Examples of self-esteem in the following topics:
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- Twelve subjects were selected from a population of high-self-esteem subjects (esteem = 1) and an additional 12 subjects were selected from a population of low-self-esteem subjects (esteem = 2).
- The means for subjects in the success condition are 7.333 for high-self-esteem subjects and 5.500 for the low-self-esteem subjects.
- For the high-self-esteem subjects, success led to more self-attribution than did failure; for the low-self-esteem subjects, success led to less self-attribution than did failure.
- The first compares the high-self esteem subjects to the low-self esteem subjects; the second considers only those in the success group and compares low-self esteem subjects to high-self-esteem subjects.
- Clearly the comparison of high-self-esteem subjects to low-self-esteem subjects for the whole sample is not independent of the comparison for the success group only.
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- Researchers have used three general approaches to understanding identity development: self-concept, sense of identity and self-esteem.
- The final major aspect of identity formation is self-esteem, which is one's thoughts and feelings about one's self-concept and identity.
- "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence.The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience.
- As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends.
- High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence and social competence.
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- These groups align with the Maslow's levels of physiological needs, social needs, and self-actualization needs, respectively.
- These needs are based in social interactions with others and align with Maslow's levels of love/belonging-related needs (such as friendship, family, and sexual intiamcy) and esteem-related needs (such as respect of and by others).
- These needs align with Maslow's levels of esteem-related needs (such as self-esteem, confidence, and achievement) and self-actualization needs (such as morality, creativity, problem-solving, and acceptance of facts).
- For example, if an individual's self-esteem is suffering, they will invest more effort in the relatedness category of needs.
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- Three general approaches to understanding identity development include self-concept, sense of identity, and self-esteem.
- Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self that is stable across circumstances and includes past experiences and future goals.
- Self-esteem consists of one's thoughts and feelings about one's self-concept and identity.
- In the United States, children who are raised female are often taught that their sense of self is highly linked to their relationships with others; therefore, many adolescent girls enjoy high self-esteem when engaged in supportive relationships with friends.
- High self-esteem is often derived from their ability to successfully influence their friends.
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- All humans have a need to be respected and to have self-esteem and self-respect.
- Imbalances at this level can result in low self-esteem or an inferiority complex.
- Imbalances at this level can result in low self-esteem or an inferiority complex.
- Many people with low self-esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves internally.
- Psychological imbalances, such as depression, can prevent one from obtaining self-esteem on both levels.
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- The effect of Outcome differed depending on the subject's self-esteem.
- The difference between the attribution to self following success and the attribution to self following failure was larger for high-self-esteem subjects (mean difference = 2.50) than for low-self-esteem subjects (mean difference = -2.33).
- In the made-up example, the main effect of Outcome is not very informative, and the effect of outcome should be considered separately for high- and low-self-esteem subjects.
- As will be seen, the simple effects of Outcome are significant and in opposite directions: Success significantly increases attribution to self for high-self-esteem subjects and significantly lowers attribution to self for low-self-esteem subjects.
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- Twelve subjects were selected from a population of high-self esteem subjects and twelve subjects were selected from a population of low-self esteem subjects.
- Therefore, there were six subjects in each of the four esteem/outcome combinations and 24 subjects in all.
- As you can see, the only significant effect is the Outcome x Esteem (O x E) interaction.
- Clearly the effect of "Outcome" is different for the two levels of "Esteem": For subjects high in self-esteem, failure led to less attribution to oneself than did success.
- By contrast, for subjects low in self-esteem, failure led to more attribution to oneself than did success.
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- Maslow uses the terms Physiological, Safety, Love and Belonging, Esteem, and Self-Actualization to describe the general stages that human motivations move through.
- Imbalances at this level can result in low self-esteem or an inferiority complex.
- Esteem needs can intersect with motivation in the workplace.
- This forms the basis of the perceived need for self-actualization.
- Self-actualization can also be pursued through one's work; thus, the desire for self-actualization can intersect with motivation in the workplace.
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- Self-efficacy affects some of the factors that predict motivation.According to Bandura (1982), self-efficacy is a self-judgment of one's ability to perform a task in a specific domain.However, a high degree of self-efficacy in one domain does not necessarily transfer to other areas of endeavor.High self-efficacy positively affects performance; this good performance will in turn enhance self-efficacy .
- Model: Exposing learners to an non-expert model (peer model) conquering the challenges successfully can help learners increase their motivation and self-efficacy.Another approach to enhance self-efficacy is learners observing the expert model solving problems with specific strategies or skills.
- Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks .Successful experience is the most important source of fostering self-efficacy.
- This flash animation illustrates the journey of a teacher and student as the student's self-efficacy increases.
- Sammy has low self-esteem, but his teacher sees a teachable moment in his desire to act and sing.
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- Maslow organized human needs into a pyramid that includes (from lowest-level to highest-level) physiological, safety, love/belonging, esteem, and self-actualization needs.
- Once love and belonging needs have been satisfied, esteem needs become more salient.
- Esteem needs refer to the desire to be respected by one's peers, to feel important, and to be appreciated.
- According to Maslow and other humanistic theorists, self-actualization reflects the humanistic emphasis on positive aspects of human nature.
- Maslow suggested that this is an ongoing, life-long process and that only a small percentage of people actually achieve a self-actualized state.