to examine the associations between interpersonal violence (IV) experienced in the context of sport by teenagers and three mental health outcomes: self-esteem, psychological distress, and post-traumatic stress disorder (PTSD) symptoms. A convenience sample of 1055 French-Canadian athletes between the ages of 14 and 17 who were participating in an organized sport was recruited to participate in an online survey. Results showed that psychological violence and neglect as well as sexual violence were independently related to lower self-esteem while physical, psychological/neglect, and sexual violence were all independently related to higher psychological distress and PTSD symptoms. Early intervention programs for athletes that experience IV is critical as it may help prevent the development of subsequent mental health issues.

2021 ◽  
Vol 13 (21) ◽  
pp. 11620
Barbara Jankowiak ◽  
Sylwia Jaskulska ◽  
Belén Sanz-Barbero ◽  
Katarzyna Waszyńska ◽  
Karen De Claire ◽  

Self-esteem seems to be a crucial factor in adolescents’ psychological well-being. Our study aimed to identify the likelihood of high/medium/low adolescents’ self-esteem in personal experiences of abuse and/or violence (abuse by an adult in childhood, bullying and cyberbullying, and dating violence victimization), different socioeconomic characteristics, perceived social support, and ability to resolve social problems. The study participants were 1451 students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and the UK. We calculated relative risk ratios using multinomial regression models to understand how socioeconomic characteristics, personal experiences of abuse and/or violence, perceived social support, ability to resolve social problems were associated with a self-esteem level. Having no experience of being a victim of physical and sexual abuse in childhood and not being a victim of bullying and cyberbullying is connected with the likelihood of high self-esteem regarding having low self-esteem. Taking as reference those who have never been in a dating relationship, the probability of medium and high self-esteem, decreases when teens are in a romantic or dating relationship and they are victims of intimate partner violence, but the negative effect is explained when other violent variables are included in the model. Being a boy, begin a younger teenager, mother’s paid work, high problem-solving skills and perceptions of social support is in relation with the prospect for higher self-esteem. Promoting adolescent self-esteem means preventing all forms of violence perpetrated by significant others, as well as increasing the ability of youth to seek social support and develop problem-solving skills.

2021 ◽  
pp. 1-17
Na Yang ◽  
Ruoyong Zhang

Abstract Research on identity threat has predominantly focused on the consequences of threat to some ascribed or involuntary identities, while overlooking individuals' responses to occupational identity threat. Integrating identity theory with identity threat literature, we argue that encountering occupational identity threat promotes negative emotion and feedback-seeking behavior, and negative emotion further mediates the relationship between occupational identity threat and feedback-seeking behavior. Moreover, individuals' performance self-esteem strengthens both the direct effect of occupational identity threat on negative emotion, and the indirect effect of occupational identity threat on feedback-seeking behavior through negative emotion. The results from two experimental studies and one field study provide support for these predictions. We discuss the theoretical and practical implications of our findings.

Yevgen Oprya ◽  
Mykhailo Pustovoyt ◽  
Ellina Melnyk

The paper presents the results of a comprehensive psychodiagnostic study of the psychological characteristics of psychotic patients with schizophrenia with somatic disorders. Based on the results of the study, the features of the representation of mental and somatic illness in the minds of schizophrenic patients with somatic disorders were identified. It has been proven that an important role in the pathogenesis of the formation of psychiatric comorbidity in schizophrenia is played by the categories of self-esteem, awareness, perception and attitude to mental and somatic illness. It was revealed that patients with schizophrenia with cardiovascular disease (CVD), with low assessments of all health parameters, assessed themselves as mentally sicker than physically, and patients with schizophrenia with diabetes mellitus type 2 (DM 2) and obesity, with low assessments of all health parameters, assessed themselves as physically sicker than mentally. In addition, patients with CVD and obesity were more aware of the need for treatment of mental illness, while patients with DM 2 were more aware that their environment would consider it necessary to treat a mental disorder. It was also found that patients with schizophrenia with somatic diseases have significantly higher indicators of the level of threat of mental disorder than patients without somatic burden. The results of the study of attitudes towards somatic illness revealed that patients with schizophrenia were characterized by a predominance of maladaptive forms of attitudes toward the disease: anxious, hypochondriac and melancholic (in schizophrenia with CVD), anosognosic and dysphoric (in schizophrenia with diabetes mellitus and obesity), as well as apathetic (in schizophrenia with obesity). It is advisable to use the obtained results as specific targets of psycho-education and psychotherapeutic work and to take into account when developing complex programs for the treatment of schizophrenic patients with comorbid somatic disorders.

2021 ◽  
Gry Anette Sælid ◽  
Nikolai Olavi Czajkowski ◽  
Leif Edvard Aarø ◽  
Thormod Idsøe ◽  
Miguel Delgado Helleseter ◽  

Abstract Schools are well positioned for large scale promotion of mental health among young people. We tested the MindPower program delivered universally in the classroom to strengthen self-efficacy, self-esteem, and quality of life in high school students. We used a cluster randomized two-groups delayed intervention design. Participants where 1,673 out of 2,384 students, aged 15–16 years, in all the 110 first year high school classes in a county in Norway, randomized into two intervention groups, IG1 and IG2. IG1 started with MindPower. IG2 waited for four months to participate. Seven repeated measures were conducted with Rosenberg Self-esteem Scale (short version), General Perceived Self-Efficacy Scale (short version), and Warwick Edinburg Mental Wellbeing Scale. Self-efficacy level was compared to scores from a large comparable population study, locally and nationally (UngData). Mixed model analyses adjusted for cluster effects showed no significant increase in the three measures from start to five to nine months follow up. Self-efficacy level was approximately the same as the one found in UngData. The universal implementation in schools was a great challenge and attrition was comprehensive. MindPower did not strengthen students’ levels of self-efficacy, self-esteem, and quality of life, partly because the initial levels were already high (ceiling effect). In spite of careful preparations, fidelity was low and attrition high. Results should therefore be interpreted with caution. Learning points in implementing and conducting class based universal mental health programs in high school are discussed comprehensively. NCT03647826. The 27.08.2018. Retrospectively registered.

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