An Analysis of the Relationship among Children’s Environmental Beliefs and Attitudes, Cognitive Ability, Language Ability, and Self-esteem

2018 ◽  
Vol 22 (6) ◽  
pp. 223-245
Author(s):  
Sung-Ae Chi ◽  
Jin-Hwa Jung ◽  
Hae-Jung Shin
Keyword(s):  
Cognitive Ability ◽  
Self Esteem ◽  
Language Ability ◽  
Environmental Beliefs ◽  
The Relationship ◽  
Beliefs And Attitudes

Relationship between Rigidity, Self-Esteem, and Attitudes about Computer-Based Information Systems

1984 ◽  
Vol 55 (3) ◽  
pp. 991-998 ◽  
Author(s):  
Dianna L. Stone ◽  
Barbara Kemmerer ◽  
Hal G. Gueutal
Keyword(s):  
Information System ◽  
Information Systems ◽  
Individual Differences ◽  
Field Study ◽  
Multiple Regression ◽  
Self Esteem ◽  
Correlation Analyses ◽  
Computer Based ◽  
The Relationship ◽  
Beliefs And Attitudes

Data from a field study were used to assess the relationship between two individual differences variables, (a) rigidity, (b) self-esteem, and beliefs and attitudes toward the introduction of a computer-based information system. Multiple regression and correlation analyses showed that rigidity was negatively related to computer-related beliefs and attitudes. Further, the data indicated that self-esteem was not related to either computer-related beliefs or attitudes. Implications of these results for dealing with resistance to computerization are discussed.

scholarly journals Insight in psychosis: influence of cognitive ability and self-esteem

2007 ◽  
Vol 191 (3) ◽  
pp. 234-237 ◽  
Author(s):  
Michael A. Cooke ◽  
Emmanuelle R. Peters ◽  
Kathryn E. Greenwood ◽  
Peter L. Fisher ◽  
Veena Kumari ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Self Esteem ◽  
Intellectual Ability ◽  
Curvilinear Relationship ◽  
Psychological Mechanism ◽  
The Relationship

BackgroundInsight in psychosis has previously been associated with both depression and cognitive ability. Some studies have found a curvilinear relationship between insight and cognitive ability but the roles of self-esteem and depression have not been taken into account.AimsTo investigate the relationships between insight and IQ, depression, and self-esteem.MethodCorrelations between self-reported and observer-rated insight, and measures of IQ, depression and self-esteem were examined in 67 people with psychosis.ResultsBetter self-reported insight was associated with higher IQ and poorer self-esteem, but not depression. There was some evidence for a curvilinear relationship between IQ and self-reported insight, specifically the ‘awareness of illness' dimension, which survived correction for symptom variables.ConclusionsThe relationship between insight and IQ might reflect both the basis of insight in intellectual ability and the influence of a psychological mechanism that preserves self-esteem.

scholarly journals MOTIVATIONS FOR SUCCESS AND PERSONAL CHARACTERISTICS OF STUDENTS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.N BIKTINA ◽  
Keyword(s):  
Young People ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Average Level ◽  
Professional Activities ◽  
High Level ◽  
Level Of Motivation ◽  
The Relationship ◽  
Beliefs And Attitudes ◽  
Different Levels

The article is devoted to the topical topic of the relationship between the level of motivation for success, self-esteem and personal characteristics of students. In today's reality, to achieve high results in life, young people need to constantly motivate themselves to achieve success. Previously, scientists have found that the properties of personality affect the features of motivation to achieve success, and the features of motivation, becoming fixed, become the properties of personality. The article presents the results of a study of personal characteristics of students with different levels of success. The study found that students with an average level of motivation to achieve success are more anxious than students with a high level of motivation to achieve. Students with a high level of motivation to achieve success are characterized by such personal properties as lability, spontaneity and a high level of self-esteem. Respondents with a high level of motivation for success are more spontaneous, they are focused on meeting the needs for knowledge and self-realization, and can act based on their own beliefs and attitudes, while using a creative approach. The author revealed a correlation between the indicators of aggression, spontaneity and motivation to achieve success in fourth-year students. Lability affects students ' self-esteem. The results of the research and presented in this article can be interesting and useful to psychologists, teachers, coaches working with students in order to form motivation for success in educational and professional activities.

scholarly journals A Study on the Self Esteem and Academic Performance among the Students

2018 ◽  
pp. 1-7
Author(s):  
Laveena D’Mello ◽  
Meena Monteiro ◽  
Nelson Pinto
Keyword(s):  
Academic Performance ◽  
Sense Of Self ◽  
Self Esteem ◽  
Emotional Reactions ◽  
The Self ◽  
Self Assessment ◽  
Self Confidence ◽  
Self Worth ◽  
The Relationship ◽  
Beliefs And Attitudes

The purpose of self-esteem is to feel and imagine that people nurtured in their mind over time about their self. In simple words, self-esteem is self-assessment; this perception and evaluation can be positive or negative and pleasant or unpleasant. Children with high self esteem, usually feel good about themselves and better able to resolve their conflicts with other children and are resistant to deal with problems. One of the most important human traits to achieve objectives is self-esteem. The term self-esteem means “reverence for self”. The “self” pertains to the values, beliefs, and attitudes that we hold about ourselves. Having a strong will and self-confidence, decision-making power and originality, creativity, sanity and mental health is directly related to self-esteem and sense of self-worth. It also refers to an individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself. During childhood, if individual’s feelings are respected, thoughts valued and abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts belittled and ability criticized then the individual’s self-esteem remains at a low point of development and is therefore weak. During the course of time, an individual faces many life situations. Depending upon the success or failure and one's reaction to every significant situation in life, self–esteem grows stronger or gets considerably weakened Self-esteem is described as the evaluation that one makes about oneself, based on one's self-worth. Increases and decreases in self-esteem generally bring strong emotional reactions. Self-esteem and academic performance are interrelated factors. This study tries to bring the connectivity between academic performance and the self-esteem. The main aim of the study is to know the level of self-esteem of the students with low academic performance. The objectives of this study are to investigate the relationship between self-esteem and academic achievement, to understand the Socio-Economic background, to assess the level of self-esteem, and to know what could be the reason for low academic performance in spite of having high self-esteem. The research design used for the study would be descriptive in nature

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

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