Protective and Vulnerability Factors in Self-Esteem: The Role of Metacognitions, Brooding, and Resilience

Abstract

The aim of the current study was to explore protective (resilience) and vulnerability factors (dysfunctional metacognitions and brooding) for self-esteem. A total of 725 participants were included in a cross-sectional study. A path analysis revealed five paths to self-esteem. The three main paths were as follows: (1) symptoms −> metacognitions −> brooding −> self-esteem, (2) symptoms −> resilience −> self-esteem, and (3) a direct path from symptoms. The first path corresponds with the metacognitive model of psychopathology and suggests that triggers in the form of anxiety and depression symptoms lead to the activation of metacognitive beliefs, which in turn activates brooding in response to these triggers. When a person engages in brooding, this makes the person vulnerable to experiencing low self-esteem. The second path suggests a protective role of resilience factors. The overall model explained 55% of the variance in self-esteem. Regression analysis found that unique predictors of self-esteem were female sex, symptoms of anxiety and depression, brooding, and resilience. These findings have possible clinical implications, as treatment may benefit from addressing both protective and vulnerability factors in individuals suffering from low self-esteem.

The Scarring Effects of Depression Symptoms on Sadness Rumination and Peer Victimization in Greek Early Adolescents: Evidence for an Integrated Symptoms-Driven Model

“…For example, McLaughlin and Nolen-Hoeksema (2012) provided initial support to the interpersonal stress model of rumination in which ruminative thinking confers risk for a wide range of peer victimization experiences. Low self-regard (Hagen et al, 2020), social problem-solving deficits (e.g., Watkins & Baracaia, 2002) and excessive reassurance seeking (e.g., Stroud et al, 2018) are some of high ruminators’ characteristics related to increased chances of peer victimization (Crawford & Manassis, 2011; Stroud et al, 2018; Van Geel et al, 2018). Nevertheless, there is also evidence suggesting that peer victimization may act as a vulnerability factor for the development of a ruminative response style (e.g., Malamut & Salmivalli, 2021; Mathieson et al, 2014).…”

Efikasi Kendiri Sebagai Moderator antara Metakognitif dan Resilien dalam Kalangan Guru Bimbingan dan Kaunseling di Sarawak

“…Dapatan ini secara jelas telah merungkai makna yang menganggap resilien hanyalah secara eksplisit berdasarkan Teori S-REF (Wells & Matthews, 1994, 1996Hagen et al, 2020). Dapatan ini telah membuktikan bahawa resilien dipengaruhi secara langsung oleh metakognitif individu.…”

“…Ini kerana kepercayaan atau gaya pemikiran serta perasaan yang dialami oleh Guru Bimbingan dan Kaunseling merupakan keseimbangan antara kehidupan dan pengalaman yang akan membentuk resilien dalam membina perspektif yang positif bagi kehidupan mereka masa hadapan berdasarkan pengalaman yang mereka lalui (Nejati et al, 2019). Sehubungan dengan itu, elemen metakognitif yang terkandung dalam Teori S-REF seperti keyakinan kognitif, kepercayaan dan kesedaran diri kognitif dilihat berperanan sebagai fungsi pengawalan kendiri bagi membina resilien dalam kalangan Guru Bimbingan dan Kaunseling seperti mana yang dinyatakan oleh Hagen et al (2020).…”

The Importance of Self-Esteem Among Students

“…Conversely, low selfesteem can be associated with negative outcomes such as anxiety, depression, and poor academic performance (Moloud et al, 2022). Self-esteem can also be a causal factor in depression, anxiety, eating disorders, delinquency, and school problems (Hagen et al, 2020). However, self-esteem is not solely based on academic achievement, and students can build their self-esteem through estimable acts and achievements, even small ones (Unamba et al, 2020).…”