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Self-esteem during university studies predicts career characteristics 10 years later
Abstract
To examine how self-esteem measured during university studies would impact on the characteristics of the work career 10 years later, 297 university students completed the Rosenberg’s self-esteem inventory four times while at university and various career-related questionnaires 10 years later. Latent Growth Curve Modeling showed that a high overall level of self-esteem predicted being in permanent employment 10 years later, having a high salary, and reporting a high level of work engagement, and job satisfaction, and a low level of burnout. By contrast, low self-esteem predicted unemployment, feelings of exhaustion, cynicism and reduced accomplishment at work, and low levels of work engagement and job satisfaction.
... For it, 187 university students from the Faculty of Education and Humanities of the University of Granada in Melilla Campus took part in the study. The instrument used was the Emotional Exhaustion Scale (EES) of Ramos; Manga; Morán (2005). The reliability and construct validity of the questionnaire were calculated. ...
... Para ello, participaron 187 estudiantes universitarios de la Facultad de Educación y Humanidades de la Universidad de Granada en el Campus Universitario de Melilla. El instrumento empleado fue la Escala de Cansancio Emocional (ECE) de Ramos; Manga; Morán (2005). La fiabilidad y validez de constructo del cuestionario se calcularon. ...
... • Identificar la posible relación entre Cansancio Emocional, Satisfacción con el estudio y Autoestima. (2005). Se trata de un cuestionario de autoinforme compuesto por 12 ítems. ...
DEDiCA. Revista de Educação e Humanidades. Editorial Universidad de Granada.
https://revistaseug.ugr.es/index.php/dedica
... In particular, in a transitional society such as democratic South Africa, there are significant economic, social, and political changes that may affect individuals' career aspirations (Buthelezi et al., 2009;Ortlepp et al., 2002). These complex career challenges require adolescents to have a clear sense of self and society, increased self-directedness, a well-developed ego-identity, and high self-esteem to make an informed career choice (Al-Bahrani et al., 2020;Idemudia, 2013;Maree, 2010;Salmela-Aro & Nurmi, 2007). ...
... In previous research studies, there is an indication that self-evaluation capacity foretells educational choices, outcomes, and aspirations (Fang, 2016). Moreover, it is speculated that a high self-esteem during adolescence is a stepping-stone in dealing successfully with major developmental challenges, such as choosing a career (Salmela-Aro & Nurmi, 2007). Hence, it has been noted that people aspire to careers that are consistent with their self-image (Al-Bahrani et al., 2020;Malanchuk et al., 2010). ...
... As adolescents mature, they gain more experiences, become more knowledgeable, and develop the cognitive reasoning skills to be more realistic about their strengths and weaknesses (Robins et al., 2002;Sigelman & Rider, 2015). The development of self-esteem during adolescence is a stepping-stone in dealing successfully with major developmental challenges faced later in life (Salmela-Aro & Nurmi, 2007). Some researchers regard self-esteem to increase from adolescence to middle adulthood (Orth et al., 2015(Orth et al., , 2012. ...
Global socio-economic trends in the world of work, especially in transitional societies like South Africa, confront adolescents with career challenges that require a clear sense of self. We explore the relationship between ego-identity and career aspiration, the moderating role of gender, and the mediating role of self-esteem among 336 Black African adolescents. Statistically significant positive correlations were found between both ego-identity and self-esteem with career aspiration. No significant moderating role of gender or mediating role of self-esteem was established. Findings suggest the importance of a well-developed ego-identity and favourable self-esteem in the career aspiration of Black adolescents in South Africa.
... salary) and subjective (e.g. job satisfaction, job engagement) occupational conditions after assuming full-time employment (Salmela-Aro and Nurmi, 2007;Trzesniewski et al., 2006). Specific to the current study, self-esteem predicts later leader role occupancy (Atwater et al., 1999;Li et al., 2011). ...
... For example, parenting quality during childhood predicts adolescent self-esteem (Orth, 2017), and adolescents' self-esteem predicts favorable career conditions (e.g. Salmela-Aro and Nurmi, 2007) and leader role occupancy ten years later (Li et al., 2011), all of which are associated with the motivation to lead (Badura et al., 2020). Nonetheless, the present findings should be replicated using time-separated data. ...
Purpose
Why some people are motivated to become leaders is important both conceptually and practically. Motivation to lead compels people to seek out leadership roles and is a distinct predictor of leader role occupancy. The goal of our research is to determine contextual (socioeconomic status and parenting quality), interpersonal (sociometric status), and personal (self-esteem and gender) antecedents of the motivation to lead among young adults.
Design/methodology/approach
The authors tested the model using two samples of Canadian undergraduate students (Sample 1: N = 174, M age = 20.02 years, 83% female; Sample 2: N = 217, M age = 18.8 years, 54% female). The authors tested the proposed measurement model using the first sample, and tested the hypothesized structural model using the second sample.
Findings
The proposed 5-factor measurement model provided an excellent fit to the data. The hypothesized model also provided a good fit to the data after controlling for potential threats from endogeneity. In addition, gender moderated the relationship between sociometric status and affective-identity motivation to lead, such that this interaction was significant for females but not males.
Practical implications
The findings make a practical contribution in understanding how parents, teachers, and organizations can encourage greater motivation to lead, especially among young adults who have faced poverty and marginalization and tend to be excluded from leadership positions in organizations.
Originality/value
The authors conceptualize and test the contextual, interpersonal, and personal predictors of affective-identity motivation to lead among young adults.
... In contrast, less is known about such selection effects for life transitions in the work domain, and in particular for self-esteem, the evidence is inconclusive (for an overview of exceptions, see Krauss & Orth, 2021). Some longitudinal studies indicated that high levels of selfesteem predict later employment (e.g., Salmela-Aro & Nurmi, 2007). With regard to unemployment, it was found that adolescents with low levels of self-esteem were more likely to be unemployed in young adulthood (an effect that became, however, nonsignificant when accounting for intelligence (IQ), depression, and socioeconomic status (SES); Trzesniewski et al., 2006). ...
... Graham et al., 2004;Luhmann & Eid, 2009). Our findings provide novel evidence that these selection effects generalize to self-esteem, which extends previous research by using large power, accounting for personal characteristics, testing effects, and false-discovery rates (e.g., Huysse-Gaytandjieva et al., 2015;Salmela-Aro & Nurmi, 2007). Together, these findings emphasize that individuals play an active role in shaping their work lives and, hence, their personal development, as proposed by transactional and lifespan perspectives. ...
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 a representative sample of 13,671 Dutch participants to examine the transactional effects between repeated work transitions (employment and unemployment) and psychological adjustment (self-esteem and life satisfaction). We investigated change trajectories before and after the transitions and tested whether event-related characteristics
moderated transition effects. Participants with higher levels of self-esteem and life satisfaction were less likely to experience unemployment and more likely to experience employment, indicating selection effects. Participants decreased in their self-esteem and life satisfaction before the beginning of unemployment indicating anticipatory effects, with larger decreases in self-esteem for participants who ended up experiencing longer
unemployment. We found no effects of employment on changes in life satisfaction
or self-esteem (except when accounting for unemployment), but participants entering more satisfying jobs showed larger increases in life satisfaction. Results were mostly robust when accounting for gender, age, socioeconomic status, and the Big Five traits, and when using propensity-score matching. Effects did not differ among multiple experiences of the same transition. Together, these findings point to dynamic transactions between employment/unemployment and self-esteem/life satisfaction. Findings highlight the
importance of closely assessing the specific timing of pre- and post-transition changes and the existence of large individual differences in reactions to work transitions that seem to be partly explained by event-related characteristics.
... Few previous studies (e.g., [65][66][67][68][69]) investigated the prospective effects of employee self-esteem on work-related outputs. Several researchers [69] tracked a large group of individuals from adolescence to adulthood and discovered that low self-esteem in adolescence predicted work-related problems more than ten years later. ...
... Several researchers [69] tracked a large group of individuals from adolescence to adulthood and discovered that low self-esteem in adolescence predicted work-related problems more than ten years later. Correspondingly, researchers [68] discovered that a person's self-esteem during their college years predicted job satisfaction, employment status, and salary 10 years later. Another study [67] found that self-esteem predicted job satisfaction, occupational status, and salary across multiple waves of data, whilst work-related outputs did not. ...
Creating sustainable and effective management strategies is one of the main goals for companies in today’s digitalized world. To achieve that, companies need to understand the social capital for which the strategies will be generated, especially regarding work output, which will in this case refer to digital services. Consequently, the goal of this paper was to point out the connection between social capital and digital services. Satisfaction, self-assessment, and self-esteem of online consumers and employees in digital sales were investigated, with regard to digital services. The survey involved 113 employees in digital sales and 275 online consumers. Results obtained through factor and regression analysis indicated the importance of managing consumers and employees (i.e., social capital) while they formed relationships with digital services. Online consumer satisfaction and self-esteem need to be taken into account when formulating strategies. For employees, self-esteem is the key component. Self-assessment from both sides proved to have no connection with digital services.
... In contrast, less is known about such selection effects for life transitions in the work domain, and in particular for self-esteem, the evidence is inconclusive (for an overview of exceptions, see Krauss & Orth, 2021). Some longitudinal studies indicated that high levels of selfesteem predict later employment (e.g., Salmela-Aro & Nurmi, 2007). With regard to unemployment, it was found that adolescents with low levels of self-esteem were more likely to be unemployed in young adulthood (an effect that became, however, nonsignificant when accounting for intelligence (IQ), depression, and socioeconomic status (SES); Trzesniewski et al., 2006). ...
... Graham et al., 2004;Luhmann & Eid, 2009). Our findings provide novel evidence that these selection effects generalize to self-esteem, which extends previous research by using large power, accounting for personal characteristics, testing effects, and false-discovery rates (e.g., Huysse-Gaytandjieva et al., 2015;Salmela-Aro & Nurmi, 2007). Together, these findings emphasize that individuals play an active role in shaping their work lives and, hence, their personal development, as proposed by transactional and lifespan perspectives. ...
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 a representative sample of 13,671 Dutch participants to examine the transactional effects between repeated work transitions (employment and unemployment) and psychological adjustment (self-esteem and life satisfaction). We investigated change trajectories before and after the transitions and tested whether event-related characteristics moderated transition effects. Participants with higher levels of self-esteem and life satisfaction were less likely to experience unemployment and more likely to experience employment, indicating selection effects. Participants decreased in their self-esteem and life satisfaction before the beginning of unemployment indicating anticipatory effects, with larger decreases in self-esteem for participants who ended up experiencing longer unemployment. We found no effects of employment on changes in life satisfaction or self-esteem (except when accounting for unemployment), but participants entering more satisfying jobs showed larger increases in life satisfaction. Results were mostly robust when accounting for gender, age, socioeconomic status, and the Big Five traits, and when using propensity-score matching. Effects did not differ among multiple experiences of the same transition. Together, these findings point to dynamic transactions between employment/unemployment and self-esteem/life satisfaction. Findings highlight the importance of closely assessing the specific timing of pre- and posttransition changes and the existence of large individual differences in reactions to work transitions that seem to be partly explained by event-related characteristics.
