Psychological Adjustment Among Israeli Adolescent Immigrants: A Report on Life Satisfaction, Self-Concept, and Self-Esteem

2001 ◽  
Vol 30 (4) ◽  
pp. 449-463 ◽  
Author(s):  
Chana Ullman ◽  
Moshe Tatar
Keyword(s):  
Life Satisfaction ◽  
Psychological Adjustment ◽  
Self Esteem ◽  
Self Concept ◽  
Adolescent Immigrants

Sexual Health Education and Life Satisfaction for People With Congenital Neurological Disabilities

2021 ◽  
pp. 003435522110318
Author(s):  
Alexandra M. Kriofske Mainella ◽  
Susan Miller Smedema
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Cerebral Palsy ◽  
Spina Bifida ◽  
Sex Education ◽  
Self Esteem ◽  
Self Concept ◽  
Sexual Health Education ◽  
Sexual Anxiety ◽  
Neurological Disabilities

People with disabilities are sexual beings, yet there is little research on sexuality in this population. The present study explored the impact of sex education for people with congenital neurological disabilities, largely, spina bifida and cerebral palsy, on sexual self-concept and life satisfaction. This study included 104 adults with spina bifida, cerebral palsy, and other congenital neurological disabilities. Hierarchical regression analysis was used to examine the relationships between demographic variables, sexual health education variables, and outcome variables (sexual self-concept and life satisfaction). Serial mediation analysis was conducted to examine the mediating relationship of sexual self-concept variables (sexual anxiety and sexual self-esteem) between social support and life satisfaction. Results indicated that sexual self-concept was significantly predicted by relationship status, disability impact, and satisfaction with sex education. Life satisfaction was significantly predicted by relationship status, social support, disability impact, and sexual self-concept. Sexual anxiety and sexual self-esteem formed a partial serial mediating relationship between social support and life satisfaction. The findings expand upon existing literature on sex education for people with disabilities, reinforcing the notion that satisfactory sex education and strong social support positively impact the life satisfaction of individuals with spina bifida and cerebral palsy. Implications for rehabilitation research and practice are discussed.

scholarly journals Unraveling the Complex Relationship Between Work Transitions and Self-Esteem and Life Satisfaction

2021 ◽  
Author(s):  
Anne K. Reitz ◽  
Maike Luhmann ◽  
Wiebke Bleidorn ◽  
Jaap J. A. Denissen
Keyword(s):  
Life Satisfaction ◽  
Individual Differences ◽  
Psychological Adjustment ◽  
Self Esteem ◽  
Selection Effects ◽  
Dynamic Nature ◽  
Employment Transitions ◽  
Work Transitions ◽  
Before And After ◽  
Duration Of Unemployment

Transitions in and out of work are common experiences with major repercussions for people’s lives. The complex link between work transitions and psychological adjustment is not well understood, however. In this preregistered study, we analyzed 11 waves of longitudinal data from 13,671 participants (representative of the Dutch population) to examine the transactional effects between repeated work transitions (employment and unemployment) and psychological adjustment (self-esteem and life satisfaction). Specifically, we investigated change trajectories before and after the transitions and tested whether moderator variables predicted individual differences in change. Participants with lower levels of self-esteem and life satisfaction were more likely to experience unemployment and less likely to experience employment transitions, indicating selection effects. Participants decreased in their self-esteem and life satisfaction before the beginning of the unemployment transition, indicating anticipatory socialization effects. These effects did not differ for multiple experiences of the same transition. Participants showed larger increases in life satisfaction in response to employment transitions when they experienced higher levels of job satisfaction. Participants showed larger decreases in self-esteem before unemployment transitions when they experienced a longer duration of unemployment. Our findings point to bidirectional effects between work transitions and self-esteem and life satisfaction, which is consistent with transactional theories. They also highlight the importance of the timing of changes before and after work transitions, the dynamic nature of the transition-adjustment link, and the existence of individual differences in psychological adjustment to work transitions that were linked to characteristics of the corresponding transition.

scholarly journals Personality, Acculturation, and Psychosocial Adjustment of Chinese International Students in Germany

2010 ◽  
Vol 107 (2) ◽  
pp. 511-525 ◽  
Author(s):  
Jingyu Zhang ◽  
Heinz Mandl ◽  
Erping Wang
Keyword(s):  
Life Satisfaction ◽  
Psychological Adjustment ◽  
Psychosocial Adjustment ◽  
Big Five ◽  
Academic Adjustment ◽  
Cultural Adjustment ◽  
Self Esteem ◽  
Cross Cultural ◽  
Sociocultural Adjustment ◽  
Unique Individual

The effect of personality traits and acculturation variables on cross-cultural adjustment were investigated in 139 Chinese students in Germany (52% girls; M age = 25.3 yr., SD = 2.9). Participants were surveyed by house visits to their dormitories. Several scales were administered: (a) Big Five Inventory; (b) Vancouver Index of Acculturation; (c) sociocultural adjustment, general and academic; and (d) psychological adjustment, i.e., depression, self-esteem, and life satisfaction. Results showed that Neuroticism and Openness were two shared predictors of sociocultural adjustment. Agreeableness and mainstream acculturation were only related to general adjustment, while Conscientiousness was only related to academic adjustment. All facets of psychological adjustment were related to Neuroticism and Consciousness, while positive components (self-esteem and life satisfaction) were also related to Extraversion and Openness. No influence of heritage acculturation was found. The findings are discussed in light of measurement issues and the shared and unique individual predictors of the different facets of adjustment.

scholarly journals Psychological adjustment in cybervictims and cyberbullies in secondary education

2019 ◽  
Vol 35 (3) ◽  
pp. 434-443 ◽  
Author(s):  
Elizabeth Cañas ◽  
Estefania Estévez ◽  
Juan C. Marzo ◽  
José A. Piqueras
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Anxiety ◽  
Psychological Adjustment ◽  
Perceived Stress ◽  
Depressive Symptomatology ◽  
Violent Behavior ◽  
Self Concept ◽  
School Students

El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas. The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

Global Self-Esteem and Life Satisfaction Trajectories Following Abortion Seeking

2014 ◽  
Author(s):  
Antonia Biggs ◽  
Ushma Upadhyaya ◽  
Julia R. Steinberg ◽  
Diana G. Foster
Keyword(s):  
Life Satisfaction ◽  
Self Esteem

"Does what we think of ourselves matter? Self-concept and self-esteem in everyday life"

2006 ◽  
Author(s):  
William B. Swann ◽  
Christine Chang-Schneider ◽  
Katie Larsen McClarty
Keyword(s):  
Everyday Life ◽  
Self Esteem ◽  
Self Concept
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