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peer pressure the positive effects
peer pressure the positive effects
negative effects of high self esteem
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Introduction
Self-esteem is the result of many experiences throughout life. Those
with high self-esteem tend to function better and have more positive
interactions than those with poor self-esteem.
According to Coopersmith (1967), self-esteem is a product of
individual’s early relationships, particularly with parents. Growe
(1980) found that maternal acceptance and positive interactions relate
to subsequent self esteem in children. Those individuals with low
self-esteem appear to be in need of positive self-relevant feedback
and feel threatened when negative feedback is presented (Brown,
Collins & Schmitt, 1988). In line with these findings, Smith and Smoll
(1990) demonstrated that children with low self-esteem respond to
highly supportive coaches in a positive manner, but when responses are
low in support, the response from the individual is primarily
negative.
Self-esteem is an extremely popular construct within psychology.
Individually it 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 (Blascovich & Tomaka,
1991). The most broad and frequent cited definition of self-esteem
within psychology is Rosenberg’s (1965) who described it as a
favourable or unfavourable attitude towards the self. Within
psychology, self-esteem has been related to virtually every other
psychological concept or domain, including personality (e.g. shyness),
behavioural (e.g. task performance), cognitive (e.g. attribution bias)
and clinical concepts (e.g. anxiety or depression). While some
researchers have been particularly concerned with understanding the
nuances of the self-esteem construct, others have focused on the
adaptive and self-protective functions of self-esteem – Blascovich and
Tomaka (1991) concentrated on conceptual and methodological issues.
Among the most popular and well-utilized measures of self-esteem are
the Rosenberg self-esteem scale (1965) and the Coopersmith self-esteem
inventory (1967/1981). The Coopersmith self-esteem inventory was
developed through research to access attitude toward oneself in
general, and in specific contexts: peers, parents, school and personal
interests. It was originally designed for use with children, drawing
on items from scales
That were previously by Carl Rogers.
In 2011, Donna Hicks wrote her book Dignity: The Essential Role It Plays in Resolving Conflict. Hicks’ Ph.D. in educational psychology and twenty years of experience in international conflict resolution allowed her to write this text about psychological injuries to a person 's sense of self-worth. In her text, Donna Hicks discusses the damaging effects a negative authoritative figure could have, especially on young children and their dignity. Also mentioned is how impressionable children can be and how those impressions can follow them into adulthood. The author’s intended audience appears to be anyone interested in remedying their psychological injuries and improving their sense of self-appreciation. Hicks’ reasoning for composing this text
Esteem needs make up the fourth level of the hierarchy. This is a need to be respected, by t...
One of the biggest problems Americans face today is a US student’s underwhelming academic performance. When compared to other countries, the United States comes in 18th place in math literacy and 25th place in reading literacy. The problem is not just a standard problem throughout the country, as there is much variation between graduation and subject literacy rates, with huge differences also between schools alone. These statistics are disappointing because the US is considered one of the largest world powers. The disparities in American students academic achievement is also detrimental because they are less able to compete in the global market place. Many things have been used to explain this disparity but race has often led as the main explanation. The racial disparities in academic achievement have also led to acts of law, such as the Hispanic Education act, which focus on improving test scores in New Mexico’s minority students. While there is a correlation between race and academic performance, I believe there are other factors, like economic class, which also have a profound effect on a students’ academic achievement. If my hypothesis is correct, review of further literature should show discrepancies between students of different socioeconomic status as a major influence on a student’s academic achievement.
... given to them are building blocks in the child’s progressing personality. Parental warmth promotes positive social, giving the child a sense of trust, security and control over their situation and environment. (Schofield et al., 2008) When the behavior of the parent is hostile or unfeeling toward their child, the child may develop a lessened self esteem and introverted personality traits. With this being said it is blaringly apparent that the personality of the parent and the manner in which a parent’s personality is projected toward the child can either positively or negatively a child’s growing personality. Children are likely to emulate the behaviors and personalities of their caregivers or parents that bring about positive outcomes in their daily lives. Both fathers and mother provide equal roles in children’s social growth, self esteem and sense of self worth
Ethnicity refers to a group’s shared common cultural characteristics such as history, homeland, languages, traditions, or religion. However, race functions a category containing men and women who are similar biologically. In other words, a person’s race is mostly determined by his or her outside appearance while a person’s ethnicity is determined by their past and cultural/religious orientation (108-1-09).