... For example, research suggests that self-esteem is beneficial when searching for a job because people with high self-esteem receive better interview evaluations, get more job offers, and more often accept a job than people with low self-esteem (Ellis & Taylor, 1983). A longitudinal study with a sample of Finnish university students showed that high self-esteem at baseline predicted having a permanent position 10 years later (Salmela-Aro & Nurmi, 2007). Similarly, another study with a large sample found that high selfesteem in adolescence predicted a lower risk of longterm unemployment in young adulthood (Trzesniewski et al., 2006). ...
... A second line of research examined the effects of self-esteem on job outcomes. Several longitudinal studies indicate that self-esteem positively predicts work outcomes, such as job satisfaction, income, and occupational prestige (Kammeyer-Mueller et al., 2008;Kuster et al., 2013;Magnusson & Nermo, 2018;Orth et al., 2012;Salmela-Aro & Nurmi, 2007;Trzesniewski et al., 2006). Moreover, research suggests that core self-evaluations-a concept that combines several personality characteristics, including self-esteem-are predictive of work outcomes (Judge et al., 1998). ...
Theory suggests that people’s work experiences influence their self-esteem and, vice versa, that self-esteem influences work experiences. This meta-analysis of longitudinal studies synthesizes the available evidence on prospective effects between work experiences and self-esteem, controlling for prior levels of the outcomes. The following work variables were examined: job satisfaction, job success, income, job resources, job stressors, and employment status. The analyses were based on 30 independent samples, including data from 53,112 participants. Mean age ranged from 17 to 64 years, spanning most of the work life. For each work variable, we computed random effects models with standardized regression coefficients as effect size measure. Results suggested reciprocal effects between work experiences and self-esteem. The effects of self-esteem on later work experiences (point estimates ranged from .05 to .10) were slightly larger than the effects of work experiences on later self-esteem (point estimates ranged from .02 to .05). Moderator analyses on the relation between job satisfaction and self-esteem indicated that the effects did not differ across age, gender, sample type, and time lag. Overall, the findings support the corresponsive principle of personality development and suggest that the work domain and people’s self-esteem are interdependent.
... Although there are several studies confirming the relationship between low level of self-esteem and work addiction, the results are mixed [23,[36][37][38][39]. Even though the correlations in these studies were all weak or moderate, a meta-analytic study by Clark and colleagues [10] verified the significant negative association between self-esteem and work addiction. ...
... The individual risk factors of work addiction such as personality traits only explain a small amount of variance concerning work addiction [10,14]. However, low self-esteem and high perfectionism have repeatedly been found as important personality correlates of work addiction [32,37] but it was still unclear how these characteristics predicted work addiction. The present study found that maladaptive rumination (i.e., brooding) was an important mediator between self-esteem, perfectionism, and work addiction. ...
Background: Empirical evidence suggests that low self-esteem and high perfectionism are significant personality correlates of work addiction, but the mechanisms underlying these relationships are still unclear. Consequently, exploring cognitive mechanisms will help to better understand work addiction. For instance, rumination is one of the under-researched topics in work addiction, although it may explain specific thinking processes of work-addicted individuals. The purpose of the study was to test the mediating role of maladaptive rumination (i.e., brooding) in the relationship between personality and addiction. Methods: In a largescale cross-sectional, unrepresentative, online study, 4340 adults with a current job participated. The following psychometric instruments were used: Work Addiction Risk Test Revised, Rosenberg Self-Esteem Scale, Multidimensional Perfectionism Scale, and Ruminative Response Scale. Results: It was found that self-oriented perfectionism, socially prescribed perfectionism, and self-esteem had both direct and indirect relationships with work addiction via the mediating effect of maladaptive rumination. The two paths involving brooding explained 44% of the direct relationship. Conclusions: The study demonstrated that brooding type of rumination as a putatively maladaptive strategy explains why individuals characterized by low self-esteem and high perfectionism may have a higher risk of work addiction. The results suggest that cognitive-affective mechanisms in work addiction are similar to those found in other addictive disorders.
... Conversely, individuals with negative self-esteem stemming from unfavorable body image may experience lower selfconfidence and reduced self-worth (Harter, 2000;Henriques & Calhoun, 1999;Markham et al., 2005). This diminished self-esteem can lead to lower levels of vigor in an Australian sample of employed and unemployed individuals (Muller et al., 1993) or work engagement as a whole (Salmela-Aro & Nurmi, 2007) mainly due to psychological factors such as emotional exhaustion (Maslach et al., 2001) and predict negative emotional states such as depression and anxiety (Sowislo & Orth, 2013). The conversation remains vivid as a recent study that used a panel of 1014 workers in a period of three years did not find significant results on this relationship (Filosa et al., 2023). ...
Our investigation delves into the nuanced connection between body image and micro-level management, with a specific focus on the impact on employee vigor in work engagement. We argue that an ongoing discourse surrounds the significance of body image in human well-being, particularly within the workplace-a domain that has been marginally explored to date. Positioning self-esteem as the linchpin that transcends disciplinary boundaries, we advocate for scholars across management disciplines to delve into the study of body image. Employing the social comparison theory as our conceptual framework, we shed light on the intricate interplay between body image and organizational dynamics. Utilizing cross-sectional data from a robust sample of 860 U.S. employees, rigorously examined through structural equation modeling, our findings present valuable insights for interventions aimed at improving employee well-being and nurturing positive body image in professional settings. Noteworthy outcomes include a direct positive correlation between positive body image and vigor in work engagement, coupled with a direct negative association between negative body image and vigor in work engagement. Moreover, our research identifies the pivotal role of self-esteem in mediating the relationship between negative body image and vigor among employees. This study pioneers an interdisciplinary exploration, casting illumination on the convergence of organizational behavior and body image-a terrain that warrants further investigation.
... The research also revealed that students with low level of academic achievement attributes less importance to school related areas and shows less favorable attitudes towards school. The results of a longitudinal study revealed that self-efficacy keeps on increasing during the 6 years of university studies and by the end of university studies the level of self-efficacy becomes reasonably good (Salmela-Aro, 2006). The study further concluded that initially lower level of self-efficacy was increased across the period of university years. ...
The present research was conducted to investigate the relationship of social anxiety and self-efficacy with academic achievement in boys and girls using1000 Matric students (boys = 500, girls = 500) with age range 13 to15 years (M = 14.55, SD = 1.38) of 9th grade by means of stratified random sampling technique from different high schools in Lahore District. Academic performance was measured by a valid achievement test, especially developed for this purpose. Protocols used in the study were i) Urdu version of Interaction Anxiousness Scale (Leary, 1983) to assess the level of social anxiety and ii) Urdu version of General Self efficacy Scale (GSES) (Schwarzer & Jerusalem,1995) to measure the self-efficacy of participants. Correlation, regression analysis, independent samples t-test, and one-way ANOVA were run for data analyses. The findings suggest that academic achievement has a significant positive correlation with self-efficacy and a negative relationship with social anxiety. Self-esteem, social anxiety, gender, parental education, and monthly income of the family turned out to be the strongest predictors of academic achievement of students. Girls outperformed boys on academic achievement test. Conversely, the boys displayed higher levels of self-efficacy and lower levels of social anxiety than girls.
... Ide o kontinuálny proces, ktorý sa môže meniť podľa spoločnosti, v ktorej jednotlivci žijú, alebo prostredníctvom skúseností (Lopez, Villegas et al., 2022;Minev et al., 2018;Rosenberg et al., 1995). Vysoká sebaúcta demonštruje pocit vlastnej hodnoty ako takej, že človek bude skôr akceptovaný ostatnými, nie je vo svojom živote zlyhaním (Salmela-Aro, Nurmi, 2007). Schulenberg, O'Malley, Bachman a Johnston (2005) na základe longitudinálnej štúdie preukázali, že well-being (premenná pozostávajúca zo sebaúcty, sebaúčinnosti a sociálnej podpory) sa zvyšuje najmä od 18 do 24 rokov. ...
Abstract: Research focuses on examining the existence of a relationship between variables impostor syndrome and locus of control, impostor syndrome and self-esteem, locus of control and
self-esteem in university students, who had distance learning during their studies. The theoretical resource for our research was the concept of Impostor syndrome (Clance & Imes, 1978), the
concept of Locus of control (Rotter, 1966) and concept of self-esteem. Research was accomplished on a sample of student who study at university n= 73 (35 women and 38 men). We used the Clance Impostor Syndrome questionnaire to determine the value of impostor syndrome (Clance, 1978), the Rotter’s Locus of Control Scale questionnaire to determine the locus of control (Rotter, 1966)
and to measure self-esteem the Coopersmith self-esteem questionnaire (Coopersmith, 1967) was used. The research results provide findings that could be applied in various areas of psychology.
Keywords: impostor syndrome, locus of control, self-esteem, university students
Abstrakt: Hlavným cieľom práce bolo overiť existenciu vzťahov medzi impostor fenoménom a premennými lokalizácia kontroly, sebaúcta. Sekundárne sme overovali existenciu vzťahov medzi impostor fenoménom a subdimenziami sebaúcty. Teoretické východiska pre náš výskum boli koncepty impostor syndróm (Clance, Imes, 1978), lokalizácia kontroly (Rotter, 1966) a koncept sebaúcty od Coopersmitha (1967). Výskum bol realizovaný na vzorke 73 (35 žien, 38 mužov) študentov ( od 19 do 28 rokov; M=22,40; SD= 1,98), ktorí navštevujú vysokú školu a ktorí počas štúdia mali dištančnú výučbu z dôvodu pandemických opatrení v súvislosti s COVID-19. Na zisťovanie hodnoty impostor syndrómu sme použili dotazník Clance Impostor Syndrome Scale (Clance, 1978), na zistenie lokalizácie kontroly sme použili dotazník Rotter´s Locus of Control Scale (Rotter, 1966) a na meranie sebaúcty sme použili Coopersmithov dotazník sebaúcty (Coopersmith, 1967). Výsledky výskumu poskytujú rôzne zistenia, ktoré môžeme uplatniť v rôznych oblastiach psychológie, ako napríklad školská psychológia, pedagogická psychológia, poradenská, kognitívna psychológia.
Kľúčové slová: impostor syndróm, lokalizácia kontroly, sebaúcta, študenti vysokých škôl
... The utility of longitudinal designs in enhancing the understanding of constructs relevant to our study is additionally evidenced by previous research findings. Regarding the SES-related patterns of selfesteem in our samples, longitudinal research in the general population has demonstrated that self-esteem is more than a mere consequence of life outcomes and that high self-esteem may help individuals attain higher education, more occupational success, and higher income, which consequently improve SES (Orth et al., 2012;Salmela-Aro & Nurmi, 2007). Similarly, while having fewer educational resources may contribute to higher IT, high IT can conversely introduce challenges to educational endeavors given its links to anxiety, depression, posttraumatic stress disorder, and physical health difficulties (Barr et al., 2022;Inderbinen et al., 2021;Kolp et al., 2020). ...
