The relationship between self-esteem level, self-esteem stability, and cardiovascular reactions to performance feedback

The authors examined the notion that individuals with unstable high self-esteem possess implicit self-doubt. They adopted the framework of the biopsychosocial model of challenge and threat and assessed spontaneous cardiovascular reactions in the face of success versus failure performance feedback. Study 1 revealed predicted interactions between feedback condition, self-esteem level, and self-esteem stability, such that participants with unstable high self-esteem exhibited relative threat (a negative reaction) in the failure condition, whereas those with stable high self-esteem exhibited relative challenge (a positive reaction). Study 2 replicated these results and provided additional evidence against plausible alternative explanations.     

Stability of self-esteem as a moderator of the relation between level of self-esteem and depression

The hypothesis that stability of self-esteem would moderate the predictive relationship between level of self-esteem and depression was tested. Specifically, level of self-esteem was hypothesized to relate more strongly to subsequent depression for individuals with stable self-esteem than for individuals with unstable self-esteem. Results strongly supported this hypothesis. Implications for the relation between level of self-esteem and depression, and for the moderator variable approach to personality and prediction, are discussed.     

Role perceptions, satisfaction, and performance: moderating effects of self-esteem and organizational level

The moderating effects of organizational level and self-esteem on the relationships between role perceptions (i.e., role ambiguity and role conflict) and employee satisfaction and performance were examined. Previous research suggested that self-esteem, as an indicator of perceived self-competence, should act as a buffering element contingent upon an individual's organizational level. To test this possibility, data were collected from a sample of 161 hospital professional and support personnel. It was hypothesized that the negative effects of role ambiguity and conflict on satisfaction and performance would be attenuated by high self-esteem at lower organizational levels. Two of the four predicted interactions (ambiguity-satisfaction and conflict-performance) were obtained. The importance of considering the combined effects of both situational and individual difference variables as potential buffers against aversive role perceptions was discussed.     

Age differences in instability, contingency, and level of self-esteem across the life span

We investigated age differences in instability, contingency, and level of self-esteem from age 13 to 72 years, using data from 1386 individuals who participated in a diary study over 25 days. Instability and contingency of self-esteem decreased from adolescence to old age, whereas level of self-esteem increased. Big Five personality traits predicted the level, but not the slope, of the trajectories of self-esteem characteristics. Age differences in self-esteem characteristics did not merely reflect age differences in instability and level of positive and negative affect. Finally, self-esteem characteristics showed a stable pattern of interrelations across the life span. Overall, the findings suggest that people’s self-esteem tends to become better adjusted—i.e., more stable, less contingent, and higher—across the life course.     

Self-esteem reconsidered: unstable self-esteem outperforms level of self-esteem as vulnerability marker for depression

Previous studies have built up evidence that an unstable self-esteem is associated with vulnerability to depression and that it outperforms level of self-esteem as a predictor for symptoms of depression. However, most of these studies have used student samples exclusively to investigate the role of self-esteem instability in depression vulnerability. Our present study used samples of currently depressed inpatients, formerly depressed individuals, and never-depressed controls to investigate the relationship between self-esteem instability and depression. In addition, we examined the predictive validity of self-esteem instability in predicting future depressive symptoms. The results indicate that self-esteem instability is associated with depression and vulnerability to depression. Furthermore, self-esteem instability interacted with perceived stress variability and depressed mood variability in predicting future depressive symptomatology at six months follow-up. These results are in line with the diathesis-stress model and support the hypothesis that self-esteem instability might be more important than level of self-esteem in predicting vulnerability to depression.     

Executive self, self-esteem, and negative affectivity: relations at the phenotypic and genotypic level

Complementary approaches examined the relations among executive self, self-esteem, and negative affectivity. A cross-sectional (N = 4,242) and a longitudinal (N = 158) study established that self-esteem mediated the relation between executive self and negative affectivity. A 3rd study (N = 878 twin pairs) replicated this pattern and examined genetic and environmental influences underlying all 3 phenotypes. Covariation among the 3 phenotypes reflected largely common genetic influences, although unique genetic effects explained variability in both executive self and negative affectivity. Executive self was influenced by shared environmental influences unique from those affecting self-esteem and negative affectivity. Non-shared environmental influences accounted for the majority of variance in each construct and were primarily unique to each. The unique genetic and non-shared environmental influences support the proposition that the executive self, self-esteem, and negative affectivity capture distinct and important differences between people.     

Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression

This study investigated the prevalence of bullying and victimization among students in grades 7 and 8. It also explored the relationship of bullying and victimization to gender, grade level, ethnicity, self-esteem, and depression. Three survey instruments were used to obtain data from a convenience sample of 454 public school students. Twenty-four percent reported bullying involvement. Chi-square tests indicated significantly more male than female bullying involvement, seventh graders reported more involvement than did eighth graders, and there were no statistically significant differences in involvement based on ethnicity. Both bullies and victims manifested higher levels of depression than did students who were neither bullies nor victims. There were no significant differences between groups in terms of self-esteem.     

