Self-esteem

Self-esteem

Introduction

Self-esteem describes persons overall sense of personal value or how much one appreciate oneself. It goes hand in hand with task interest in that with high self-esteem, there is an excellent performance, and with low self-esteem, there is a little performance of work. In this paper, ten sources of annotated bibliography are discussed below regarding self-esteem and task interest.

Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170.

This study examined how online engagement in learning courses can be affected by personal factors of students; therefore, the study aimed at filling the gap. In this study, students were chosen, including 153 graduates and 152 postgraduates who enrolled in online courses at the university. The investigation carried out on how self-esteem, self-efficacy and self-regulation can predict engagement of students regarding behavioural, cognitive and emotional factors. The results revealed that self-esteem, self-efficacy and self-regulation were not only correlated positively with student’s emotional and cognitive engagement factors but also negatively correlated with behavioural factors.

Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., & Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and individual differences, 23, 158-162.

This study aimed at predicting achievement on academics at the end of Junior high school about personality traits, gender. The research was carried out by both male and females in an eighth-grade junior school located in Rome. Investigations carried out at the beginning of eighth grade, and hierarchical analysis used in predicting academic achievement at the end of the year. The results showed strong stability in academic achievement between the previous and later years. It also showed that academic performance could not be predicted by self-esteem..

Baumeister, R. F. (Ed.). (2013). Self-esteem: The puzzle of low self-regard. Springer Science & Business Media.

This study examined how self -esteem has a powerful impact on behaviour, emotions, motivation, among others. Scales for example the Rosenberg, the Revised Janis-Field were used to test on self – esteem one month earlier. The results showed that people with high self-esteem have positive views on themselves, unlike those with low self-esteem. Those also with high self-esteem, have well-defined self- concept and self-description, unlike those with low-esteem.

Bong, M., Cho, C., Ahn, H. S., & Kim, H. J. (2012). Comparison of self-beliefs for predicting student motivation and achievement. The Journal of Educational Research, 105(5), 336-352.

In this study, the researchers examined how academic achievement among age groups can be affected by self-esteem, self-efficacy and self-concept. The research carried out in investigating the academic performance in mathematics and language arts in middle school students in Korea and mathematics performance in elementary school students. Test anxiety and value of the task were the hypotheses used between these relationships. It reported that there was a higher academic performance in middle school than elementary school and in mathematics than in language arts.

Toma, C. L. (2013). Feeling better but doing worse: Effects of Facebook self-presentation on implicit self-esteem and cognitive task performance. Media Psychology, 16(2), 199-220.

In this study, self-affirmation theory used to predict about the presentation of oneself on Facebook profile concerning the cognitive task. Participants were assigned randomly to examine their own or strangers profile. Their report was full of biases since they raised their profile and lowered for the strangers, which decreased the motivation to perform well. The results showed the contribution to self-affirmation theory and also the effects of self –presentation online.

Di Giunta, L., Alessandri, G., Gerbino, M., Kanacri, P. L., Zuffiano, A., & Caprara, G. V. (2013). The determinants of academic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy. Learning and individual Differences, 27, 102-108.

Self-esteem, personality traits and self-efficacy beliefs examined in high school on how it contributed to academic performance. SEM analysis used to understand the relationship of the above characteristics. It showed that self-esteem and openness were related which increased student’s academic self-efficacy. Results showed that student’s personality contributed to student’s beliefs in performing well. Therefore students need to be aware of their nature to improve and motivate them in learning.

Somerville, L. H. (2013). The teenage brain: Sensitivity to social evaluation. Current directions in psychological science, 22(2), 121-127.

In this study, the way the adolescent is being evaluated and thought of are examined. It evaluates the way the brain works and develop. While processing information, adolescents responded with high

Emotional intensity. The research findings were that.

brain development related to social behaviour and discussed ways on how brain development might lead adolescents to social evaluation

. Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, anxiety at school and self-esteem in children with learning disabilities. Journal of psychological abnormalities, 1-8.

This study examined the fact that pupils with disabilities in learning may develop anxiety symptoms and depression because of low self-esteem research aimed at comparing anxiety, level of depression and self-esteem with disabilities in education. The participants were 132 children with the age of 9. The results were that pupils with learning disabilities showed a higher level of depression, anxiety and low self-esteem as compared to those with typical learning.

Weisskirch, R. S. (2013). Family relationships, self-esteem, and self-efficacy among language brokering Mexican American emerging adults. Journal of child and Family Studies, 22(8), 1147-1155.

In this study, brokering of language, family obligation, parental alienation are investigated as building self-efficacy and how language negotiating relate to self-esteem. This study was carried out by 75 Americans, and the results showed that language brokering was led by less parental support which led to low self-efficacy.

Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies. Psychological bulletin, 139(1), 213.

This study examined how self-esteem and depression are strongly related and that low self-esteem leads to depression. Available longitudinal data were analyzed to evaluate low self-esteem and depression. A random-effect model was used to examine the effects of the two variables. The findings were that low self-esteem led to depression, and increasing self-esteem reduces the risk to depression.

Conclusion

In conclusion, self-esteem corresponds to task interest in that with self-esteem, there is a change in behaviour and personality trait. In most cases, it affects academic performance in students whereby with low-esteem, production lowered. Self-esteem also affects mental health as it leads to disorder.

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