Internalized transphobia (IT) has been linked to poorer health and well-being among transgender and gender-nonconforming (TGNC) individuals. However, there has been little research on how IT is associated with factors related to one’s sense of self, such as self-concept clarity (SCC; i.e., the temporal stability and internal consistency of self-concept). This gap in the literature is notable, as gender identity is a central component of one’s self-concept. The present cross-sectional research quantitatively examined characteristics of and associations between IT, SCC, and self-esteem in two samples of TGNC young adults. On average, participants reported low-to-moderate IT, moderate SCC, and moderate self-esteem. Scores on these variables did not differ between binary and nonbinary participants, suggesting that TGNC young adults may experience similarities in self-evaluation and self-stigmatization irrespective of gender identity. However, scores differed as a function of gender affirmation, as participants living fully as their affirmed gender reported lower IT, higher SCC, and higher self-esteem than participants who did not. Furthermore, a cross-sectional mediation analysis demonstrated an indirect effect of higher IT on lower SCC through lower self-esteem, suggesting potential links between proximal gender minority stressors and self-schemas. Our findings suggest a novel path for understanding the well-being of TGNC individuals by integrating gender minority stress theory with self-concept theory, potentially informing additional targets for intervention.
... In this regard, self-esteem has a double connotation, affective and cognitive [30]. Many studies point out that self-esteem plays an important role in the development of career maturity and the subsequent decision-making process or even future career characteristics [31]. More precisely, the literature highlights a relationship between low self-esteem and career indecision [8,9,32,33]. ...
Well-being associated with optimism, social support, and self-esteem is positively correlated with career decision. In this perspective, a rather recent concept of flourishing as an integrative notion incorporating these different resources, positive affect, and positive experience is particularly relevant to better understand the relations and correlations between self-evaluation, well-being, and career decision-making difficulties. The present study then examines the relationship between these possible difficulties, self-esteem, self-efficacy, and flourishing. One hundred and seventy-two higher education students participated in the study and completed a four-part questionnaire with the Career Decision-Making Difficulties Questionnaire, the Flourishing Scale, the Rosenberg Self-esteem Scale, and the General Self-Efficacy Scale. The results highlight the mediation of psychological flourishing between personality dimensions—self-esteem and self-efficacy—and career decision difficulties and the fact that those who are most flourishing in their lives will also have the least difficulty in making a career decision. As for the practical implications, guidance counselors for students and young adults need to identify resources and difficulties they have to cope with. This study emphasizes the importance of guiding students in three areas: self-esteem, the perceived quality of social relations, and the meaning attributed to one’s existence. Finally, the contribution of positive psychology to career development will be discussed.
... Further, theoretical views (e.g., Hannah et al., 2010) and empirical work indicate that higher self-esteem relates to having more optimistic thoughts and engaging in behaviors that strengthen one's self-esteem (Judge & Bono, 2001). Therefore, individuals with greater self-esteem may be more confident and courageous, paralleling with other outcomes such as employment, life satisfaction, and flourishing (Marcionetti & Rossier, 2016;Parola & Marcionetti, 2023;Salmela-Aro & Nurmi, 2007). Given that only one study has demonstrated positive links between supportive parenting and moral courage through greater self-esteem among US adolescent girls (but not for boys), more work is needed to replicate and extend Bronstein et al. (2007)'s findings to courage more broadly defined. ...
With adolescence being a period for potential challenges but also positive growth, courage can aid adolescents in rising to some of these challenges. Yet few studies have investigated predictors and mechanisms of courage. The present study examined how three parenting constructs (attachment, autonomy support, and helicopter parenting) predict courage and if self-esteem or emotion regulation serve as mediators. The present study assessed predictors at Time 1 and courage at one-year follow-up. The sample included 203 American adolescents (51.7% girls, 14-15 year olds). Results suggested that relations between several parental variables (anxious attachment to parents, avoidant attachment to fathers, autonomy support of parents) and adolescent courage were mediated by self-esteem. In addition, cognitive reappraisal mediated associations between two mother-related variables (avoidant attachment, helicopter parenting) and courage. Findings contribute to the limited empirical research on adolescents' development of courage.
... By contrast, low self-esteem was linked to problems with social functioning and an increased risk of school dropout among adolescents (Muha & Cole, 1991). In adulthood, self-esteem predicted positive career outcomes in a 10-year longitudinal study (e.g., higher salary; Salmela-Aro & Nurmi, 2007). Similarly, occupational status and salary are found to be positively correlated with self-esteem (Judge et al., 2009;Kammeyer-Mueller et al., 2008). ...
Studies have focused on the relationship between a sense of meaning in life and mental health in adults; this relationship has yet to be explored in children. The current study aimed to explore the possible relationship between meaning and mental health and behavior. Participants were recruited through Canadian schools and places of worship. Data were collected from 62 children ages 6–12 through two online, anonymous, video-based questionnaires. Regression and correlational analyses determined that a child’s sense of meaning (“meaning mindset”) was associated with self-reported mental health and positive behavior. Results showed that meaning significantly predicted mental health and positive behavior (β = .90, p < .001), accounting for 50% of the variance. The frequency with which a child attended a religious institution was not related to mental health or meaning. Future studies should continue to explore the relationship between meaning mindset and childhood well-being, while also exploring methods to foster its growth. The results of this study highlight the importance of using meaning-based approaches in both treating mental illness in children as well as in preventing it. Meaning measures could also be used to determine which children may be at risk for difficulties.
... Self-esteem predicts work engagement and job satisfaction (Salmela-Aro & Nurmi, 2007), as well as career adaptability (Cai et al., 2015;Hui et al., 2018). Furthermore, individuals with higher levels of self-esteem have more positive attitudes and value themselves more (Tafarodi & Swann Jr, 2001); therefore, they tend to prioritize their own interests when making career choices. ...
The role of emotions in career decision-making is receiving increasing attention, but few studies have assessed the role of gratitude, especially in the context of the trade-off between intrinsic and extrinsic motivators (i.e., interest vs. salary) influencing career decisions. Therefore, in the present research we conducted four studies to test the primary hypothesis that gratitude increases the preference for vocational interest relative to salary in career decision-making, as well as the underlying mechanism. The results from Studies 1 (N = 206) and 2 (N = 202), which used a measure of dispositional gratitude, and those of Study 3 (N = 176), which manipulated gratitude, showed that gratitude led to a stronger preference for interest relative to salary in terms of influencing career decisions. Study 4 (N = 489) provided an explanation for these results, revealing that self-esteem mediated the effect of gratitude on career choices. Overall, the results demonstrated the cognitive effect of gratitude in career decision-making, and suggested a need to study how discrete positive emotions influence career decisions.
... Self-esteem is related to career constructs such as career adaptability [34,49], and career expectations [50]. Salmela-Aro and Nurmi [51] examined how self-esteem during university studies impacted the characteristics of the work career ten years later, showing that a high level of self-esteem predicted being in permanent employment, a good salary, and a high level of work engagement and job satisfaction, and a low level of burnout. Instead, a low level of self-esteem predicted being in unemployment, feelings of exhaustion, cynicism, reduced accomplishment at work, and low levels of work engagement and job satisfaction. ...
Flourishing is defined as an optimal state of functioning in which individuals pursue their goals and aspirations. Hence, flourishing seems to be a protective factor for career transitions in adolescence. This study aimed to analyze the predicting role of self-esteem, courage, and the four career adaptability dimensions, i.e., concern, control, curiosity, and confidence, on flourishing. The sample consisted of 221 Italian adolescents attending the last year of middle school. The preliminary analyses showed gender differences in courage and flourishing, reporting females higher scores than males on both variables. The SEM path model showed that courage, self-esteem, and confidence predict flourishing, and suggested that confidence partially mediates the relationship between courage, self-esteem, and flourishing. Findings have also permitted us to draw practical implications for interventions in adolescence.
... According to them, happy workers perform higher and are more productive; show greater "organizational citizenship behavior"; they are more committed to their jobs; cope better with organizational changes and multitasking demands; show less burnout, emotional exhaustion and job withdrawal; and are more employable (e.g., Herrbach, 2006;Ilies et al., 2006;Luthans et al., 2007). They also claim that happy workers show more autonomy and fl exibility; engage in more risky behaviors by entering novel situations and pursuing newer and more challenging goals; make more creative and effi cient decisions; easily recognize promising opportunities; and build richer and more extensive social networks, all of them valuable personal features that increase the odds of achieving more secure and better jobs and attaining higher incomes in the future (e.g., Baron, 2008;Graham, Eggers, & Sukhtankar, 2004;Judge & Hurst, 2008;Salmela-Aro & Nurmi, 2007). To this regard, in his latest review on happiness and wellbeing studies, Ed Diener concludes that all "these fi ndings are compelling because they rule out reverse causality from good performance to job satisfaction" (Diener, 2012, p. 593). ...
... Due to the corroborated covariation of social support, persistent emotional reactions (e.g., anxiety symptoms), and self-esteem on perceived personal competencies and academic performance [51][52][53][54][55], we explored its effects with the construct developed in this study (i.e., perceived research competencies). The aim was to accumulate evidence of the construct's conceptual network and evaluate if it was relevant for student intervention, monitoring, and promotion strategies. ...
This research aimed to adapt and validate a measuring scale of perceived research competencies among undergraduate students. Perceived research competencies of undergraduate learning can be measured with a new scale adapted from self-determination theory. We assessed the validity of this new measure applied to 307 participating undergraduates from Lima (Peru). The instrument’s survey items in the perceived competencies scale were first translated from English to Spanish and then adapted to focus on participation in research activities. We obtained evidence for (a) content validity (through item analysis), (b) internal structure with Mokken Scaling Analysis and structural equation modeling to examine the item–construct relationship, differential item functioning, and reliability, and (c) association with external variables. The items were found to function one-dimensionally, with strong item–construct relationships and no differential functioning (academic semester and general self-esteem groups). Theoretically consistent associations were found between study satisfaction and anxiety symptoms (controlling for gender, semester, and social support). We also discussed the theoretical implications and practices of this newly adapted measurement instrument.
... Individuals who get respect, acceptance, and attention from others, assess themselves as capable, valuable, meaningful, and competent in living their life. Self-esteem is a person's general assessment of herself either in the form of a negative assessment or a positive assessment which ultimately results in a feeling of self-worth or self-worth in living her life and activities (Sages & Grable, 2011). ...
