The Development Of Strong Sense Of Self Esteem

The Development Of Strong Sense Of Self Esteem Introduction The development of a strong sense of self-esteem during childhood is important since children are to withstand the family stresses, school pressures, and temptations in societies. It is also a general belief of many professionals, including researchers, educations and parents, high self-esteem in children is linked to better academic achievement and more success in life (Leary, Schreindorfer, Haupt, 1995), conversely, low self-esteem is linked to poor school performance and deviant social behaviours (Daane, 2003). This paper is to discuss whether schools should put resources for boosting self-esteem of their students so as to improve students school performance/achievements. Self Esteem and School Performance Self-esteem is a complex concept. Burns, Dunn, Brady, Starr, and Blosser (2000) explained this term as the basic developmental milestone of all children which is paramount in basic personality development. The simple definition for self-esteem is how much value that people place on themselves. Self-esteem is difficult to have an accurate or exact definition. Thus various explanations/definitions of self-esteem are listed in the figure below cited by Malbi and Reasoner (2000). Figure 1: Some Definitions of Self-Esteem Cited (Malbi Reasoner, 2000) The interpretation of self-esteem can be generalised as the extent to which an individual believes himself or herself to be competent and worthy of living. Humphrey (2004) identified the three constructs of sense of self which are self-concept, ideal-self, and self-esteem. He explained that self-esteem is an evaluation of personal worth based on the difference between ones ideal-self and ones self-concept. Lawrence (2000) mentioned that self-esteem construct is recognised today to be a major factor in learning outcomes. With reference to the various definitions of self-esteem, people with high self-esteem possess the characteristics of having higher aspiration and better global evaluation of oneself. They should be more willing to persist in dealing with initial failure and to have no sense of hopeless when recognising of their initial incapability. Furthermore they should have confidence when facing problems and get satisfaction easily from progress and success. According to Baumeister, Campbell, Krueger, and Vohs (2003), however, self-esteem can refer to an inflated, arrogant, grandiose, unwarranted sense of conceited superiority over others. Low self-esteem refers as an unfavourable or relatively unfavourable definition of self when using some common self-esteem scores. Therefore, low self-esteem can be further defined as either an accurate and well-founded understanding of a persons shortcomings or a distorted, pathological sense of insecurity and inferiority (Baumeister et al., 2003). Learning refers to acquire information and skills that one does not initially have. Effective learning can be revealed by proper measurement of school performance of students such as commonly use of GPA and achievement scores/grades. Researches have consistently shown positive correlations between how people value themselves (self-esteem), and the level of their academic achievements (school performance). Those who have higher self-esteem with confidence, generally achieve more in schools, while those who lack confidence with lower self-esteem achieve academically less. No one would argue that the majority of students in band 3 schools of Hong Kong are likely to have relatively low self-esteem as a result of feeling inadequate over not being able to read, write or spell like most others studying in the schools at the upper bands although their relatively low self-esteem may be a result of other experiences beginning in childhood (Lawrence, 2000) or problematic distribution of self-es teem scores. Furthermore, many educators and administrators believe that one of possible sources of self-esteem may be academic achievement. Good academic results could enhance a students sense of worthiness and competence (Naderi, Abdullah, Aizan, Sharir, Kumar, 2009). It is found in a research that self-esteem and academic achievement seem to be most highly related between the years of about seven to fifteen (Malbi Reasoner, 2000). However, the enthusiastic claims of the self-esteem movement are not sustainable in view of some selected researches to be discussed in the following section. In fact the effects of self-esteem on academic achievement are small, limited, and not all good. A Myth of Self-Esteem In 1986, the Californian government funded a task force annually with the huge amount of money to boost the self esteem of her citizens aiming at the reduction of some social problems, such as unwanted pregnancy and