Stability and level of self-esteem as predictors of anger arousal and hostility

We examined stability of self-esteem and level of self-esteem as predictors of dispositional tendencies to experience anger and hostility. We reasoned that individuals with unstable high self-esteem would report especially high tendencies to experience anger and hostility, and that individuals with stable high self-esteem would report particularly low tendencies. We expected individuals with stable and unstable low self-esteem to fall between these two extremes. These predictions were derived from an analysis of anger and hostility that emphasized the instigating role of threats to self-esteem. Stability of self-esteem was assessed through multiple assessments of global self-esteem in naturalistic settings. Results revealed the predicted pattern for the tendency to experience anger and a "motor" component of hostility. The importance of considering both stability and level of self-esteem in analyses of anger and hostility is discussed.     

Collective self-esteem, personal self-esteem, and collective efficacy in in-group and outgroup evaluations

In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study examined whether self-esteem is better measured at a collective (collective self-esteem [CSE]) than a personal level (personal self-esteem [PSE]). It was expected that subjects high in CSE would engage in more in-group favoritism (measured by in-group evaluations), whereas those low in CSE would engage in more outgroup derogation (measured by outgroup evaluations). No effect for PSE was predicted. Furthermore, the study explored whether perceptions of collective efficacy may underlie this relationship. Subjects played a public goods task. The in-group's outcome was compared to the outcome of other relevant outgroups, enhancing pressures towards intergroup differentiation. Consistent with the predictions, subjects high in CSE evaluated in-group members more positively than those in low CSE (i.e., in-group favoritism), whereas subjects low in CSE evaluated outgroup members more negatively than those high in CSE (i.e., outgroup derogation). Also in line with our predictions, no effect for PSE was found. Perceptions of collective efficacy appeared to be a mediator of the effect of CSE.     

Sex, body-esteem and self-esteem

This study investigated the relationship between body-esteem and self-esteem among 215 young men and women (ages 18 to 25 years). It was expected that concern with weight and shape would be strongly associated with women's self-esteem, while men's self-esteem would be more closely linked to concerns about their fitness. Multiple regression analyses indicated that perceived attractiveness and the salience of weight and shape were significant predictors of self-esteem among women. Among men, the significant predictors of self-esteem were perceived attractiveness, body disparagement, and perceived strength and fitness.     

Collective self-esteem, personal self-esteem, and collective efficacy in in-group and outgroup evaluations

In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study examined whether self-esteem is better measured at a collective (collective self-esteem [CSE]) than a personal level (personal self-esteem [PSE]). It was expected that subjects high in CSE would engage in more in-group favoritism (measured by in-group evaluations), whereas those low in CSE would engage in more outgroup derogation (measured by outgroup evaluations). No effect for PSE was predicted. Furthermore, the study explored whether perceptions of collective efficacy may underlie this relationship. Subjects played a public goods task. The in-group's outcome was compared to the outcome of other relevant outgroups, enhancing pressures towards intergroup differentiation. Consistent with the predictions, subjects high in CSE evaluated in-group members more positively than those in low CSE (i.e., in-group favoritism), whereas subjects low in CSE evaluated outgroup members more negatively than those high in CSE (i.e., outgroup derogation). Also in line with our predictions, no effect for PSE was found. Perceptions of collective efficacy appeared to be a mediator of the effect of CSE.     

Depression, low self-esteem and mindfulness

Negative biases in processing information about the self have long been recognised as a central feature in the development and maintenance of clinical depression. In practice, however, it may not be easy to distinguish between patients whose negative thinking about the self is primarily an aspect of current mood state, and those for whom it represents a reflection of more enduring issues (low self-esteem). The paper speculates that, in both cases, metacognitive awareness (acceptance of the idea that thoughts, assumptions and beliefs are mental events and processes rather than reflections of objective truth) may be an important precursor to active engagement in therapy on the part of the patient, and considers what aspects of cognitive therapy might be used to promote it in clinical practice.     

Thinking styles, self-esteem, and socio-economic status

The present study aimed at examining the nature of thinking styles. Six hundred and ninety-four students (ages ranging from 17–45) from the University of Hong Kong participated in the study. The participants responded to the Thinking Styles Inventory and the Self-Esteem Inventory (Adult Form) and provided a range of socio-economic status (SES) indicators. It was found that when age was controlled, thinking styles and self-esteem overlap. Furthermore, regardless of age, those students who reported using thinking styles that are creativity-generating and more complex, and those who reported higher self-esteem tend to be students from higher SES families. Discussion was made in relation to these findings' practical implications for teachers.     

Adolescents' reference-group choices, self-esteem, and adjustment

Three hundred thirty Black, Hispanic, Asian, and White high school students reported their reference-group label as mainstream, bicultural, or strongly ethnically identified. Compared with other groups, White students were significantly more likely to be mainstream. Across ethnic groups, students reporting a strong ethnic identification held attitudes that were significantly more separatist, reported more ethnic pride, engaged in less cross-ethnic contact out of school, reported more cross-ethnic conflict, and used English significantly less often than other reference groups. Reference-group label was not associated with significant ethnic differences in self-esteem, social competence, or grade point average. The generational status of minority students is discussed as a potential influence mediating the impact of reference group on adjustment.