This study investigated the effect of physical appearance on self-esteem with the intensity of learning via media as a moderating variable. The data were processed by regression analysis to examine the effect of physical appearance on self-esteem without involving moderation. The data were also tested with sub-group analysis to test whether the intensity of learning via media as a moderating variable was able to strengthen the effect of physical appearance on self-esteem. The test results without moderation denote that physical appearance has a positive effect on self-esteem. The results of the sub-group analysis indicate that the effect of physical appearance on self-esteem will be stronger for respondents who have the intensity of learning to exercise their faces and bodies regularly. Physical appearance positively and significantly affects self-esteem in respondents who have routine learning intensity. However, physical appearance does not affect self-esteem in respondents who have low learning intensity and are not routine. There are 144 respondents who joined in this research.
... A very high intensity of social support can be perceived as external control by job seekers. In fact, social network support during the job search can reduce job search activities (Eden & Aviram, 1993;Schwarzer & Knoll, 2007) and employment success (Salmela-Aro & Nurmi, 2007). Under high intensity of social support, job seekers can develop a feeling of dependency on the individuals or institutions helping them in the process. ...
... The finding that people who scored higher on life satisfaction were less likely to experience unemployment and more likely to experience employment replicates previous studies (Clark, 2003;Graham et al., 2004;Luhmann & Eid, 2009). The findings suggest that these selection effects generalize to self-esteem, which is in line with results from a few previous studies (Huysse-Gaytandjieva et al., 2015;Salmela-Aro & Nurmi, 2007). Our study, which had larger power than most previous studies and accounted for covariates, testing effects, and false discovery rates, underlined the robustness of the evidence that higher selfesteem and life satisfaction predict a greater likelihood to experience employment and a lower likelihood to experience 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.
... Because PP has been shown to be independent of self-esteem (Brown et al ., 2006), studying self-esteem is also prudent, given that self-esteem is a top predictor of job performance among core self-assessment traits (Judge & Bono, 2001) . Selfesteem of university students also predicted career characteristics, such as salary level, burnout, job satisfaction, and work engagement, 10 years later (Salmela-Aro & Nurmi, 2007) . More recently, Kalus and Cregan (2017) revealed a positive correlation concerning changes in self-esteem and job satisfaction after cosmetic surgery . ...
This study examined the indirect effects of global self-esteem (GSE) on the linkage between proactive personality (PP), appearance-contingent self-worth (ACSW), and career adaptability (CA) among 372 Chinese undergraduate students. The indirect effect of future work self (FWS) on the linkage between GSE and CA and between PP and CA was also examined. Results demonstrated that GSE mediated the PP-CA relationship; however, GSE was not a mediator in the ACSW-CA relationship. FWS mediated both the GSE-CA and PP-CA relationships. Gender differences in the strength of the relationships were also observed. The findings expand existing empirical work by demonstrating the important indirect effects of GSE and FWS in relation to CA. Career counselors and educators may encourage students to be more proactive and boost their GSE to accomplish their career goals.
... Also, 50 items are divided into 4 subscales (general self-esteem, social self-esteem, family self-esteem, and academic self-esteem). This scale is beneficial because it is applicable to different ages [23]. Various internal studies have confirmed the validity and reliability of this questionnaire. ...
Background: Regarding the importance of resolving family problems in athletic progress and identifying the underlying factors, the purpose of this study was to investigate the role of cultural intelligence on self-esteem and family conflict resolutions among athletes.
Methods: The research method was correlational analytic and the research society included all married athletes (both male and female) in different sport disciplines of individual and team sports from Shahin Shahr, Isfahan. For this purpose, 180 athletes responded to the research questionnaires using the available sampling method, and finally, 179 questionnaires were analyzed. The research tools were the Cultural Intelligence Questionnaire designed by Erlie & Ange (2004), Cooper Smith’s Self-Esteem Questionnaire (1967), and Rahim’s Family Conflict Resolution Questionnaire (2003). Data were analyzed using SPSS V. 23 and AMOS V. 22 software.
Results: The results showed that the only relationship between self-esteem and the motivational dimension of cultural intelligence was significant (p
... Self-esteem is the individual's sense of self-worth and self-respect (García et al., 2019;Gnambs et al., 2018) and is an evaluative component of the self-concept (Hutz & Zanon, 2011). Self-esteem correlates positively with well-being (Freire & Tavares, 2011), life satisfaction (Diener & Diener, 1995), positive affects (Segabinazi et al., 2012), and engagement and satisfaction with one's work (Salmela-Aro & Nurmi, 2007). On the other hand, self-esteem is negatively correlated with negative affects (Segabinazi et al., 2012), depression and anxiety (Sowislo & Orth, 2013;Steiger et al., 2014), and risk for obesity (Iannaccone et al., 2016). ...
Self-esteem is defined as sense of self-worth and self-respect, being crucial for understanding people’s well-being and success. It is one of the most studied constructs in the social sciences, with the Rosenberg Self-Esteem Scale (RSES) being the most used measure. Across four studies (N = 1450), we tested the psychometric parameters of an abbreviated version of the RSES. Through Item Response Theory, the five best items were selected to form the unidimensional Brief Rosenberg Self-Esteem Scale (B-RSES), a reliable and valid measure of self-esteem, which is invariant across age groups and gender. In addition, both RSES and B-RSES correlated very similarly with the Big Five Personality Factors. Also, the B-RSES was strongly correlated with three other short measures of self-esteem, besides being more strongly associated with a range of variables such as conscientiousness and self-competence in comparison to the other three short scales. Together, the B-RSES is especially useful in research that requires rapid evaluation and the use of multiple variables.
... Self-esteem also seems to be positively correlated with occupational status (Kammeyer-Mueller, Judge & Piccolo, 2008) and salary (Judge, Hurst, & Simon, 2009), which are key indicators of an individual's socioeconomic status. Although few studies examined relations between self-esteem and occupational status or salary, research findings show that positive self-evaluations predict higher occupational status and salary (Judge et al., 2009), and generally positive career outcomes (Salmela-Aro and Nurmi, 2007). ...
The present study aimed to investigate young people’s possible selves in the context of a socio-economic crisis. Based on the idea that the formation of possible selves depends on the contextual characteristics of the immediate microsystem and the wider macrosystem, it was expected that the experience of uncertainty caused by the economic crisis would have an impact on their formation. The study also aimed to investigate whether self-esteem level and self-esteem stability correlate with the subjective probability of materializing one’s hopes and fears, as well as with the elaborated notions of possible selves. Participants were 236 young adults, aged 18-35. The results show that the most salient hoped-for selves were related to career and health. High self-esteem participants were more likely to report specific possible selves, both hoped and feared. Similarly, participants with high self-esteem reported higher probability of realizing their hoped-for and avoiding their feared selves.
... La evidencia en Latinoamérica señala que la población universitaria presenta índices altos de bs, lo que muestra una tendencia a experimentar mayores afectos positivos que negativos, relacionados con la autoeficacia, el optimismo y el rendimiento académico (7)(8)(9). Asimismo, los sentimientos que tienen las personas acerca de sí mismas son un adecuado predictor del desgaste, salario y tipo de trabajo futuro del universitario (10). En este sentido, las relaciones estudiantiles y el apoyo social son importantes para el mantenimiento de una elevada motivación académica que, a su vez, facilitaría el bienestar de los universitarios (11). ...
Introducción:
actualmente, existe un mayor interés por el estudio del bienestar, debido a su importancia en el desarrollo y evaluación de políticas en salud a favor de la población en general. Por lo tanto, se hace necesaria una medición válida y confiable del bienestar. En este contexto, el estudio evaluó las evidencias de validez basadas en la estructura interna, confiabilidad e invarianza factorial por sexo del índice de Bienestar General (WHO-5 WBI).
Materiales y métodos:
participaron 499 estudiantes universitarios de la ciudad de Trujillo (Perú) de sexo femenino (n = 271) y masculino (n = 228). Se realizó un análisis factorial confirmatorio, confiabilidad por consistencia interna e invarianza factorial por sexo mediante un análisis multigrupo.
Resultados:
el análisis factorial confirmatorio indicó que el modelo unidimensional de cinco ítems con errores correlacionados de los ítems 1 y 4 presentaba un buen ajuste (X² = 9.667 [gl = 4]; p > 0.05; X²/gl = 2.416; CFI = 0.994; RMSEA = 0.053 [IC90 % : 0.006-0.097]; SRMR = 0.018). Además, se reportó una confiabilidad aceptable (ω = 0.758) e invariancia factorial por sexo.
Conclusión:
el WHO-5 WBI demostró evidencia empírica a favor de la validez basada en la estructura interna, confiabilidad de las puntuaciones e invariancia factorial, que permiten contar con un instrumento útil y rápido para la medición del bienestar subjetivo en estudiantes universitarios.
... Při řešení přechodových úkolů, s nimiž se museli vypořádat také absolventi středních škol v našem výzkumu, jsou jedinci s vyšším sebehodnocením sebevědomější, angažovanější, vytrvalejší, a proto obvykle dosahují stanovených cílů (Feldman, 2003). Jak ukázaly výsledky longitudinální studie u vysokoškolských absolventů (Salmela-Aro & Nurmi, 2007), mladí lidé s vyšším sebehodnocením v době studia vykazovali v pozdějších fázích života menší nezaměstnanost a práce, kterou vykonávali, pro ně byla zdrojem naplnění, radosti a také v ní byli úspěšnější a spokojenější. Lze tedy předpokládat, že vyšší sebehodnocení na konci středoškolského studia se po jeho ukončení může příznivě promítnout v dosahování životních a pracovních cílů, a tím pádem k získání pocitu spokojenosti s vlastním životem. ...
ENGLISH: Living in today’s rushed time full of various changes increases the demands on the individual’s ability to adapt to these changes. Career adaptability plays an important role in coping with changing demands in the field of work. What is career adaptability? Why is it important, and what does it affect? The answers to these questions and many others are provided in the monograph, entitled “Career adaptability: Its Forms, Changes, Contexts, and Roles in the Lives of Young Adults Undergoing Upper-Secondary Vocational Education,” which is the first publication written on this topic in the Czech language. In the book, a team of authors presents the construct of career adaptability and the results of unique research carried out in the Czech Republic. In the first part, the reader may find an analytical overview of various concepts of career adaptability and related concepts. The central part of the publication is devoted to the results of quantitatively conducted longitudinal research, which aimed to identify career adaptability and its relationships to several demographic, school, relational, and personality variables in the case of students and later graduates of upper-secondary vocational education—those who are in the crucial stages of their career construction. Many empirical findings concentrated in this book are beneficial not only for the career counseling theories and research on career adaptability but also for vocational education or career counseling practitioners. ČEŠTINA: Život v dnešní uspěchané době plné nejrůznějších změn zvyšuje nároky na schopnosti jedince přizpůsobovat se těmto změnám. Významnou roli při zvládání měnících se nároků v pracovní oblasti hraje kariérová adaptabilita. Co to je kariérová adaptabilita? Proč je důležitá a co ovlivňuje? Odpovědi na tyto otázky i řadu dalších přináší monografie s názvem „Kariérová adaptabilita: její podoby, proměny, souvislosti a role v životě mladých dospělých procházejících středním odborným vzděláváním“. Autorský tým v knize, která je první česky psanou publikací na toto téma, představuje konstrukt kariérové adaptability a výsledky ojedinělého výzkumu realizovaného v České republice. V první části čtenář najde analytický přehled různých pojetí kariérové adaptability a příbuzných konceptů. Hlavní část publikace je věnována výsledkům kvantitativně vedeného longitudinálního výzkumu, jehož cílem bylo poznat kariérovou adaptabilitu a její vztahy k řadě vybraných demografických, školních, sociálních a osobnostních proměnných u žáků a později absolventů středního odborného vzdělávání – tedy těch, kteří se nacházejí v klíčové fázi konstruování své kariéry. Mnohá empirická zjištění koncentrovaná právě v této knize jsou přínosná nejen pro rozvoj teorií kariérového poradenství a výzkum kariérové adaptability, ale i pro odborné vzdělávání či praxi kariérového poradenství.
