SELF ESTEEM

SELF ESTEEM

Introduction

Various researchers have conducted researches on self-esteem and defined it in various ways. However, these definitions simply refer to the same concepts. Self-esteem can be defined as the individuals own evaluation of self-concept (Campbell, Krieger & Vohs, 2005). This is therefore, the self-value and worth when an individual judges himself. Studies reveal that different cultures affect the level of self-esteem in individuals. For instance, in an individualistic culture; people have a high self-esteem compared to collectivistic culture. Individual’s self-esteem can be rated by asking straightforward questions on how they feel about themselves. Those with high self esteem answer positively and there responses may include, “I am proud of whom I am”, “I feel I have the right quality to perform this task” among others. On the other hand, those with low self-esteem are likely to provide such like responses, “I wish I was the one going abroad”. Whichever way we judge or presume to be, is all dependant on the relationships we have, abilities, talents, success, level of attainment of goals and many others. Self-esteem is also affected by how we are judged or perceived by others. For instance, a person will feel good when the comment coming from another is positive and vice versa. It is also a good measure of whether a person is happy and satisfied with life or not.

Controversies that have surrounded the idea of self-esteem are under scrutiny by many researchers especially about self-esteem among individual and their social life. One development in this area is the development of contingency of self-worth (Baumgardner &Crothers, 2009, p. 189). This paradigm is against the usual classification of self-esteem as either high or low. However, it postulates that individual exhibit different self-esteem depending on the situation in a specific domain. For example, an individual may be best in one area and poor in another area and vice versa (Baumgardner &Crothers, 2009, p. 189). Therefore, it implies that people may demonstrate different self-esteem in different circumstances. For instance, a person may have self-pride in athletic ability but not good in physical health. To demonstrate how this is applied, a contingent scale has been developed that helps to assess the feelings of self worth of individuals. Various domains in the contingent model of self are important in determining the behaviors of individuals. Some of the contingents that have been developed to try to assess the self worth of individuals are approval of others, appearance, competition, academic competence, family support, virtue and God’s love (Baumgardner &Crothers, 2009, p. 189). These are guiding qualities that individuals are supposed to respond to. For instance, about God’s love, an individual states or expresses his/her views and feelings about God’s Love.

Pursuant of self-esteem may be harmful to other people when they feel that they are not worth. They may also be harmful when they are not respected and/or mistreated by others or perceived negatively by others. These circumstances may cause some of them to take harsh measures in dealing with other people such as fighting and using abusive language.

Self-esteem can be affected either positively or negatively. Parents can help develop high self-esteem or low self-esteem in their children through the various ways they talk to their children. Some of the threats to self-esteem that are demonstrated by parents are a statement such as giving, threats, bribing and criticizing. Example of a bribe is telling a child to perform a task by promising a token. However, such threats may be useful in letting the children or any other person do certain task. For instance, a person with low self-esteem may be threatened to do a task that otherwise would not be done. Therefore, certain occasions requires that threats are used to trigger action.

References

Baumeister, R. Campbell, J., Krieger, J., & Vohs, K. (2005). Exploding the self-esteem myth. Scientific American, 292, 84-91.

Baumgardner, S. R. & Crothers, M. K. (2009). Positive psychology. Upper Saddle River, NJ: Prentice Hall.