Self-esteem in adolescents

Abstract

PURPOSE. Self-esteem is an overall evaluation of the person's value, expressed in a positive or negative orientation towards himself. Its development starts from birth and is constantly changing under the influence of experience (1). Especially important is the role of self-esteem in the process of adolescence. During this period, it correlates with both academic achievement and mental health. The aim of this study is to analyze the correlation between academic achievement and self-esteem among teenagers. Forty 14-year-old students (20 boys and 20 girls) with excellent, very good and good results in school were examined. Methods: Self-Esteem Scale (RSE) (2). The study results show that girls have significantly more negative attitudes towards themselves (x = 32.25) comparing with boys (x = 25.14). These results support the need for further research to explore how individual and contextual factors affect the development of self-esteem over the school years.

Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem Among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners

“…This might be because adolescent boys and girls are getting equal opportunities in recent years. This finding is in contrast with a Pakistani and Bulgarian study where boys showed higher self-esteem level than girls [ 41 , 42 ]. Another Nepali study conducted among nursing students showed that low self-esteem was due to stress in the academic environment [ 43 ].…”

Sebahodnotenie a hodnotové preferencie študentov stredných škôl

“…Adolescenti tak vo veľkej miere finalizujú dôležitú vývinovú úlohu -formovanie selfkonceptu, ktorého súčasťou je aj sebaobraz, sebahodnota a vlastná identita (Kusý, 2017). Sebahodnotenie teda v tomto období zohráva pre mladého človeka veľmi dôležitú úlohu (Minev, Petrova, Mineva, Petkova, & Strebkova, 2018). Obdobie adolescencie je taktiež citlivým pre vytváranie si vzťahu k hodnotám.…”

العلاقات السببیة بین بعض متغیرات الدافعیة والشخصیة والإعاقة الأکادیمیة والتحصیل الدراسی لدى طلاب الفرقة الأولى بکلیة التربیة

“…Elliot& Church, 2003, Martin, et al, 2003 (Urdan, 2004, Leondari& Gonida, 2007, Thomas& Gadbois, 2007, Chang, 2010, Gadbois & Sturgeon, 2011 (Adil, et al, 2020, 58 (Schwinger & Stiensmeier-Pelster, 2011, Park & Brown, 2014, Yavuzer, 2015, Ferradás, et al, 2016b, Ferradás, et al, 2018 (Lane, et al, 2004, Imran, 2013, Preeti, et al, 2016, Jagtap, 2018, Christy& Mythili, 2020 . ‫دة‬ ‫د‬ ‫ثس‬ ‫ر‬ ‫ئت‬ ‫د‬ ‫د‬ ‫نت‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫ف‬ ‫ثخت‬ ‫د‬ ‫د‬ ‫،نه‬ ‫ال‬ (Minev, et al, 2018 (Ferradás, et al, 2017) . ‫ع‬ ‫كت‬ ‫تهص‬ ‫ئ‬ ‫نت‬ ‫ثسة‬ ‫ر‬ ‫ت‬ (Ferradás, et al, 2018 (Ferradás, et al, 2016a, Ferradás, et al, (Ross, et al, 2002, Bobo, et al, 2013 (Ross, et al, 2002, Bobo, et al, 2013, Nosenko, et al, 2016 gender differences in self-handicapping.…”