school failure, as well as subsequently the contribution of the taxpayers. Disappointingly, the literature review done by this task force shown low associations between self-esteem and its presumed consequences (Smelser, 1989). Albert Ellis, a reputable clinical psychologist, claimed that self-esteem was the greatest know to man or woman because it was conditional so that people would be in more favourable conditions if they stopped trying to force themselves to believe they are worthy. Self-esteem movements are a distinctive feature of individualist cultures in western countries like the US but the same concerns are rare in collective cultures like Japan. That indicates that self-esteem is not a universal human motive but rather an artefact. The effect of self-esteem on a childs school performance can be examined in two aspects: the correlation and the causal relationship between self-esteem and school performance. Positive but Weak Correlation Many researchers investigated the correlation between self-esteem and academic achievement in recent years. However, only some of them, like Maruyama, Rubin, and Kingsbury (1981), found that high self-esteem facilitates academic achievement. Self-esteem is multidimensional, which can refer as either academic self-esteem, physical appearance self-esteem or global self-esteem. Many researches in which showed positive correlation were generally used global self-esteem instead of academic self-esteem for their measurements that reduced the confidence of their outcomes and results. Pullmann and Allik (2008) found that only a limited correlation between self-esteem and academic achievement. Indeed they identified in their studies that low general self-esteem did not necessarily signal a poor academic achievement. By contrast, their research results showed that low, but not high as the general belief, self-esteem is a significant predictor of good school performance. In addition, Naderi et al. (2009) found in their studies done in Iran that self-esteem is not significantly related to academic achievement and they concluded that self-esteem and academic achievement might be confounders to each other. According to the research findings from Marsh and OMara (2008), prior self-esteem has only small positive effect on subsequent academic achievement. From the studies of Hansford Hattie (1982) with more than 200,000 participants also showed that a significant positive but weak correlation with average r between +.21 and +.26. In addition, r ranged from .10 to .03 of which reflected very weak correlation was found in the research on standard achievement tests done by Davies and Brember (1999). Similarly, research of students most recent semester grades in Maths and English by Bowles (1999) showed very weak correlation of r=.29. Kugle, Clements, and Powell (1983) conducted a similar research using scores on a reading achievement test as school performance which gave the result of r=.18 indicating very weak correlation. Another research by Simon and Simon (1975) proved the correlation between self-esteem and scores on achievement tests/IQ test scores was weak with r=.33 although it was significant. Zimmerman, Copeland, Shope, and Dielman (1997) asked students for general ratings of their grades in the studies. They concluded that high self-esteem could lead to better school grade but the correlation was very weak. Rubin, Dorle, Sandidge (1977) concluded for their research on measuring achievement and teachers rating of students behaviour and performance that practical significance between self-esteem and academic achievement is negligible. All in all, a number of researches support that self-esteem and school performance shows positive correlation but the relationship is weak and ambiguous. High-esteem and good school performance go together in many circumstances but there is no indication of causal conclusion whether self-esteem is a cause or a result of school performance. Positive but Bi-directional Causal Relationship It is interested to understand on whether self-esteem causes educational success or the other way round. In addition many researchers investigated the effectiveness of using self-esteem intervention program in schools on escalating the self-esteem of students so as to improve their academic performance. Could there be other variables responsible for the correlation between self-esteem and school performance as proved in many researches? Bachman and OMalley (1977) found that no significant causal influence between self-esteem and achievement in the high school context with the examination of longitudinal data by utilizing a priori model relating self-esteem and academic achievement of young males. Another study by Maruyama et al. (1981) also showed no significant relationship existed between