... Aberson, Healy, & Romero, 2000) across different age groups (e.g. Farruggia, Chen, Greenberger, Dmitrieva, & Macek, 2004;Salmela-Aro & Nurmi, 2007). ...
Self–esteem affects individuals in a variety of psychological processes substantially and extensively. While an increase in self–esteem over time was observed in the USA, different patterns of temporal change in self–esteem were observed in other societies. We analysed the responses ( n = 305 229) collected between 1993 and 2016 from 609 articles to examine the patterns of temporal change in self–esteem in China and its relations with socioecological conditions. Additionally, we explored the patterns in different groups, including secondary school students (158 samples; n = 97 751), college students (427 samples; n = 153 474), and community participants (232 samples; n = 54 004). Some major findings were noted: (i) overall, the level of self–esteem increased over time. However, we also found a significant curvilinear trend in self–esteem with a decline followed by a recent increase; (ii) some evidence for the relationship between socioecological factors and self–esteem was obtained; and (iii) the patterns varied in different cohort groups. Specifically, secondary school students showed a different pattern, in which their self–esteem level did not show a significant linear trend and was not correlated with the examined socioecological factors. The implications on the theories for the relationship between personality characteristics and socioecological conditions were discussed.
... Self-esteem is considered to be vital to sustaining one's employability in the uncertain contemporary marketplace (Coetzee 2008;2014). Salmela-Aro and Nurmi (2007) found that a high level of general self-esteem predicts permanent employment and higher levels of salary and work engagement over the long-term after graduating from university. Low levels of self-esteem predict lower levels of achievement at work, work engagement and job satisfaction (Bezuidenhout 2011). ...
Companies striving to retain their competitive edge in a highly turbulent business environment are redirecting their performance and career management systems to develop and retain their talent pipeline. The study examines the mediating effect of general self-esteem on the link between the career self-management and career resilience of a non-probability sample of 304 early-career employees in the business management field. A cross-sectional quantitative survey design was followed, collecting primary data. Data analyses consisted of an analysis of correlations and a simple mediation model. The results revealed significant direct and indirect effects between the variables. General self-esteem partially mediated the relationship between career self-management and career resilience. These fi ndings contribute new knowledge that informs organisational performance and career management practices for the retention of talented staff members.
... Although many studies have addressed inservice teachers' burnout, no one can deny the significant role of preservice teacher preparation programs on shaping a positive or negative attitudes towards the teaching profession that may influence teachers' burnout. Previous studies have indicated that some factors during higher education such as achievement strategies and self-esteem can influence burnout during employment (Salmela-Aro & Nurmi, 2007;Salmela-Aro, Tolvanen, & Nurmi, 2009). It has been shown that teachers with more effective training feel more efficacious to face the challenges of the teaching profession which makes them less susceptible to burnout (Brissie, Hoover-Dempsey, & Bassler, 1988;Brouwers, Tomic, & Boluijt, 2011). ...
The study aimed to investigate and compare the demographic and contextual factors influencing the level of burnout of English as a Foreign Language (EFL) teachers teaching at Iranian Public Schools (IPS) and Private Language Institutes (PLI). To this end, both quantitative and qualitative methods of gathering data were used. 100 EFL teachers participated in the quantitative phase. They were asked to complete "Maslach Burnout Inventory" and to write their demographic information. Data were analyzed using independent sample T-tests. The results of T-tests showed that IPS teachers with higher educational degrees had higher levels of burnout. A significant difference in the level of burnout were also found among teachers with different years of teaching experience, however, no significant difference was found between female and male teachers' level of burnout. In the qualitative phase of the study and in order to identify the contextual factors influencing teacher burnout, semi-structured interviews were conducted with 16 EFL teachers who were identified as "burnout teachers" based on the results of the first phase of the study. Low salary, heavy workload, teacher evaluation procedure, lack of teacher autonomy, student misbehavior, shortage of facilities, and time pressure were identified as some factors leading to teacher burnout.
... Y, en referencia al grado de compromiso, surge la necesidad de valorar el papel de sus componentes Schaufeli y Salanova, 2007) en la determinación de la autoestima (Oncu, 2015;Vera et al., 2014;Vizoso y Arias, 2016). En nuestro caso, se establece una correlación positiva entre la autoestima y dos de los componentes del engagement académico: vigor y dedicación (King et al., 2015;Salmela-Aro y Nurmi, 2007). Mientras que, en el caso de la autoeficacia, las relaciones resultan significativas con todos los componentes del engagement (Xanthopoulou et al., 2008). ...
En los últimos años, los entornos formativos son considerados como promotores del desarrollo integral del alumnado. De ahí el renovado interés por la psicología positiva y su aplicación al ámbito educativo. En esta línea, la autoestima será objeto de estudio e intervención no solo para la mejora de los resultados académicos, sino también para el desarrollo y ajuste psicológico del estudiante. El objetivo del presente estudio es analizar la relación de la autoeficacia general y las dimensiones del engagement o grado de implicación/compromiso con la carrera, y la importancia de estas variables como predictores de un alto nivel de autoestima, concretamente, en estudiantes de ciencias de la salud. Para ello, en una muestra de 188 alumnos de diferentes titulaciones del campo de la salud, se administran la Escala de Autoestima de Rosenberg, la Escala de Autoeficacia General y la Escala de Bienestar en el Contexto Académico (UWES-S). Los resultados obtenidos muestran una correlación positiva de la autoestima con la autoeficacia, el vigor y la dedicación, mientras que la autoeficacia correlacionó positivamente con las tres dimensiones del engagement, y también con la edad. El análisis de regresión logística reveló que los predictores de una alta autoestima fueron las puntuaciones en autoeficacia (en sentido positivo) y en absorción (en sentido negativo). A partir de los resultados, se discute el papel de la autoeficacia general percibida por el alumno, la implicación de las diferentes dimensiones del engagement sobre la autoestima, así como la necesidad de continuar con el análisis de variables implicadas en el óptimo desarrollo y bienestar de los estudiantes.
... In this process, it is important that their self-esteem level high or low. High level of self-esteem both associated with fulfilling successfully development tasks and it was related to involving in work life successfully after individual completed his education life (Salmela-Aro & Nurmi, 2007). In addition to all these, there are studies that examine the relationship between self-esteem and career adaptability in the literature (McArdle, Waters, Briscoe & Hall, 2007;Patton, Bartrum & Creed, 2004;Betz, Klein & Taylor, 1996). ...
Background
Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers.
Purpose/Hypothesis
This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences.
Design/Method
Data were collected from 42 graduate students from research‐intensive universities across the United States who participated in qualitative, semi‐structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy.
Findings
Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short‐ and long‐term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy.
Conclusions
By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education.
This study utilized piecewise linear growth mixture analysis to examine the developmental heterogeneity of school burnout among a sample of 513 (67.6% females) Finnish students as they transitioned from upper secondary school to higher education (ages 17-25 years). Encompassing five measurement points (two before the transition and three after), our results revealed four distinct burnout trajectory profiles, including (a) High and Decreasing (Profile 1), (b) Moderate and Decreasing (Profile 2), (c) Low and Increasing (Profile 3), and (d) Low and Stable (Profile 4). High initial levels of self-esteem and mastery-extrinsic goals served as personal resources and high-performance goals served as personal risk factors, making students more likely to belong to more (i.e., Profile 4) or less (e.g., Profile 1) adaptive profiles of burnout trajectories, respectively. Profile 4 displayed the lowest and most stable levels of burnout, thus protecting students from adverse outcomes like school dropout, underachievement, and substance use. Conversely, Profile 1 displayed the highest and least stable levels of burnout and was associated with higher risk of burnout, lower academic achievement, greater alcohol use and problems, and higher drug use relative to the other trajectory profiles. Together, these findings offer novel person-centered, longitudinal insight into the developmental heterogeneity of burnout across the transition to higher education and lend support for the self-equilibrium hypothesis in the context of school burnout. Importantly, our results underscore the importance of early intervention efforts aimed at increasing mastery goals and self-esteem to prevent burnout and its associated consequences.
Se pretendió determinar si los estudiantes de carreras universitarias tienen mejor autoestima que los de institutos tecnológicos de Arequipa. Los participantes fueron 770 estudiantes, 385 procedentes de 4 institutos tecnológicos (2 estatales y 2 privados) y 385 estudiantes de 2 universidades (1 privada y 1 estatal), 608 (79%) estudiantes fueron hombres y 162 (21%) mujeres. Se administraron una ficha demográfica y el Inventario de Autoestima Independiente de la Cultura (CFSEI-2) (Battle, 1992). Se encontró que los estudiantes de institutos poseen significativamente mejor autoestima que los estudiantes de universidades, que las mujeres poseen mejor autoestima que los hombres, que la autoestima es mejor a las edades de 16 a 19 años y que, los estudiantes de electrónica de universidades y los de mecánica de tecnológicos presentan mejores niveles de autoestima.
INTRODUCCIÓN. Diversos estudios alientan que la percepción de empleabilidad de los futuros titulados universitarios resulta fundamental para su posterior inserción al mundo laboral. Así, algunos trabajos se han focalizado en conocer las variables cognitivas y motivacionales y el papel que desempeñan en esta percepción. Sin embargo, no se ha explorado si la autoeficacia puede tener un efecto sobre el engagement o compromiso académico y este a su vez sobre la percepción de empleabilidad en el alumnado universitario de Educación y Psicología, siendo este el objeto de estudio del presente trabajo. MÉTODO. Un total de 535 estudiantes (84.1% mujeres) entre 19 y 51 años (M = 22.02; DT = 3.39) de los últimos cursos de 3º (42.8%) y 4º (57.2%), pertenecientes a cuatro titulaciones diferentes fueron encuestados mediante el uso de cuestionarios. Los análisis incluyeron la prueba t de Student, correlaciones bivariadas y el análisis de mediación con la macro PROCESS. RESULTADOS. Los resultados mostraron que la percepción de empleabilidad del alumnado se veía influida por la autoeficacia con la que perciben los y las estudiantes universitarios su adecuación, eficiencia y competencia a nivel académico. El engagement académico medió en los efectos de la autoeficacia sobre la percepción de empleabilidad, de modo que el incremento de la autoeficacia aumenta el engagement académico y este a su vez incrementa los niveles de empleabilidad. DISCUSIÓN. Se discute la necesidad de potenciar la motivación, la autonomía, la autoeficacia y la confianza del alumnado, con el objetivo de clarificar sus objetivos, metas y aspiraciones y capacitarlos para su inserción al mercado laboral y para el éxito en su desempeño profesional.
