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During school-aged years, academic achievement is a significant contributor to self-esteem development. [6] Consistently achieving success or consistently failing will have a strong effect on students' individual self-esteem. [43] However, students can also experience low self-esteem while in school.
Self-esteem stability refers to immediate feelings of self-esteem which, generally, will not be influenced by everyday positive or negative experiences. [1] In contrast, unstable self-esteem refers to fragile and vulnerable feelings of self-esteem which will be influenced by internally generated, such as reflecting on one's social life, and externally received evaluative information, for ...
Similar results were found in a study conducted by Dr. Lauren Shapiro and Dr. Gayla Margolin. Their study found that social media has a positive impact on the development of adolescents’ social relationships. [12] The researchers administered self-report questionnaires to gather these findings.
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]
Self-knowledge is a component of the self or, more accurately, the self-concept. It is the knowledge of oneself and one's properties and the desire to seek such knowledge that guide the development of the self-concept, even if that concept is flawed. Self-knowledge informs us of our mental representations of ourselves, which contain attributes ...
Very high levels of core self-evaluations, a stable personality trait composed of locus of control, neuroticism, self-efficacy, and self-esteem, [43] may lead to the overconfidence effect. People who have high core self-evaluations will think positively of themselves and be confident in their own abilities, [43] although extremely high levels ...
When studying the link between self-esteem and positive illusions, Compton (1992) identified a group which possessed high self-esteem without positive illusions, and that these individuals weren't depressed, neurotic, psychotic, maladjusted nor personality disordered, thus concluding that positive illusions aren't necessary for high self-esteem ...
The importance of the role of students’ self-efficacy can increase their ability to master lecture material and to be able to control themselves from stressful situations. During the active phase of pandemic, the students needed high self-efficacy to be able to face the pressure and be able to adapt quickly to new elements, like online learning.