A Study on Self-Esteem and Job Satisfaction

It was better to use only the Rosenberg Self-Esteem because in giving out the survey the students did not have to have had participated in an art therapy session, whereas with the SPPA it would have been essential that the student have had experience in having been through art therapy sessions. Both of these assessment tools are used in order to evaluate the feeling of self worth and of acceptance. In a study of self-esteem and the role that it carries out in academic anxiety and in insecurities of adolescents with a component in gender differences, they used two hundred students ranging from eighth to tenth grade. They used one hundred females and another one hundred males. In using the Rosenberg Self- esteem scale they were able to determine that there was statistically significant correlation that basically stated that there seems to be higher self-esteem levels in males than in females. Bagley and associates state that this scale accounts for up to sixty percent of the references used in journal citations in self esteem and self concept studies. They also introduce a quote by Balscovich and Tomaka that, in sum says, the RSES is highly used and that it is the basic use in which new measures tend to be evaluated

Another meta-analyses study looking at the affects of race on self-esteem found similarities across gender and self-esteem. As found in Gentile et al., self-esteem in males was higher among males than females in different races (Twenge and Crocker, 2002). Therefore, it can be concluded that males have higher self-esteem than females, regardless of race. Twenge and Crocker found that minority (non-white) groups have lower overall self-esteem than white groups.

This study will use parts of Steinfield, Ellison and Lampe’s work in social capital. Their work allows generalizability and predictability of the relationship between social capital and self esteem. The study can also increase the reliability and validity of the overall research. Using data from two different sources will aid in exploring the

The participants were two hundred and nineteen undergraduate students, from eighteen to forty-five years old, who all received course credit for their participation. The participants were predominately female (79%) and the ethnicities included Caucasians (49%), Asians (36%), and others (15%). The participants were divided into small groups to complete personality questionnaires. The Gudjonsson Compliance Scale (GCS) measures the tendency to conform to request in order to appease. Its score ranges from zero to twenty, twenty meaning the more likely to be compliant. The Rosenberg Self-Esteem Scale measures feelings of self-worth. The scale ranges from zero to thirty, thirty signifying the

A 2 (Mood) x 2 (Breakup Role) fully-between factorial ANOVA was performed on mean self-esteem ratings. There were significant and substantial effects for both Mood Condition (F(1, 166) = 5.20, p = .024, η2 = .03) and Breakup Role (F(1, 166) = 3.40, p = .067, η2 = .02). Those in the positive mood condition (n = 86) reported having a more positive mood (M = 2.30, SD = 0.96), than those (n = 84) in the negative mood condition (M = 1.93, SD = 0.77). This difference was statistically significant, t(168) = 2.80, p = .006, d = 0.43. Both positive and negative mood conditions had scores below the midpoint of the mood rating scale. The types of tests used to evaluate the results included a Rosenberg Self-Esteem Scale, Self-Monitoring Scale, and Manipulation Check. The degrees of freedom (df) determined can consider the sample size, since the study included participants from a University located in St. Catharines that held a

The questionnaire contains five positive Items about having self-value For instance “ I feel that I have a number of good qualities.” The remaining Five items express valueless stamens for example “I certainly feel useless at times. “The items on the self-esteem scale are scored on a 4 point Likert scale, the score of 1 being strongly disagree to the score of 4 being strongly agree. Scores are then calculated; higher scores reflect a higher self-esteem and lower scores reflect a lower self-esteem. In Sinclair et al. (2010) study he reported high internal consistency for the RSES in an American community sample (α = .91), and good convergent and divergent validity. Also in his study, he reported high consistency with Cronbach’s alpha of .89 which demonstrated reliability.

However, as the out-groups received a higher rating for their internal success attributions, it implies while there is still an element of the self-serving bias, where we rate ourselves higher for our garment, and lower for external success attributions, there is still the bias if we know others in the other groups, where we could favour them, thus our opinions of others, other things and our can be influenced by relationships.

By taking the “Self-esteem Inventory” quiz I learned that my sell-esteem is good for the most part, but could use a boost in certain areas. For example, when answering the question “I can make up my mind without too much trouble” I realized this was not like me. More often then not I find myself being indecisive and contemplating choices. This is one thing I could work on to boost my self-esteem. Honestly answering the questions of the quiz made me realize what needs to be changed to improve my overall self-esteem.

The ‘better-than-average’ (or BTAE) effect states that certain individuals would evaluate themselves more positively than the average person. Within this, there is argument to suggest that there are both positive and negative implications linked to this theory. The concept of ‘self’ plays a large role in discovering whether these factors affect the individual, whereas social comparison is also a great aspect in understanding how the better-than-average effect can include itself into everyday society, therefore creating an unrealistic divide between different groups.

Objective: student attended a 60 minutes group activity for fieldwork I, by completing a drawing and an oral exercise involving positive reinforcement to improve self-esteem . student was able to share her accomplishments and significant events in her life with 5 peers. Student arrived in group on time.

Perceived self-esteem was positively connected with recognised traits of extraversion, conscientiousness and emotional solidity. Together, these results insinuate that the perceivers believed that individuals who were classed as extraverted, conscientious and emotionally stable possessed greater levels of self-esteem. It is crucial to comment that these associations emerged after controlling for self-reported personality features.

The first variable is the reflective appraisal. A person's location on dimensions of self are subject to interpersonal influences. The general idea is that one self appraisal is affected by other appraisal of them. Your level of self-esteem is affected by which other holds of you, also depends on type and others orientation toward you. The group is expected to achieve consensus that is brought forward. Interpersonal influence is simultaneously affecting one another, and about themselves. There are also measure on cross-cultural differences. In Japan, a collectivist country, we can expect higher rates of compliances and conformity to majority point of view. This observation found cultural differences, where collectivist culture subject to more compliances than individualistic society. However, as

Research has been done to identify how SJT can affect self-esteem in individuals of both high and low status groups. Jost et al. (2002) suggests that the process of system justification makes way for implicit ramification on the self-esteem for individuals within the lower social system by stating that “members of low as well as high status groups expressed non conscious favoritism toward members of higher status groups on cognitive affective and behavioral measures” (Jost et al., 2002, p. 598). It can be argued that this is representative of a social hierarchy in which those who are lower may socially compare themselves to those on top. According to Myers (2013), social comparisons can be detrimental to personal satisfaction as we compare ourselves upward toward others. It can be assumed that SJT is a form of social comparison, in which the lower group favors the top, thus causing a decrease in satisfaction. This assumption is further supported by Jost et al. (2002) that favoritism later continues to the social hierarchy, thus causing self-esteem problems for those of lower stature. Jost et al. (2002) postulates that “our thoughts, feelings, and actions seem to reproduce biases in favor of high status groups, often

The main goal of this report was to assess reliability and validity through the Rosenberg Self Esteem Scale where participants rated their level of self-esteem from 1-7. A 1 indicated that they “strongly disagree” and a 7 indicating that they “strongly agree” with that trait. Along with this we used Cronbachs alpha to indicate the consistency within the scale.

In previous studies, the documentation on upward social comparison displays how different aspects can affect how an individual may see themselves as lesser. Roy F. Baumeister discusses in Self-Esteem: The Puzzle of Low Self-Esteem, “in social comparison situations, people may sometimes make upward comparisons, presumably to gain more information about a task, or