self-esteem and school achievement. They revealed that self-esteem and academic achievement were not causally related to each other. In the study of about 1,900 boys who were at 10th-grade and 12th-grade (Rosenberg, Schooler, Schoenbach, 1989), the researchers only found modest causal relationship leading from school grades to self-esteem and, not surprisingly, extremely weak causal relationship leading from self-esteem to educational attainments. Thus they concluded that there was no solid evidence to support that self-esteem affected school results, instead self-esteem seemed to be the result of good school performance. Furthe r in the study conducted in Norway by Skaalvik and Hagtvet (1990), they found that doing well in school on year led to higher self-esteem the next year for the 600 samples of Norwegian students in two cohorts. They concluded that the self-concept of ability mediated the relation between global self-esteem and school performance. In addition they identified that there was no strong causal relation between self-esteem and school performance. Bachman and OMalley (1986) conducted a longitudinal study on more than 1,600 students at 10th-grade with the conclusion that there was no obvious causal relation between self-esteem and educational attainment. They also found that self-esteem was a result from good school performance, rather than a cause and the global self-esteem had a negligible relationship to eventual educational attainment. In addition they found that third variables like family background or ability were responsible for the relationship between self-esteem and school performance, though it was a very weak correlation. Regarding the effect of self-esteem intervention program on school performance, the research by Scheirer and Kraut (1979), in which it aimed at boosting self-esteem and hence improving study skills, revealed that no association between self-concept change and educational attainment. This view is also supported by Forsyth and Kerr (1999) in their field experiment of self-esteem intervention for college students. They found that boosting self-esteem could have negative impact on students academic achievement. Thus the findings of this experiment support that high self-esteem leads to low academic performance. Based on the above evidences, positive causal relationship between self-esteem and school performance exists but it seems to be a bi-directional one. It is also important to note that other varaibles, such as family, ability and socioeconomic status, are also responsible for the correlations between self-esteem and academic achievements. Conclusion According to the findings of Dalgas-Pelish (2006), it might be beneficial to offer self-esteem enhancement education, which could be incorporated into curriculum in schools, to children to improve their feelings about themselves. Then a child who is exposed to self-esteem enhancement programs may be better equipped to face decisions that are usually made in schools and homes. However the risk is that boosting self-esteem may lead to inflated self-esteem, i.e. students may overestimate themselves. Inflated self-esteem may also increase the risk of violence and self-defeating behaviours in schools. In accordance with most of the researches, it is certain that there are some benefits of high self-esteem on school performance but this is only minimal and most of the time the effects are difficult to notice. Even in some researches indicate that childrens academic achievements could be worse off due to their high self-esteem. It is evident that self-esteem makes little difference in school performance and it is not wise and not justify for putting a lot of scarce educational resources, in particular in Hong Kong, by boosting self-esteem of children in schools and then looking for unrealistic hope for having significant improvements in students academic achievements. However, this does not mean that educators do not need to put effort on boosting their students self-esteem since this is important for them to bounce back after failure, in particular academic failure, and try again. In general, high self-esteem can make students feel good so that their school performance could be reinforced by other third variables, such as self-control, which are responsible for the correlation between self-esteem and academic achievement.

Vaccine Testing :: essays research papers

