Self-esteem, self-symbolizing, and academic recognition: behavioral evidence from curricula vitae

Bi, Weilong; Chan, Ho Fai; Torgler, Benno

doi:10.1007/s11192-019-03037-8

Cited by 5 publications

(9 citation statements)

References 64 publications

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“…From a behavioural economics perspective, Bi et al (2019) shed light on the relationship between self-esteem, academic recognition, and individual behaviour, offering insights into the potential motivational effects of awards.…”

Section: Impact Of Awards On Operational Excellencementioning

confidence: 99%

“…They express recognition and support their recipients' perceived competence and social status (Fong et al, 2017;Gallus & Frey, 2016;Hewitt, 2015). Awards help to retain valuable employees and to establish role models (Bi et al, 2019). However, scholars in management and economics have only recently begun to study their impacts and the mechanisms through which they operate .…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Awards on Operational Excellence: An Empirical Study among International Schools in Singapore

Khandhadia,

Chung

2024

IJARBSS

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Operational excellence is paramount for educational institutions striving to deliver highquality teaching, research, and support services. Recognising outstanding achievements in operational excellence through awards has become increasingly prevalent in the education sector. The objective of this study was to determine the extent to which awards have impacted the operational excellence of international schools in Singapore. By using purposive sampling method, a total of 421 staff, students, and parents from international schools in Singapore participated in this study. The Descriptive Analysis and Inferential Analysis were administrated in analysing the collective and independent relationships and impacts of the five aspects of awards, i.e., types, number, relevancy, value, and prestige and reputation on operational excellence of the institutions. As a result, this study revealed that there was a high level of achievement in terms of awards for operational excellence by the institutions. There were significant differences on the level of operational excellence in accordance with the location where the schools situated, and programmes that the schools offered. However, no significant differences were found for the aspects of category of respondents, gender, and age groups respectively. Correlation Analysis revealed that there was a significant, strong, and positive relationship between awards and operational excellence. The Multiple Regression Analysis showed that awards had significant and strong impact on operational excellence. The combined influence of all the predictor factors explained 59.9% of the variance change in operational excellence. This study contributed to the enrichment of current literature on the impact of awards on operational excellence from the education institutions perspective. Based on these findings, several recommendations were made for the management of the institutions, as well as for the future research.

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Section: Impact Of Awards On Operational Excellencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Impact of Awards on Operational Excellence: An Empirical Study among International Schools in Singapore

Khandhadia,

Chung

2024

IJARBSS

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“…Several other findings show that after receiving an academic award, there is an increase in students' motivation (Deci, 1971; Deci et al, 1999), their self‐efficacy (Bartimote‐Aufflick et al, 2016; Bi et al, 2019), their determination to succeed (Baer and Norris 2016; Chang et al, 2013), and their level of self‐regulated learning (Dresel et al, 2015; Rheinberg et al, 2000). These past findings may or may not apply to a competency‐based education model.…”

Section: Introductionmentioning

confidence: 96%

The impact of student recognition of excellence to student outcome in a competency‐based educational model

Bliven¹,

Jungbauer

2021

J of Competency-Based Ed

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Background Historical research shows that influencing student motivation is a factor in achieving academic success. The use of a competency‐based educational (CBE) model provides a challenge in recognition of students who exceed the competency requirements of a given task or written paper. This study provides the opportunity to see if providing formal recognition of excellence in a student's work would improve their academic resilience and persistence in a CBE model. This is a retrospective longitudinal qualitative and quantitative study of all award recipients from August 2016 to August 2019, with a content analysis and correlation research investigation. Data Analysis Content analysis of 11,664 grateful responses showed 15.6% students receiving the excellence award who were on the verge of withdrawing their enrollment, decided to continue their studies and were more motivated. Quantitative analysis (n = 30,340) comparing students receiving an excellent award with those who did not, showed the students who were awarded had a significant overall lift of 10.9% in persistence (p < .01), with students in the lower quartile as the ones with the most lift in persistence (20.23%, p < .01). Subsequent data analysis validated initial findings (10 weeks: 5.9% persistence lift, p < .01, n = 27,510; 20 weeks: 3.6% persistence lift, p < .01, n = 27,490). Results The study's results are significant and have shown that student recognition positively impacts student retention and academic success. The results of this research investigation provide quantifiable and qualitative evidence that adds to the literature and contributes additional factors in the domain of competency‐based education by which future research can proceed.

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“…Such an investigation is considered important to provide a roadmap for future research examining the relationship between curriculum development and students' selfesteem encouragement at school. In addition, some previous studies are conducted employing bibliometric and systematic reviews with the keywords of curriculum development and self-esteem (Martin and Marsh, 2006;Flaherty and Lim Yap, 2017;Bi et al, 2019;Obineli and Ezioko, 2019). However, there has been no specific research on the development of a self-esteem-based curriculum.…”

Section: Introductionmentioning

confidence: 99%

Developing self-esteem-based curriculum as a foundation for sustainable education: A systematic literature review and bibliometric analysis

Nuryana

2023

Front. Educ.

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This study aimed to analyze the thematic structure and trends in scientific publications discussing the relationship between curriculum development and self-esteem and provide a roadmap for future research investigating this topic. This study used systematic literature review (SLR) and bibliometric analysis (BA) to describe self-esteem-based curriculum development and reveal its bibliometric profile. The data were obtained from the 2012–2021 Scopus database by identifying the research on curriculum and self-esteem, so the keywords used are (“curriculum development” or “curriculum”) and (“self-esteem” or “self esteem”). The results show that the publication examining the curriculum and self-esteem leads to stable total publication. Countries contributing to this topic are the United States, the United Kingdom, Australia, India, and South Africa. Meanwhile, the universities mostly credited with high citations on this topic are Monash University, the Ohio State University, and Universidad de Malaga. This study discovers that most of the articles about curriculum and self-esteem discuss health sciences/medicine, psychology, and education. The results indicated that the structure and trends in thematic academic studies provide a roadmap for future studies investigating curriculum development and self-esteem. In this context, educational researchers should interconnect their scientific field with psychology, specifically self-esteem. Therefore, the development of a self-esteem-based curriculum can run well. This article attempted to gain insights into how research on curriculum and self-esteem has progressed using the systematic literature review and bibliometric analysis.

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Self-esteem, self-symbolizing, and academic recognition: behavioral evidence from curricula vitae

Cited by 5 publications

References 64 publications

The Impact of Awards on Operational Excellence: An Empirical Study among International Schools in Singapore

The Impact of Awards on Operational Excellence: An Empirical Study among International Schools in Singapore

The impact of student recognition of excellence to student outcome in a competency‐based educational model

Developing self-esteem-based curriculum as a foundation for sustainable education: A systematic literature review and bibliometric analysis

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