Objetivo: O presente trabalho teve por objetivo analisar a influência da autoestima e relação orientador-orientando nos sintomas da Síndrome de Burnout em estudantes de pós-graduação stricto sensu em Contabilidade no Brasil.Método: O estudo descritivo, de abordagem quantitativa, caracterizado como pesquisa de levantamento, tipo survey. foram utilizadas: a Escala de Autoestima de Rosenberg (1965); a escala MBI-HSS para a análise da existência de traços da Síndrome de Burnout; e a escala para avaliar as percepções de boa relação orientador-orientado desenvolvida por Silva e Vieira (2015). A população selecionada foram os acadêmicos (mestrandos e doutorandos) de pós-graduação stricto sensu na área de Ciências Contábeis no Brasil e a amostra final é composta de 141 respostas válidas. Para a análise de dados foi utilizada a Modelagem de Equações Estruturais.Resultados: Os resultados apontam para uma influência negativa da percepção de autoestima nos sintomas da Síndrome de Burnout. Aponta-se com isso para a importância da autoestima na condução das adversidades apresentadas pelas demandas da pós graduação. Contudo, não foi encontrada influência significativa da acessibilidade e boa relação com o orientador nos sintomas da Síndrome de Burnout.Contribuições: Como contribuições, o estudo apresenta um panorama, sobre a percepção dos acadêmicos sobre sua autoestima, relação com o orientador e os sintomas da Síndrome de Burnout, temas com pouca evidência nos programas de pós-graduação em contabilidade nacional.
The aim of this chapter is to analyze the psychological well-being of university students, their self-concept and certain behaviours and attitudes of violence in couple relationships by gender and cultural group (European vs. Amazigh) as well as to determine the relationship amongst the three constructs evaluated. For it, 100 university students of the University Campus of Melilla, Spain, participated in the research. The Psychological Well-Being Scale (PWBS), the Test of Self-Concept Form 5 (AF-5), and the Dating Violence Questionnaire (DVQ) were the instruments used for the data collection. Main results showed differences by gender on the Degree of distress experienced by the presence of violent behaviours and attitudes in couple relationships, the Academic/Professional Self-concept and Self-Esteem. Regarding cultural group, differences were showed on the Couple Relationships Scale of PWBS. In addition, different correlations were found. Finally, the need to address the elements analyzed at the university context is discussed.
Abstract
Background
During the past three decades, research interest in work addiction has increased significantly. Most definitions concerning work addiction have specifically contained personality-related elements. However, the results of empirical studies concerning personality and work addiction are both few and mixed. The aim of the present study was to explore the role of personality in the background of work addiction.
Methods
The present study systematically reviewed and empirically carried out a meta-analysis on all the published studies examining the association between personality variables and work addiction (n = 28).
Results
The results of the meta-analysis indicated that perfectionism, global and performance-based self-esteem, and negative affect had the strongest and most robust associations as personality risk factors of work addiction. Among the Big Five traits, extraversion, conscientiousness, and intellect/imaginations showed positive relationships with work addiction. However, these associations were weak.
Conclusions
Based on the meta-analysis, personality appears to explain only a small amount of the variance of work addiction and further studies are needed to assess the interaction between individual and environmental factors.
The aim of this chapter is to analyze the psychological well-being of university students, their self-concept and certain behaviours and attitudes of violence in couple relationships by gender and cultural group (European vs. Amazigh) as well as to determine the relationship amongst the three constructs evaluated. For it, 100 university students of the University Campus of Melilla, Spain, participated in the research. The Psychological Well-Being Scale (PWBS), the Test of Self-Concept Form 5 (AF-5), and the Dating Violence Questionnaire (DVQ) were the instruments used for the data collection. Main results showed differences by gender on the Degree of distress experienced by the presence of violent behaviours and attitudes in couple relationships, the Academic/Professional Self-concept and Self-Esteem. Regarding cultural group, differences were showed on the Couple Relationships Scale of PWBS. In addition, different correlations were found. Finally, the need to address the elements analyzed at the university context is discussed.
This study was conducted to examine whether internships can boost graduates’ career development. In doing so, we develop a contingency model of internship efficacy. Employing signaling theory, we argue that internships serve as a signal of a graduate’s vocational capacity to their potential employers. We propose that major-related and nonmajor-related internships are differentially related to both starting salary and career outcomes (i.e., job compensation and job satisfaction) after 1 year and that three contextual factors (i.e., major-job fit, discipline type, and educational level) moderate the effects of internship experiences. Using two-wave data from 787 graduates in Eastern China, we found that while the influence of major-related internships was positive, nonmajor-related internship was negatively associated with starting salary. Moreover, this negative relationship was significant for graduates with a high job-major fit, graduates from science, technology, engineering, and mathematics disciplines, and postgraduates. The results suggest that internship experiences are not equally beneficial and challenge the notion that internships are always beneficial.
Objectives
This study explores the underlying pathways of the intergenerational relationship linking parents' poverty, children's self-esteem and employment among young adults.
Methods
This study used two data sets from the National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY). A total of 9584 dyads was used for the final sample. The mediation model suggested by Baron and Kenny (1986) was used to examine.
Results
Young adult children whose mother is in poverty are less likely to be employed compared to their counterparts with a mother not in poverty. Maternal poverty is significantly associated with young adult children's self-esteem. Young adult children’ employment is statistically related to their self-esteem. Young adult children's employment status mediated the relationship between maternal poverty and young adult children's self-esteem.
Discussion
Mother's economic status is an important factor for understanding intergenerational mobility. Anew angle is required to examine intergenerational mobility by considering the relationship between mother and child. The findings highlight that anti-poverty programs geared toward mothers with children would help to increase levels of self-esteem across young adult children. Intergenerational mobility is an important indicator for understanding self-esteem in young adulthood.
Amaç – Bu çalışmanın amacı, öz kendilik değerlendirmesinin presenteeism üzerine
etkisinde çalışmaya tutkunluğun aracılık rolünü incelemektir.
Yöntem –Araştırmanın örneklemini banka, iletişim, otel ve restoran gibi hizmet
sektörü kurumlarından ankete katılan 293 satış çalışanı oluşturmaktadır. Kolayda
örnekleme yöntemiyle toplanan verilere korelasyon ve regresyon analizleri
uygulanmıştır.
Bulgular –Araştırmanın bulguları; öz kendilik değerlendirmesinin presenteeism ve
çalışmaya tutkunluk üzerinde pozitif; çalışmaya tutkunluğun presenteeism üzerinde
pozitif ve çalışmaya tutkunluğun ise öz kendilik değerlendirmesinin presenteeism
üzerine etkisinde aracılık rolüne sahip olduğunu ortaya koymuştur.
Tartışma – Öz kendilik değerlendirmesi ve çalışmaya tutkunluk presenteeism
davranışının ortaya çıkmasında etkili iki önemli belirleyici olarak ortaya çıkmış ve bu
sonucun insan kaynakları yönetimi uygulamalarına ilişkin sonuçları vurgulanmıştır.
Purpose –The purpose of this paper is to investigate the mediating role of work
engagement on the effect of core self-evaluation on presenteeism.
Design/methodology/approach –The sample of the study consists of 293 sales
employees of service sector institutions such as various banks, communication, hotels
and restaurants. The data collected by convenience sampling method was applied to
correlation and regression analyzes.
Findings – The findings of the study showed that core self-evaluation had a positive
effect on work engagement and presenteeism; work engagement had a positive effect
on presenteeism, and work engagement had a mediating role on the effect of core selfevaluation on presenteeism.
Discussion –Core self-evaluation and work engagement emerged as determinants of
the emergence of presenteeism behavior. The results of this finding are emphasized for
human resource management practices.
Two studies examined the rank-order stability of self-esteem from age 6 to 83: Study 1 was a meta-analysis of 50 published articles (N = 29,839) and Study 2 analyzed data from 4 large national studies (N = 74,381). Self-esteem showed substantial continuity over time (disattenuated correlations ranged from the .50s to .70s), comparable to the stability found for personality traits. Both studies provided evidence for a robust developmental trend: Self-esteem stability was low during childhood, increased throughout adolescence and young adulthood, and declined during midlife and old age. This trend could not be explained by age differences in the reliability of self-esteem measures, and generally replicated across gender, ethnicity, self-esteem scale, nationality (U.S. vs. non-U.S.), and year of publication.
The development of an adequate assessment instrument is a necessary prerequisite for social psychological research on loneliness. Two studies provide methodological refinement in the measurement of loneliness. Study 1 presents a revised version of the self-report UCLA (University of California, Los Angeles) Loneliness Scale, designed to counter the possible effects of response bias in the original scale, and reports concurrent validity evidence for the revised measure. Study 2 demonstrates that although loneliness is correlated with measures of negative affect, social risk taking, and affiliative tendencies, it is nonetheless a distinct psychological experience.
In this paper, we attempt to shed light on the nature of, relevance of, and relationship between global self-esteem and specific self-esteem. We marshal evidence that the two types of self-esteem may have strikingly different consequences, global self-esteem being more relevant to psychological well-being, and specific self-esteem being more relevant to behavior. We use linear structural equation causal modeling to test this hypothesis for the case of global self-esteem (Rosenberg 1979) and specific (academic) self-esteem. Our findings show that, while global self-esteem is more strongly related to measures of psychological well-being, specific (academic) self-esteem is a much better predictor of school performance. Other findings indicate that the degree to which specific academic self-esteem affects global self-esteem, particularly the positive component of global self-esteem, is a function of how highly academic performance is personally valued.
Human development is often understood as an interplay between biological, sociohistorical, and social factors, as well as individual developmental actions. However, historical influences on development have rarely been investigated. The present study discusses societal change in the course of this century and investigates its impact on the life course by analyzing biographical narratives. This impact is illustrated by results from a study where participants from three birth cohorts (1920–25; 1945–50; 1970–75) were interviewed about important markers in their experienced and expected biographies. Although distribution of life markers over the life span was analogous across cohorts, participants from the younger cohorts perceived themselves as having more control on setting important life markers across their biographies. Their narratives referred more often to personal and less often to contextual and sociohistorical themes.