HIV Vaccine Testing in Africa   Ã‚  Ã‚  Ã‚  Ã‚  The United Nations estimates that 5.8 million people per year become infected with the immunodeficiency virus (HIV). Ninety percent of these infections occur in sub- Saharan Africa, where infected persons do not have access to antiviral therapy. Approximately 2.4 million Africans died of AIDS in 2002, and 3.5 million occurred in the region. Where in the United States $12,000-$15,000 is usually spent on treating an HIV-infected person per year, only $6 is spent annually per person in Uganda.   Ã‚  Ã‚  Ã‚  Ã‚  The only method presently available to prevent the spread of HIV in less-developed countries is counseling against the behaviors that increase the risk of infection. It’s obvious that a vaccine would be more beneficial to these countries. There are several HIV vaccines in various stages of development that need to be tested to see their effectiveness. It seems reasonable to carry out such trials in less-developed countries.   Ã‚  Ã‚  Ã‚  Ã‚  Since 1984, when HIV was identified as the cause of AIDS, the development of a HIV vaccine has been a goal for the science world. Researchers have many different strategies that may lead to an effective HIV vaccine. Scientists take small parts of the HIV virus and change them in a laboratory to create synthetic copies. The experimental vaccines do not use whole or live HIV. The vaccines cannot cause HIV or AIDS. The vaccines being tested should produce either antibodies or cytotoxic T cells to fight the infection.   Ã‚  Ã‚  Ã‚  Ã‚  There are several types of experimental HIV vaccines. A peptide vaccine is made of tiny pieces of proteins from the HIV virus. The recombinant subunit protein vaccine is made of bigger pieces of proteins from the HIV virus. Examples of a recombinant subunit protein are gp120, gp140, or gp160 produced by genetic engineering. The DNA vaccine uses copies of a small number of HIV genes which are inserted into pieces of DNA called plasmids. The HIV genes will produce proteins very similar to the ones from real HIV. A live vector vaccine is made of HIV genes that have been taken out of the virus and altered. The genes are inserted into another vector, which carries them into the body’s cells. The genes in turn produce proteins that are normally found on the surface of the HIV virus. This type of vaccine most resembles the HIV virus but isn’t harmful. Many vaccines that are used today, like the smallpox vaccine, use this method. A vaccine combination uses a ny two vaccines, one after another, to create a stronger immune response. Vaccine Testing :: essays research papers HIV Vaccine Testing in Africa   Ã‚  Ã‚  Ã‚  Ã‚  The United Nations estimates that 5.8 million people per year become infected with the immunodeficiency virus (HIV). Ninety percent of these infections occur in sub- Saharan Africa, where infected persons do not have access to antiviral therapy. Approximately 2.4 million Africans died of AIDS in 2002, and 3.5 million occurred in the region. Where in the United States $12,000-$15,000 is usually spent on treating an HIV-infected person per year, only $6 is spent annually per person in Uganda.   Ã‚  Ã‚  Ã‚  Ã‚  The only method presently available to prevent the spread of HIV in less-developed countries is counseling against the behaviors that increase the risk of infection. It’s obvious that a vaccine would be more beneficial to these countries. There are several HIV vaccines in various stages of development that need to be tested to see their effectiveness. It seems reasonable to carry out such trials in less-developed countries.   Ã‚  Ã‚  Ã‚  Ã‚  Since 1984, when HIV was identified as the cause of AIDS, the development of a HIV vaccine has been a goal for the science world. Researchers have many different strategies that may lead to an effective HIV vaccine. Scientists take small parts of the HIV virus and change them in a laboratory to create synthetic copies. The experimental vaccines do not use whole or live HIV. The vaccines cannot cause HIV or AIDS. The vaccines being tested should produce either antibodies or cytotoxic T cells to fight the infection.   Ã‚  Ã‚  Ã‚  Ã‚  There are several types of experimental HIV vaccines. A peptide vaccine is made of tiny pieces of proteins from the HIV virus. The recombinant subunit protein vaccine is made of bigger pieces of proteins from the HIV virus. Examples of a recombinant subunit protein are gp120, gp140, or gp160 produced by genetic engineering. The DNA vaccine uses copies of a small number of HIV genes which are inserted into pieces of DNA called plasmids. The HIV genes will produce proteins very similar to the ones from real HIV. A live vector vaccine is made of HIV genes that have been taken out of the virus and altered. The genes are inserted into another vector, which carries them into the body’s cells. The genes in turn produce proteins that are normally found on the surface of the HIV virus. This type of vaccine most resembles the HIV virus but isn’t harmful. Many vaccines that are used today, like the smallpox vaccine, use this method. A vaccine combination uses a ny two vaccines, one after another, to create a stronger immune response.

