Browsing by Subject "Self-esteem"

Now showing 1 - 5 of 5
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    Basking In reflected glory and the tactics of self-esteem maintenance
    (2013-04) Miller, Christopher Bradley
    "Basking in reflected glory" (BIRG) is the tendency to create, magnify or promote one's association with successful or desirable others. This tendency has been linked to some of the more prominent motivational drives researched in social psychology over the 20th century, including the drive to maintain cognitive consistency, the drive to be viewed positively by others (i.e., impression management), and the drive to maintain positive self-esteem. This research represents the first attempt to systematically investigate the effects of basking in reflected glory on self-esteem. In doing so, this research will rely not only on self-report measures of self-esteem, but also on a research paradigm designed to document self-esteem involvement in the absence of self-report assessment. Study 1 is a conceptual replication of prior basking in reflected glory research that includes the self-reported self-esteem. The study replicates the basking in reflected glory effect, but does not document any effect on self-esteem. Studies 2 and 3 are an attempt to demonstrate that BIRG affects self-esteem by showing that other self-esteem palliatives reduce the tendency to bask in reflected glory (Study 2), and that basking in reflected glory reduces the tendency to use other self-esteem palliatives. Studies 2 and 3 did show this substitution of self-esteem palliatives, yet continue to show no self-reported effects on self-esteem. In short, mixed results leave the self-esteem role of BIRG uncertain. The implications of these findings for basking in reflected glory, and more broadly, the self-esteem motive, are discussed.
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    Can Self-Affirmation Reduce Defensive Responses to Health Communication Messages? – The Role of Self-esteem
    (2017-06) Zhu, Xuan
    This dissertation tested whether people’s strength of self-esteem moderates self-affirmation effects on health message processing. The findings from three studies (Study 1: N = 115, Study 2: N = 294, Study 3: N = 426) with three different behavior contexts (sunscreen use, flossing, and alcohol consumption reduction) suggest that individuals’ strength of self-esteem can moderate self-affirmation effects on health message processing: people with high and low levels of self-esteem may respond differently to self-affirmation based health communication interventions in certain situations. However, despite the theoretical coherence, evident inconsistencies exist across the three studies. Therefore, at this point, a clear conclusion regarding when self-affirmation benefits people with high versus low levels of self-esteem cannot yet be reached and specific suggestions on how self-affirmation should be used in health communication practices cannot be provided. Nonetheless, this research has shown that individuals’ self-esteem levels can influence the effectiveness of self-affirmation-based health communication interventions, and sometimes not in a desirable direction. Interventionists therefore should use caution when incorporating self-affirmation elements in health communication interventions as it may have positive effects for some, but weak or even adverse effects among others.
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    Gender equality in religious education: a comparative study of catholic, evangelical and secular private schools in Guatemala
    (2013-08) Mather, Darin Mitchel
    This study assesses the effects that private religious and secular schools have on gender equality in education. Using data collected from more than twenty school site visits, various methods are used to determine if Catholic, evangelical and secular schools have divergent outcomes in key areas including gender attitudes, academic aspirations and self-image. The mechanisms by which faith may affect religious schools' outcomes are a key focus of this study. Results show that there are key differences between school types. Catholic schools score significantly higher in gender egalitarian measures but significantly lower in some self-esteem and academic confidence measures. Evangelical school students, and especially evangelical school girls, have higher academic aspirations than students from other schools. Finally, this study demonstrates that religious beliefs and values are key predictors, especially for outcomes in gender ideology and self-esteem.
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    Relationship between racial microaggression and psychological wellbeing of African American college students
    (2013-07) Helm, Charles Andre
    Many researchers have investigated the relationship between the experiences of overt racist events and psychological wellbeing (Greene, Way, & Pahl, 2006; Harrell, Hall & Taliaferro, 2003; Okazaki, 2009). The purpose of this study was to evaluate the relationship between psychological wellbeing and racial microaggressions. Psychological wellbeing is measured through classifications of depression, depressive symptoms, and self-esteem. A total of 234 African American college students completed the Racial Ethnic Microaggression Scale (REMS: Nadal, 2010); Rosenberg Self-Esteem Scale (RSES: Rosenberg, 1965), and Beck Depression Inventory (BDI: Beck, Ward, Mendelson, & Erbaugh, 1916). An analysis of the primary factors, depression, self esteem and racial microaggression was conducted. A statistically significant positive relationship between racial ethnic microaggressions and depression (BDI raw scores; r = .622, p < .001; BDI classifications r = .563, p < .001), and racial microaggression and self-esteem, (RSES; r =.206, p =.002) were found.
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    Social influences and psychological and physical well-being among female adolescent gymnasts
    (2012-06) Kipp, Lindsay E.
    The purpose of the present studies was to examine relationships among social influences (coach and teammate behaviors), psychological need satisfaction, and psychological and physical well-being among female adolescent gymnasts, using self-determination theory (SDT) as a framework. Well-being indicators included self-esteem, positive affect, and disordered eating. Indicators were chosen based on gymnasts' risk of declining well-being due to demanding practice schedules and pressure to maintain a lean body. In Study 1, competitive gymnasts (N = 303) ages 10 to 17 (M = 13.0, SD = 1.9) completed valid and reliable measures assessing SDT variables and physical maturity. A model of relationships was specified and tested using structural equation modeling. Coach autonomy-support and mastery climate were indirectly related to positive affect through coach relatedness. Friendship quality was associated with all three well-being indices through perceived competence and teammate relatedness. Post-pubertal girls reported lower perceived competence, self-esteem, and positive affect, and greater disordered eating, compared to pre-pubertal girls. Findings support SDT and highlight the processes related to well-being among female adolescent gymnasts. Study 2 tested longitudinal relationships with a subset of girls from Study 1 (N = 174). Need satisfaction and well-being indices were assessed 6 to 8 months later. Study 2 employed the time lag necessary for a more accurate test of mediation, whereby social influences predict need satisfaction over time, and need satisfaction predicts well-being over time. Coach autonomy-support, mastery climate, and performance climate positively predicted girls' perceived competence, which in turn predicted higher self-esteem and lower disordered eating. Results provide evidence for coaches as an important source of influence over time and perceived competence as a mediator of the relationship between social influence and well-being. Together, the present studies extend the knowledge base by simultaneously examining coach and peer influence, assessing psychological and physical well-being, studying theoretical relationships with a population at risk for lower well-being (i.e., female adolescent gymnasts), and employing concurrent and longitudinal designs to determine strength and stability of relationships over time.