The Social Ecology of Middle Childhood: Family Support, Friendship Quality, and Self-Esteem

The question of project manager competencies and especially in social projects is a key issue for social organizations seeking to progress and achieve success. If the manager has an important role to play with regard to the social organization, he’s however dependent on his behavioral, professional and personal capacities. The purpose of this paper is to show, on the basis of a quantitative study carried out among 120 managers of social projects in cooperatives located in the city of Agadir (Morocco), that the success of projects is conditioned by the leadership skills. Consequently, factors related to behavioral skills such as Solidarity; Involvement; Patience; Creativity; Empathy; Motivation; Trust; Commitment; Self-esteem; Transparency; Self-control; Discipline and other factors related to professional characteristics and personal characteristics of project managers prove a positive and significant relationship with the criterion of success studied.

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Relationship Among Adolescent Self-Esteem, Religiosity, and Perceived Family Support

Psi Chi Journal of Psychological Research ◽

10.24839/1089-4136.jn8.4.157 ◽

2003 ◽

Vol 8 (4) ◽

pp. 157-162

Author(s):

Rochelle James ◽

Jennifer Thames ◽

Mukul Bhalla ◽

John Cornwell

Keyword(s):

Family Support ◽

Self Esteem

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REKONSTRUKSI DAN REAKTUALISASI LITERASI EKOLOGI SOSIAL ISLAM

JURNAL PENELITIAN ◽

10.28918/jupe.v13i2.716 ◽

1970 ◽

Vol 13 (2) ◽

Author(s):

Heru Kurniawan

Keyword(s):

Natural Environment ◽

Social Ecology ◽

Social Space ◽

The State ◽

Ecological Literacy ◽

Human Interaction ◽

Basic Principles ◽

Ecological Awareness ◽

Social Ecological ◽

The Social

Literasi ekologi sosial Islam adalah interaksi manusia dengan lingkungan alam, teknologi, dan sosial yang didasarkan pada prinsip dasar Islam. Rekonstruksi literasi ekologi sosial Islam yang bisa direkonstruksi adalah prinsip dasar Islam yang menegaskan posisi manusia sebagai “pemimpin” yang diberi “amanah” untuk mengelola “bumi” atau “lingkungan alam dan sumber daya alam” sebaik-baiknya. Rekonstruksi literasi ekologis inilah yang kemudian akan diaktualisasikan pada masyarakat. Proses aktualisasi adalah kegiatan aktual dalam menanamkan kesadaran ekologi sosial Islam pada masyarakat yang mana dilakukan dalam ruang sosial keluarga, masyarakat, dan sekolah yang diorganisasi oleh negara melalui kebijakan dan peraturan per undang-undangan. Dengan proses rekonstruksi dan aktualisasi yang terstruktur ini, maka negara akan aktif membangun kesadaran ekologis sosial Islam dengan aktif dan terstruktur dengan baik guna mewujudkan basis kesadaran, ilmu pengetahuan, dan tata nilai ekologi sosial Islam pada masyarakat. Literacy on Islamic social ecology is the human interaction with the natural environment, technology, and social which is based on the basic principles of Islam. Reconstruction of literacy on Islamic social ecology that can be reconstructed is a basic tenet of Islam that affirms the human position as a "leader" by "mandate" to manage "Earth" or "natural environment and natural resources" as well as possible. Reconstruction of ecological literacy is then to be actualized in society. The process of actualization is actual activity in instilling awareness of the social ecology of Islam in the society which is done in the social space of families, communities, and schools organized by the state through policies and regulations. With the process of reconstruction and actualization, then the state will actively build social-ecological awareness of Islam in order to realize a base of awareness, knowledge, and values of Islamic social ecology in society.

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Scham und Autonomie

Phänomenologische Forschungen ◽

10.28937/1000107811 ◽

2012 ◽

Vol 2012 (1) ◽

pp. 163-192

Author(s):

Sonja Rinofner-Kreidl

Keyword(s):

Decision Making ◽

Social Dynamics ◽

Self Esteem ◽

Self Determination ◽

Intentional Content ◽

Conceptual Clarification ◽

The Social ◽

Conventional Behavior ◽

And Control

Autonomy is associated with intellectual self-preservation and self-determination. Shame, on the contrary, bears a loss of approval, self-esteem and control. Being afflicted with shame, we suffer from social dependencies that by no means have been freely chosen. Moreover, undergoing various experiences of shame, our power of reflection turns out to be severly limited owing to emotional embarrassment. In both ways, shame seems to be bound to heteronomy. This situation strongly calls for conceptual clarification. For this purpose, we introduce a threestage model of self-determination which comprises i) autonomy as capability of decision-making relating to given sets of choices, ii) self-commitment in terms of setting and harmonizing goals, and iii) self-realization in compliance with some range of persistently approved goals. Accordingly, the presuppositions and distinctive marks of shame-experiences are made explicit. Within this framework, we explore the intricate relation between autonomy and shame by focusing on two questions: on what conditions could conventional behavior be considered as self-determined? How should one characterize the varying roles of actors that are involved in typical cases of shame-experiences? In this connection, we advance the thesis that the social dynamics of shame turns into ambiguous positions relating to motivation, intentional content,and actors’ roles.

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Commentary

10.1093/oso/9780199959723.003.0012 ◽

2017 ◽

Author(s):

Peggy J. Miller ◽

Grace E. Cho

Keyword(s):

Self Esteem ◽

Social Imaginary ◽

Active Engagement ◽

Socioeconomic Conditions ◽

Personal Meanings ◽

Self Evaluation ◽

The Social ◽

The World ◽

The Individual ◽

Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

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