The advantages and disadvantages of encouraging more migrants into the United Kingdom

There are many negative points about migrants coming into our country, but there are just as many positive points. But how many migrants are too much, and how can we say stop to migrants when they are the foundation of today's society? Different groups around the world have been migrating into England since the early Iron Age. The first settlers to arrive in England were during the expansion of the Proto-Celtic movement, in about 500 BC. Then between 300 and 500 AD, the great migration movement started; England was bombarded with new settlers from all around Europe. There were the Angles and Saxons from modern Germany: the estimated total number of Germanic settlers varies between 10,000-200,000. There were also many Scandinavians tribes migrated into England between the late 8th century into the early 11th century, like the Vikings and the Varangians. As you can see migrants are the foundation of today's society, all of our ancestors were originally from somewhere else. So why is it a problem for migrants to be coming into our country in this century? The problem is that England being a small country can't physical cope with the demand for more living space. England already has a high birth rate and increased numbers of older people are living longer. So how can we cope with the non-stop flow of migrants coming into our country? From about 1991 to 2001 the population increased rapidly due to migrants coming into the country and starting families. More than one in 10 now living in the UK is foreign born, and one in 3 people living in London was also foreign born. About 8.2% of the English population was born in a different country but have been living in England. â€Å"letting the UK population spiral out of control, as the Government has done in recent years, will make Britain increasingly vulnerable to resource problems as the 21st century unfolds and is a recipe for future insecurity.† OPT, Optimum Population Trust If we don't act now against population rise, England could face the same problems as India and China. Will England be forced into sterilizing a vast number of women and men? â€Å"The UK's population is also forecast to grow by 40 per cent over the next seven decades, from 61 million today to over 85 million by 2081† Office for National Statistics The rise in migrants and asylum seekers has lead parts of the UK to major impact problems; one being the need for more housing. Many of the migrants and asylum seekers that come into the country don't have anywhere to live; because they are the government main concern to house as quickly as possible, they are on priority list to get council house. â€Å"Foreign migrants are being favoured over UK citizens when it comes to social housing, around 11% of new migrants have been allocated social housing.† First online This means that many British people waiting a house won't be given one as quickly as a non-born resident. Another problem with the high amount of migrants and mainly asylum seekers is that they are being given benefits. Asylum seekers are not allowed to work until they have been granted a place to stay in England as a Refugee. This has caused elevated rises in many asylum seekers not working, 3 out 10 are not working. As the rise migrants workers come into the country, there are fewer places for British born people to find work. Most public service jobs have been taking by the migrants and most health services have hired workers from other countries. â€Å"The hotels and shops in my remote Scottish community are filled with workers from the EU, now there are no jobs for the local young people, so most of them on into close towns or cities.† Geva Blanette BBC news talk night Another factor which is a disadvantage of migrants is the increase of malaria, HIV and TB. Many British born children are immune from malaria, HIV and TB, and England didn't fear these 3 killing diseases as much as other countries. But as the amount of migrants and asylum seekers increase, the amount of cases of these disease increases. Facts show that, 70% of individuals diagnosed with HIV, TB and malaria in England, Wales and Northern Ireland were non-UK born. Most of the migrants infected with these diseases are from devolving counties, 45% of non-UK born tuberculosis cases originated from South Asia and 39% from sub-Saharan Africa. Could the government being doing more to try and stop this rise of 3 killer diseases. The facts are that England just doesn't have room to accommodate all these migrants and provide them all with a job and we don't need to be burdened with an outburst of diseases. Migrants are coming into our country and bringing new foods, new materials and more workers. We should encourage these new ethnic ideas and ways of living. These foreign workers are happy to do the jobs which English workers aren't happy to do; they also tend work harder for the same money. â€Å"Migrants work harder, earn more and pay more tax than Britons!