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It simply means that high self-esteem may be accomplished as a result of high academic performance due to the other variables of social interactions and life events affecting this performance. [ 6 ] Attempts by pro-esteem advocates to encourage self-pride in students solely by reason of their uniqueness as human beings will fail if feelings of ...
The different attainments of student's performance – success or failure – which come from one's ability or effort have various implications on student's self-esteem and feelings. [13] Success resulted from one's high ability and capability leads to the sense of self-esteem and feeling of pride. [13]
Academic achievement or academic performance is the extent to which a student, ... and achievement and self-esteem among high school students: A national look" (PDF).
Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid ...
The concept of core self-evaluations was first examined by Judge, Locke, and Durham (1997) [1] [2] and involves four personality dimensions: locus of control, neuroticism, generalized self-efficacy, and self-esteem. The trait developed as a dispositional predictor of job satisfaction, but has expanded to predict a variety of other outcomes.
After either positive or negative feedback people with high self-esteem alter their perceptions of others, typically varying their perceptions of others ability and performance in a self-enhancing direction. [76] Those with low self-esteem however do not. Self-esteem level appears to moderate the use of strategic construals.
A high self-esteem would be needed for this belief of control and so the need for a sense of control may be a function of self-esteem. When applying sociometer theory, it suggests that the illusion of control is an adaptive response in order to self-regulate behaviour to cultural norms and thereby provide an individual with an increased level ...
Research on stereotype threat has shown that gender stereotypes decrease the mathematical self-esteem of many female students, and that this lack of academic confidence leads to anxiety and poorer performance on math exams. [40]