Self‐Esteem

Donnellan, M. Brent; Trzesniewski, Kali H.; Robins, Richard W.

doi:10.1002/9781444343120.ch28

Cited by 111 publications

(71 citation statements)

References 122 publications

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“…Such a study is important because low self‐esteem in childhood has been shown to be associated with negative health outcomes including depression and anxiety (Orth, Robins, Widaman, & Conger, 2014; Sowislo & Orth, 2013; van Tuijl, de Jong, Sportel, De Hullu, & Nauta, 2014). Self‐esteem may be defined as an individual's subjective evaluation of his/her worth as a person (Donnellan, Trzesniewski, & Robins, 2013). Children from lower SES families may consider themselves as worthless consequently leading to lower levels of self‐care (Poorgholami, Javadpour, Saadatmand, & Jahromi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Distinct influence of parental occupation on cortical thickness and surface area in children and adolescents: Relation to self‐esteem

Khundrakpam

Choudhury

Vainik

et al. 2020

Human Brain Mapping

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Studies of socioeconomic disparities have largely focused on correlating brain measures with either composite measure of socioeconomic status (SES), or its components-family income or parental education, giving little attention to the component of parental occupation. Emerging evidence suggests that parental occupation may be an important and neglected indicator of childhood and adolescent SES compared to absolute measures of material resources or academic attainment because, while related, it may more precisely capture position in social hierarchy and related health outcomes. On the other hand, although cortical thickness and surface area are brain measures with distinct genetic and developmental origins, large-scale neuroimaging studies investigating regional differences in interaction of the composite measure of SES or its components with cortical thickness and surface area are missing. We set out to fill this gap, focusing specifically on the role of parental occupation on cortical thickness and surface area by analyzing magnetic resonance imaging scans from 704 healthy individuals (age = 3-21 years). We observed spatially distributed patterns of (parental occupation × age 2) interaction with cortical thickness (localized at the left caudal middle frontal, the left inferior parietal and the right superior parietal) and surface area (localized at the left orbitofrontal cortex), indicating independent sources of variability. Further, with decreased cortical thickness, children from families with lower parental occupation exhibited lower self-esteem. Our findings demonstrate distinct influence of parental occupation on cortical thickness and surface area in children and adolescents, potentially reflecting different neurobiological mechanisms by which parental occupation may impact brain development.

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Section: Introductionmentioning

confidence: 99%

Distinct influence of parental occupation on cortical thickness and surface area in children and adolescents: Relation to self‐esteem

Khundrakpam

Choudhury

Vainik

et al. 2020

Human Brain Mapping

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“…Level of, Changes, and Fluctuations in Self-Esteem Self-esteem, defined as a global, stable, and affectively loaded index of individual's attitude or evaluation of the self, is arguably one of the most studied constructs in psychology (for a review, see Donnellan et al, 2011). To measure self-esteem, the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) remains by far the most widely used instrument (Orth et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Comparison of the Predictive Validity of Self-Esteem Level and Directly Measured Self-Esteem Stability in the Temporal Prediction of Psychological Distress

Roth

Altmann

2020

Front. Psychol.

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In contrast to the widely used assessment approach in which self-esteem stability is measured as the standard deviation of repeated measurements, direct measurements of self-esteem stability have hardly ever been implemented in longitudinal studies. The primary goal of the present study was to examine the temporal stability and predictive validity of a direct assessment of self-esteem stability compared with the trait level of self-esteem with respect to the prediction of psychological distress (PD). We examined a sample of 136 employees who completed self-report measures of both self-esteem level [Rosenberg Self-Esteem Scale (RSES)] and self-esteem stability [Self-Esteem Stability Scale (SESS)] along with a measure of PD (SCL-90) at two time points across an interval of 1 year. The results underline the relevance of perceived self-esteem stability in the temporal prediction of PD: After controlling for initial PD, we found that self-esteem stability predicted PD better than self-esteem level did. Therefore, we recommend that the RSES be expanded by adding the three SESS items that directly measure the stability of self-esteem.

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“…The Rosenberg (1965) self-esteem scale (RSES) and Q4TE self-report scale were used and each item is required to be scored according to a 5-point Likert scale, ranging from 1 (very disagreed) to 5 (very agree). The Rosenberg Self-Esteem Scale (RSES; Rosenberg (1965)) is one of the most widely used measures in self-esteem research (Donnellan et al, 2011). Regarding whether RSES assesses general self-esteem (GSE) as a factor (as conceptualized by Rosenberg (1965)) based on a mixture of 10 positively and negatively worded items (Boduszek et al, 2013;Quilty, Oakman, & Risko, 2006).…”

Section: Methodsology Training Evaluation Surveys (Rses and Q4te)mentioning

confidence: 99%

Experiential Learning Is an Effective Training Model to Improve Self-Esteem

Liao

2019

HSSR

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Purpose: Professional training is critical to organizational success. Experiential learning was defined as a method for actively engaging trainees in learning processes. That must complete all four stages of the experiential learning model. Kolb’s model requires four abilities for successful learning: concrete experience, reflective observations, abstract conceptualization, and active experimentation. Base on, this research aims to assess experiential learning as a method to improve employees’ self-esteem. Methodology: We assessed employees who participated in experiential learning training for 4 months between March and June 2017. This research was used to measure 37 organizational units employee’ self-esteem scale before and after the experiential learning training. Main Findings: The research found a significant positive effect on trainees' self-esteem with a 4.98 point improvement in reaction, learning, behavior, and organizational results. The result was used for summative evaluation of the effectiveness of experiential learning by Kirkpatrick four-level framework have a contribution. Implications/Applications: The proposed experiential learning offers a chance to upgrade the correspondence between confidence and viable relational abilities, which thusly can support students' trust in their scholarly potential. The ramifications of encouraging expanded confidence emphatically sway scholarly achievement, yet in addition build up an establishment of self-administrative conduct that can serve the students for the duration of their lives, in academic and vocation situated undertakings.

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Self‐Esteem

Cited by 111 publications

References 122 publications

Distinct influence of parental occupation on cortical thickness and surface area in children and adolescents: Relation to self‐esteem

Distinct influence of parental occupation on cortical thickness and surface area in children and adolescents: Relation to self‐esteem

A Comparison of the Predictive Validity of Self-Esteem Level and Directly Measured Self-Esteem Stability in the Temporal Prediction of Psychological Distress

Experiential Learning Is an Effective Training Model to Improve Self-Esteem

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