† Home Office So if we do send these migrants home who will do the jobs that were happy to do? Whole sectors of the economy and many public services have become highly dependent on migrant labour, and would collapse overnight if those workers were no longer available One major industry that relies greatly on migrants is the health sector, 30% are doctors and well over 10% of nurses. In education, overseas teachers play an important role in staffing schools, and a growing number of London education authorities are recruiting staff directly from abroad. The rapid increase in demand for workers in the IT industry means that over 50,000 people have been recruited. â€Å"It also suggested that the work ethic of the new arrivals was also having a positive impact on British workers† the independent Migrant workers contributed à ¯Ã‚ ¿Ã‚ ½6 billion to the country's economic growth last year and earned, on average, higher wages than the British workers. â€Å"High levels of skills – higher on average than the UK natives and that employ migrants found them to be harder workers and reliable â€Å". Home Office Migrants are becoming part of the foundation of our society they are the strawberry pickers, the dentists, the doctors, the nurse's, carers, taxi drivers, cleaners, bus drivers, waiters and train drivers. We need them to help us make a better life. There has been much discussion in the media on the idea that migrants may have a big effect on employment and befits for British-born workers, but there is little evidence little on effect employment or befits. â€Å"The overwhelming majority of empirical studies agree that there is essentially no statistically significant effect of immigration on labour market outcomes† Glover The population rose by 189,000, due to the high number of migrants and also people leaving the country. This steady increase over the last decade has shown that the UK can't cope with the massive growth. But the government figures show that migration has given the UK a life line to an economy suffering from lack of skills and struggling to support growing bills. I personally feel that we should allow people from different countries and races to work in The UK; I feel that the UK can befit greatly by the mixed culture and races. The need for migrant workers is shown by many facts and I believe that they can make a huge difference for our economy. But I also feel that the government should be doing more to stop un-wanted people coming into our country who are not prepared to work. The government should have stricter laws and rules on who should be allowed into the UK.

Essay Eating Disorders in Adolescents - 1302 Words

Eating Disorders in Adolescents The eating disorders anorexia nervosa and bulimia nervosa are complex psychosomatic illnesses. Underlying biological diatheses related to the regulation of mood, hunger, satiety, weight control, and metabolism, combined with psychological and sociocultural vulnerabilities, place an individual at risk for developing an eating disorder (Kaplan and Garfinkel, 1993). The American Anorexia Nervosa Association defines anorexia as a ‘serious illness of deliberate self-starvation with profound psychiatric and physical components.’ It is a complex emotional disorder that initiates its victims on a course of unsettled dieting in pursuit of excessive thinness (Neuman and Halvorson, 1983).†¦show more content†¦The primary symptom of anorexia nervosa is severe weight loss. While this is one of the major criteria for making the diagnosis, it is believed the 25 percent reduction to be misleading (Neuman, 1983). It is often incorrectly assumed that anorexics were previously obese. While the disorder is often preceded by ‘normal’ dieting, only one-third of anorexics have been overweight and most of these only mildly so. Two-thirds have never been overweight, although they may have been the targets of comments regarding their physical development (Neuman, 1983). Anorexia is often preceded by a stressful life situation. This may range from a family conflict or major changes such as a change in schools, a family move, the loss of a boyfriend or girlfriend, or an illness. Change, in general, seems to be particularly stressful for anorexic individuals. The childhood history of those who develop anorexia typically reveals a ‘model child.’ Many anorexics describe themselves as ‘people pleasers.’ As children, they are often described by parents and teachers as introverted, conscientious, and well behaved. They tend to be perfectionists and compulsive, and thus, overachievers (Neuman, 1983). Depressive, obsessiona l, hysterical, and phobic features are also common with anorexia. Bulimia, also known in the media as ‘bulimarexia,’ ‘binge-vomiting’ and gorge-purging,’ is an eating disorder similar to chemical dependency (Cauwels,Show MoreRelatedEating Disorders in Adolescents1223 Words   |  5 PagesEating Disorders in Adolescents Eating Disorders in Adolescents Introduction Eating disorder in adolescents is a source of grave alarm. An effective definition of eating disorders, as they are evident in school surroundings, describes victim of eating disorder as being extensively anxious and conscious about food, weight, and body shape. This results in being engaged in strange eating behaviors (Gowers Bryant-Waugh, 2004). This paper seeks to investigate the effects of eating disorders on adolescentsRead MoreEating Disorders in Adolescents1468 Words   |  6 PagesEating is a basic survival behavior. 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