The authors investigated the emergence of gender differences in clinical depression and the overall development of depression from preadolescence to young adulthood among members of a complete birth cohort using a prospective longitudinal approach with structured diagnostic interviews administered 5 times over the course of 10 years. Small gender differences in depression (females greater than males) first began to emerge between the ages of 13 and 15. However, the greatest increase in this gender difference occurred between ages 15 and 18. Depression rates and accompanying gender differences for a university student subsample were no different than for a nonuniversity subsample. There was no gender difference for depression recurrence or for depression symptom severity. The peak increase in both overall rates of depression and new cases of depression occurred between the ages of 15 and 18. Results suggest that middle-to-late adolescence (ages 15–18) may be a critical time for studying vulnerability to depression because of the higher depression rates and the greater risk for depression onset and dramatic increase in gender differences in depression during this period.
Socioeconomic status (SES) has a small but significantrelationship with self-esteem (d = .15, r = .08) in a meta-analysis of 446 samples (total participant N = 312,940). Higher SES individuals report higher self-esteem. The effect size is very small in young children, increases substantially during young adulthood, continues higher until middle age, and is then smaller for adults over the age of 60. Gender interacts with birth cohort: The effect size increased over time for women but decreased over time for men. Asians and Asian Americans show a higher effect size, and occupation and education produce higher correlations with self-esteem than income does. The results are most consistent with a social indicator or salience model.
Does childhood personality foreshadow later adaptation in the key developmental task domains of academic achievement, work, rule-abiding conduct, friendships, and romantic relationships? In this article we present a synopsis of recent findings from the Project Competence longitudinal study of 205 children who were assessed around ages 10, 20, and 30. Childhood personality differences predicted adaptation at all three time periods and also changes in adaptation over time. On the other hand, features of adult personality were presaged by childhood adaptation, and in some cases childhood adaptation predicted the course of personality development. To understand better the transactional processes that shape and link personality and adaptive success over the life course, longitudinal designs and more dynamic models of personality development will be needed.
Normed and nonnormed fit indexes are frequently used as adjuncts to chi-square statistics for evaluating the fit of a structural model. A drawback of existing indexes is that they estimate no known population parameters. A new coefficient is proposed to summarize the relative reduction in the noncentrality parameters of two nested models. Two estimators of the coefficient yield new normed (CFI) and nonnormed (FI) fit indexes. CFI avoids the underestimation of fit often noted in small samples for Bentler and Bonett's (1980) normed fit index (NFI). FI is a linear function of Bentler and Bonett's non-normed fit index (NNFI) that avoids the extreme underestimation and overestimation often found in NNFI. Asymptotically, CFI, FI, NFI, and a new index developed by Bollen are equivalent measures of comparative fit, whereas NNFI measures relative fit by comparing noncentrality per degree of freedom. All of the indexes are generalized to permit use of Wald and Lagrange multiplier statistics. An example illustrates the behavior of these indexes under conditions of correct specification and misspecification. The new fit indexes perform very well at all sample sizes.
Cognitive theories of adherence to difficult courses of action and findings from previous survey research on coping with a major life event--job loss--were used to generate a preventive intervention, tested by a randomized field experiment. The aim was to prevent poor mental health and loss of motivation to seek reemployment among those who continued to be unemployed and to promote high-quality reemployment. Ss were 928 recently unemployed adults from southeastern Michigan, representing a broad range of demographic characteristics; they were randomly assigned to either the experimental or control condition. The experimental intervention included training in job seeking with a problem-solving process emphasizing inoculation against setbacks and positive social reinforcement. A pretest was administered, followed by posttests 1 and 4 months after the experiment. The experimental condition yielded higher quality reemployment in terms of earnings and job satisfaction, and higher motivation among those who continued to be unemployed.
Earlier analyses of the JOBS II intervention for unemployed job seekers demonstrated that the intervention facilitated reemployment, reduced depressive symptoms, and improved role and emotional functioning (A. D. Vinokur, R. H. Price, & Y. Schul, 1995). The present study focuses on mediational processes of the active ingredients targeted by the intervention. Structural equation modeling analysis demonstrated that an enhanced sense of mastery had mediating effects of reemployment, financial strain, and reduction in depressive symptoms. Another active ingredient, inoculation against setbacks, was shown to protect those who suffered the setback of losing a job after temporarily regaining one. The inoculation protected them from experiencing the high level of depressive symptoms that was typical of their counterparts in the control group.
There are considerable inconsistencies in the literature concerning the relationship between age and depression. Recently, however, two independent studies in the U.S. have shown that the distribution is U-shaped with the lowest reported levels of depression at ages 45-49. Three reasons for past inconsistencies are identified and addressed using the 1994 National Population Health Survey by Statistics Canada. Using both a distress scale and a diagnostic measure, a substantially different relationship was found. The prevalence of distress decreased steadily with age until about 65, with only a slight increase afterwards for both males and females. After the introduction of several sociodemographic covariates, however, this relationship was clearly negative. These findings are discussed in terms of future research questions.
Two analyses were conducted to examine gender differences in global self-esteem. In analysis I, a computerized literature search yielded 216 effect sizes, representing the testing of 97,121 respondents. The overall effect size was 0.21, a small difference favoring males. A significant quadratic effect of age indicated that the largest effect emerged in late adolescence (d = 0.33). In Analysis II, gender differences were examined using 3 large, nationally representative data sets from the National Center for Education Statistics (NCES). All of the NCES effect sizes, which collectively summarize the responses of approximately 48,000 young Americans, indicated higher male self-esteem (ds ranged from 0.04 to 0.24). Taken together, the 2 analyses provide evidence that males score higher on standard measures of global self-esteem than females, but the difference is small. Potential reasons for the small yet consistent effect size are discussed.
Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented. Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.
This article presents meta-analytic results of the relationship of 4 traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability (low neuroticism) with job satisfaction and job performance. With respect to job satisfaction, the estimated true score correlations were .26 for self-esteem, .45 for generalized self-efficacy, .32 for internal locus of control, and .24 for emotional stability. With respect to job performance, the correlations were .26 for self-esteem, .23 for generalized self-efficacy, .22 for internal locus of control, and .19 for emotional stability. In total, the results based on 274 correlations suggest that these traits are among the best dispositional predictors of job satisfaction and job performance. T. A. Judge, E. A. Locke. and C. C. Durham's (1997) theory of core self-evaluations is used as a framework for discussing similarities between the 4 traits and their relationships to satisfaction and performance.
This study provides a comprehensive picture of age differences in self-esteem from age 9 to 90 years using cross-sectional data collected from 326,641 individuals over the Internet. Self-esteem levels were high in childhood, dropped during adolescence, rose gradually throughout adulthood, and declined sharply in old age. This trajectory generally held across gender, socioeconomic status, ethnicity, and nationality (U.S. citizens vs. non-U.S. citizens). Overall, these findings support previous research, help clarify inconsistencies in the literature, and document new trends that require further investigation.
Two studies examined the rank-order stability of self-esteem from age 6 to 83: Study 1 was a meta-analysis of 50 published articles (N = 29,839) and Study 2 analyzed data from 4 large national studies (N = 74,381). Self-esteem showed substantial continuity over time (disattenuated correlations ranged from the .50s to .70s), comparable to the stability found for personality traits. Both studies provided evidence for a robust developmental trend: Self-esteem stability was low during childhood, increased throughout adolescence and young adulthood, and declined during midlife and old age. This trend could not be explained by age differences in the reliability of self-esteem measures, and generally replicated across gender, ethnicity, self-esteem scale, nationality (U.S. vs. non-U.S.), and year of publication.
This article reports the development and validation of a scale to measure global life satisfaction, the Satisfaction With Life Scale (SWLS). Among the various components of subjective well-being, the SWLS is narrowly focused to assess global life satisfaction and does not tap related constructs such as positive affect or loneliness. The SWLS is shown to have favorable psychometric properties, including high internal consistency and high temporal reliability. Scores on the SWLS correlate moderately to highly with other measures of subjective well-being, and correlate predictably with specific personality characteristics. It is noted that the SWLS is Suited for use with different age groups, and other potential uses of the scale are discussed.
This study used a school-based community sample (N=920) to examine trajectories of depressive symptoms, self-esteem, and expressed anger in the critical years of emerging adulthood (ages 18-25). Using data from 5 waves, the authors discovered that multilevel models indicated that, on average, depressive symptoms and expressed anger declined, whereas self-esteem increased. Between-persons predictors of variability in trajectories included gender (gender gaps in depressive symptoms and self-esteem narrowed), parents' education, and conflict with parents (depressive symptoms and expressed anger improved fastest in participants with highly educated parents and in those with higher conflict). Across time, increases in social support and marriage were associated with increased psychological well-being, whereas longer periods of unemployment were connected with higher depression and lower self-esteem. Emerging adulthood is a time of improving psychological well-being, but individual trajectories depend on specific individual and family characteristics as well as role changes.
The influence of the lifespan approach has been an important feature of recent research in developmental psychology, as has a growing interest in the relationship between personality and development. This important new book, edited by two distinguished psychologists, explores the relationship between personality and development from a life-course perspective. The book presents current theoretical approaches and new empirical findings from ongoing studies conducted by leading researchers in North America and Europe. It is unique in focussing on successful personality development, where developmental psychology in the past seems to have focussed almost entirely on problem behaviour and risk of maladaption. The book has a multidisciplinary appeal and will be of interest to students and researchers in the fields of developmental psychology, adult development and aging, and personality and social psychology.
Adolescence is considered a period of “storm and stress.” The storm and stress account of adolescence places the responsibility for the supposed turmoil on the “self” the adolescent is in the process of developing. This chapter reviews psychological evidence on adolescent self-identity and self-awareness to assess popular notions of this developmental period. It discusses the developmental and social psychological areas. With age, adolescents acquire an increasingly internal sense of their attributes. It has been observed that the self proceeds from exterior to interior and from overt behavior to internal traits. Major findings concerning self-esteem in adolescence are reviewed in the chapter. The majority of evidence suggests that shifts involving questioning and decision making, and subsequent identity achievement, occur during the college years and not during high school.
Evidence shows that well-being increases during the period between late adolescence and early adulthood, but questions remain about how widespread this increase may be and why it occurs and, more generally, how the course of well-being relates to the various diverse pathways out of high school. Substance use also tends to increase during this period, reaching its lifetime peak during the early twenties, depending on the given cohort and substance. Well-being and substance use, while not necessarily sharing a common etiology or developmental course across the life span, may increase among young adults during transition in part because of the new roles and contexts that provide more freedom and selection of opportunities. Using data from four waves of nationally representative U.S. panel data spanning ages eighteen to twenty-four, this chapter investigates early adult transitions and their relation to well-being and substance use. It analyzes the timing, sequencing, and covariation of social role transitions related to school and work, romantic involvement (specifically marriage), parenthood, and independence in the form of leaving the parental home.