However, over praising or underpraising children, may have a negative impact. Overpraising results in belittling the importance of hard work. Over praising or “empty praises” doesn’t challenge children and often correlates to narcissism. This, later causes later causes them to be disappointed with life because when they hit with the real world it reflected. Over praises are handicaps for individuals and gives them a sense of entitlement or expect life to be easy for them. While over under praising has children frequently look for “external approval and long-term sense of insecurity. Without praise children feel discourage and have a lack of enthusiasm or even try to seek the nutrients for this stimuli
Their success or failure in the development of new skills informs the child’s self-concept. Self-concept is the ideas that one holds about themselves. How they feel about their intelligence, personality, ethnicity, gender, and more are all a part of the child’s self-concept (Berger K. S., 2010, p. 285). In early childhood a person’s self-concept is optimistic and strong. In middle childhood, the child’s self-concept becomes more pessimistic and logical. They become more aware of what other’s think of them, and so they become aware of, and internalize, the stereotypes that follow minority groups (Berger K. S., 2010, p.285-286)
The term self confidence essentially means to have trust and faith in oneself. A self confident person in a sense is able to act on opportunities, face challenges, and take on difficult situations without the fear of failing. Similarly to how the foundation of a successful experience is confidence, the foundation of confidence is also one and/or multiple successful experience(s). The title explores this phenomenon by stating that humans are only confident within themselves and/or their knowledge when they have little else to base their conclusions upon. The notion that humans became less self-assured through the formation of a strengthened awareness may seem to be inconsistent. However, when one reaches into the bucket of worldly knowledge they then must pull away from their own minds; in turn causing their former outlook to be altered. This lead me to consider the means in which the world may influence an individual, and thus question: in what ways can one’s actions be shaped by mankind? Using my
This paper’s purpose is to exhibit my understanding of adolescents and how their self-esteem/self-concept, play a role in their educational development. As adolescents progress through middle and high school, forming an opinion of oneself can be a difficult task to accomplish. What self-esteem means is the appraisal of or attitude toward the self (Wagner & Ludtke, 2013). Adolescents are trying to identify if they like who they are, if they are confident in this person, a lot of personal turbulence can occur for the individual. Wagner and Ludtke also stated that in early adolescence there is a consistent decrease in self-esteem. One of the many reasons for this is the increasing realistic self-views, and the general focus on negative feedback rather than positive feedback. It is our jobs as teachers to guide our students in the right direction of helping them overcome any doubts they have of themselves. In a sense we must use what we know to help them find the confidence to realize that each and every student is an individual and are special in their own way. So in this paper, through research and my own ideas I would like to present how I would go about these scenarios as a future educator.
Insecurity drills a hole into a person’s heart, minimizes their integrity, and accumulates as plaque build up, hindering any kind of future growth. Just as any human being’s growth is stifled by the insecurity within them, the United States as a whole suffers the same from its own tremendous amount of insecurity. This lack of acknowledgement of self-worth causes a ghastly chain reaction; people tend to pursue the wrong ideals, become corrupt, and inevitably lead themselves to their own demise. Insecurity is a route to destruction, and America is speeding down that road to dissolution.
Early childhood reveals a distinctive opportunity for the foundation of a healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings in self regulation. Emotional self regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, Prevention of future social and behavioral difficulties is more effective than later remediation (U.S Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life on thier social-emotional development. Neg...
Self-esteem can be defined as how children feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children feel good about themselves, these good feelings will be reflected in how they relate to friends, teachers, siblings, parents, and others. Self-esteem is something that affects individuals throughout life. Therefore, it is very important for parents to help their children develop healthy levels of self-esteem. There are many things parents can do to help their children learn that they are lovable, capable, and competent, beginning when their children are at a very young age. Unfortunately, it is also at a very young age that children can begin to develop low self-esteem. Parents must be very careful not to plant the seeds of low self-esteem in their children unknowingly. Children learn their first lessons about self-esteem from their parents.
To improve your self-confidence, you should first realize that it is just an intangible feature which everyone desires and admires and that real confidence is all about being true to whom you are. So, how do you create, improve or sustain significant levels of assurance in your life?
Academic Success, the goal of most students, requires: effort, perseverance, and motivation. Although most want it, many fall short; not because they are unintelligent, but because they lack the drive and mindset necessary to achieve it. A negative outlook can lead to many troubles down the road; authors Carol Dweck (“Brainology: Transforming Students’ Motivation to Learn”) and Rebecca Cox ( “ The Student Fear Factor”) share the same beliefs; a student's mindset is crucial for the basis of their academic performance.
Being a successful student and achieving continued academic success is fundamental in order to complete an associate degree and become a successful professional. College is challenging, but it can be a rewarding growth experience and easier when setting up goals. Having educational and career goals helps students keep the focus and motivation. Besides, having knowledge of different learning styles can help students learn about themselves and increase efficiency while studying. Writing skills learned in college are also a powerful tool for both academic and career success. The campus is a great place to find tools to succeed and achieve continued academic success. It is also important to keep academic honesty as a good habit and as a value of integrity throughout college and later on in the professional environment.