The difficulties inherent in obtaining consistent and adequate diagnoses for the purposes of research and therapy have been pointed out by a number of authors. Pasamanick12 in a recent article viewed the low interclinician agreement on diagnosis as an indictment of the present state of psychiatry and called for "the development of objective, measurable and verifiable criteria of classification based not on personal or parochial considerations, but on behavioral and other objectively measurable manifestations."Attempts by other investigators to subject clinical observations and judgments to objective measurement have resulted in a wide variety of psychiatric rating scales.4,15 These have been well summarized in a review article by Lorr11 on "Rating Scales and Check Lists for the Evaluation of Psychopathology." In the area of psychological testing, a variety of paper-and-pencil tests have been devised for the purpose of measuring specific
The author provides a brief overview of A. Bandura's (1977, 1997) self-efficacy theory, followed by a discussion of the value of this theory to career counselors, which includes particularly useful features of the concept of self-efficacy and suggestions for its application in career assessment and counseling, with a special focus on group interventions.
Applying the Conservation of Resources (COR) theory as a framework, this study among Dutch nurses (n=156) first tested whether work-related demands, resources and self-esteem were differentially associated with the three burnout dimensions (emotional exhaustion, personal accomplishment and depersonalization), respectively. In addition, the current study investigated the interrelationships between the burnout dimensions and the hypothesized moderating effect of self-esteem. As expected, emotional exhaustion was primarily associated with job demands (i.e. work overload) and-to a slightly lower extent-with resources such as social support and self-esteem. In contrast, but also according to the authors' predictions, depersonalization and personal accomplishment were not associated with job demands. Emotional exhaustion was, as predicted, an important correlate of depersonalization, whereas reduced personal accomplishment was negatively associated with self-esteem and with quality of work content, a resource. In line with earlier findings but contrary to some recent propositions, reduced personal accomplishment was positively associated with depersonalization. Finally, self-esteem did not moderate the relationships between the selected work factors and the burnout dimensions. The limitations of the study are discussed and directions for future research are proposed.
This study examines burnout and engagement—the hypothesized opposite of burnout—in university students from Spain (n = 623), Portugal (n = 727), and the Netherlands (n = 311). Confirmatory factor analyses showed that the expected three-factor structures of the adapted versions of the Maslach Burnout Inventory (MBI) for students (including Exhaustion, Cynicism, and Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (including Vigor, Dedication, and Absorption) fitted to the data of each sample. However, a rigorous test revealed that most factor loadings of the MBI were not invariant across all samples. Results with the UWES were slightly better, indicating invariance of factor loadings of Absorption in all samples and of Vigor in two of the three samples. Furthermore, as hypothesized, the burnout and engagement subscales were negatively correlated. Finally, irrespective of country, Efficacy and Vigor were positively related to academic performance, that is, the number of passed exams relative to the total number of exams in the previous term.
The Work Addiction Risk Test (WART) was designed to measure “workaholism.” The present study examines the underlying dimensions of the WART and investigated the accuracy of the WART scores to discriminate between workaholics and a control group. The results suggest that workaholism, as measured by the WART, includes five dimensions: (a) Compulsive Tendencies, (b) Control, (c) Impaired Communication/Self-Absorption, (d) Inability to Delegate, and (e) Self-Worth were developed from the factor analysis. A discriminant analysis that used the subscale scores as the independent variables and group membership (workaholic or control group) as the dependent variable indicated that the first three subscales provided the greatest distinction between the groups, with a 88.5% correct classification rate. A discriminant analysis that used the total WART score as the independent variable and group membership as the dependent variable had an 86.4% correct classification rate.
Emerging adulthood involves a number of developmental changes, including in the areas of interpersonal relations, religious views, and sexuality. The current study examined individuals’ perceptions of changes in these areas as a result of the transition to university. Participants (N = 205, 61% female, age range 18 to 25) responded to open-ended questions about changes in their relationships with parents, religious views, and views about sex. These responses were coded for themes and positivity. Changes were most common in relationships with parents, and least in religious views. Associations were found between types of changes and year in school. Changes in all three areas were generally portrayed positively. Belief or quality changes were more common than behavioral changes.
The transition to adulthood has become a thriving area of research in life course studies. This review is organized around two of the field's emerging themes. The first theme is the increasing variability in pathways to adult roles through historical time. The second theme is a heightened sensitivity to transition behaviors as developmental processes. Accounts of such processes typically examine the active efforts of young people to shape their biographies or the socially structured opportunities and limitations that define pathways into adulthood. By joining these concepts, I suggest new lines of inquiry that focus on the interplay between agency and social structures in the shaping of lives.
Comments by panel members follow this chapter. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
201 unemployed men and women participated in a cross-sectional study that assessed the relation between self-esteem and financial deprivation, number of alternate roles, use of social support, and gender. Financial deprivation, alternate roles, and social support each had a main effect on self-esteem. In addition, these variables interacted with gender to affect self-esteem. Specifically, financial deprivation had a greater negative association with self-esteem in men as compared with women. In contrast, alternate roles and social support had a stronger positive relationship to self-esteem in women than in men. The incorporation of these findings into intervention programs for unemployed persons is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article considers social cognitive career theory (SCCT; R. W. Lent et al, 1994) as a vantage point from which to view the school-to-work transition process. Rather than emphasizing the period just before high school graduation, SCCT focuses on 6 developmentally linked themes that unfold throughout the school years. An emphasis on these themes (formation of self-efficacy and outcome beliefs, interest development, interest-goal linkages, translation of goals into actions, performance skills, negotiation of transition supports and barriers) suggests targets for developmental and remedial interventions that promote students' career development across the school years and after work entry. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Results are presented from a longitudinal study of school leavers spanning the years 1980–1987. In 1987 there were 40 unemployed, 417 satisfied employed, and 45 dissatisfied employed men and women Ss. Those unemployed in 1987 reported spending relatively more of their spare time doing nothing in particular than those who were employed, although the groups did not differ in their reported use of spare time when they were at school. There were no differences in reported spare time use between those employed in satisfactory jobs and those employed in unsatisfactory jobs. In the unemployed, spare time spent in purposeful activities with other people was positively correlated with psychological well-being. Similar associations were observed in the dissatisfied employed, although not in the satisfied employed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aim of this longitudinal study was to recognize the work characteristics and personal resources that are associated with burnout symptoms in the long term. The empirical analyses are based on sample data (n=174) from a larger survey in 1986 and from a 10-year follow up in 1996 conducted in an international industrial forestry enterprise. The participants were drawn from those workers in Finland, the home country of the enterprise, who responded to the questionnaires at both times. The participants were classified into those having no burnout and those with serious burnout. In order to compare the groups a multivariate analysis of variance and t-tests for two independent groups were used. Four job-related and five organizational factors, 10 work environment hazards and three individual variables were used as predictors. Change variables were formed from the predictors. All the significant changes in work and personal resources during 10 years had shifted to the positive direction in the no-burnout group, and to the negative direction in the serious burnout group. Discriminant analysis was used to identify linear combinations of quantitative predictor variables that best characterized the differences between the groups. Both the cross-sectional and the longitudinal... (PsycINFO Database Record (c) 2012 APA, all rights reserved)
804 female and 832 male high school students were studied while they were in school (10th, 11th, or 12th grade) and again 2 yrs later to distinguish the psychological correlates of Ss' employment status that could be classified as predisposing factors (antecedents), effects (consequences), or both. Ss completed questionnaires assessing background characteristics, self-esteem, depressive affect, locus of control, need for achievement, and mood. Four groups were defined by their employment/occupational status on the 2nd occasion: at school, employed, unemployed, or engaged in full-time tertiary education. As other studies have shown, the effects of leaving school seemed to be beneficial on some measures of psychological well-being, even where the alternative was unemployment. Some sex differences emerged with respect to both predisposing factors and effects: Females showed greater self-anger, helplessness, depressed mood, and externality, in addition to lower self-esteem, than did males. Paradoxically, females described themselves as being happier than did males. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This investigation examined the relationship of workaholism-related measures to work satisfaction and career-progress outcomes. A comprehensive research framework was developed based on previous speculation and research findings to guide selection of variables and data analysis. Five blocks of predictor variables were included: individual demographics, work-situation characteristics, two antecedents of workaholism (one an individual-level measure of beliefs and fears; the other an organizational-level measure of perceived support of work-personal-life imbalance), three workaholism components identified by Spence and Robbins (1992), and workaholic job behaviors (eg, hours worked, perfectionism). Work outcomes included job and career satisfaction, future career prospects, and salary increases. Hierarchical regression analysis generally indicated relationships between workaholism-related measures and work outcomes.
This research deals with the measurement and consequences of workaholism in the Netherlands. Study I describes the development and validation of a Dutch version of Robinson's (1999) Work Addiction Risk Scale (WART). Confirmatory factor analysis (total N = 356) revealed that the factorial structure of the Dutch WART was similar to that of the US original. Study 2 (N = 232) examined whether the Compulsive Tendencies (CT) subscale of the WART could be used as a short measure of workaholism. The overlap between the full 25-item WART and the CT subscale was high, whereas the patterns of correlations with other concepts were very similar. Study 3 (N = 199) tested a process model for the effects of workaholism (i.e., CT) on exhaustion and work-nonwork conflict, showing that workaholism affected these two outcome variables both directly and indirectly (via perceived job demands). It is concluded that: (i) the Dutch version of the WART is very similar to the US original; (ii) the WART and the CT subscale are both valid measures of workaholism; and (iii) workaholism is a potentially important concept in the study of work and stress.
The study concerned possible mediators and moderators in the relationship between unemployment and psychological distress. The sample consisted of 58 unemployed and 177 employed 36-year-old Finnish people drawn from the ongoing Jyvskyl Longitudinal Study of Personality and Social Development. Data were gathered by means of a mailed questionnaire, a semistructured interview, and personality inventories. The results showed that poor economic situation, and poor self-esteem as measured by Rosenberg's Self-Esteem Scale, mediated the relationship between unemployment and psychological distress even after controlling for the prior level of self-esteem. Psychological distress was defined as psychological ill-health (the General Health Questionnaire), depressive symptoms (the General Behavior Inventory), and anxiety (the Karolinska Scales of Personality). However, support was also found for an alternative model, in which depressive symptoms functioned as a mediator between long unemployment and poor self-esteem, suggesting that individuals may react to unemployment in different ways.
The aims of this one-year follow-up study among Finnish employees (n=426) were twofold: first, to investigate the relationship between self-esteem and optimism and, second, to examine the prospective relationships between these two personality constructs, mental distress and physical symptoms. The results of Confirmatory Factor Analysis (CFA) showed that the latent variables of optimism and self-esteem were highly interrelated (Time 1, r=.90, Time 2, r=.87), forming the core construct of personal resilience, which turned out to be stable (stability coefficient .86) over the one-year period. The results of Structural Equation Modelling (SEM) indicated that high personal resilience measured at Time 1 reduced mental distress at Time 2. Furthermore, a high level of physical symptoms at Time 1 seemed to predict a high level of mental distress at Time 2.