Search results for 'Self-esteem' (try it on Scholar)

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  1.  14
    James B. Avey, Michael E. Palanski & Fred O. Walumbwa (2011). When Leadership Goes Unnoticed: The Moderating Role of Follower Self-Esteem on the Relationship Between Ethical Leadership and Follower Behavior. [REVIEW] Journal of Business Ethics 98 (4):573 - 582.
    The authors examined the effects of ethical leadership on follower organizational citizenship behavior (OCB) and deviant behavior. Drawing upon research related to the behavioral plasticity hypothesis, the authors examined a moderating role of follower self-esteem in these relationships. Results from a field study revealed that ethical leadership is positively related to follower OCB and negatively related to deviance. We found that these relationships are moderated by followers' self-esteem, such that the relationships between ethical leadership and OCB as well (...)
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  2.  6
    Meng-Hsiang Hsu & Feng-Yang Kuo (2003). The Effect of Organization-Based Self-Esteem and Deindividuation in Protecting Personal Information Privacy. Journal of Business Ethics 42 (4):305 - 320.
    In this research we apply the Theory of Planned Behavior (TPB) to study decisions related to information privacy protection. A TPB-based model was proposed to investigate whether organization-based self-esteem and perceived deindividuation can be employed to measure the strength of the perceived behavioral control construct. In addition, we examined if the addition of a causal path linking subjective norms to attitudes and another causal path linking organization-based self-esteem to subjective norms enhanced our research model's predicting power. Our study (...)
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  3. Rebecca Roache (2007). Should We Enhance Self-Esteem? Philosophica 79:71-91.
    The conviction that high self-esteem is beneficial both to the individual and to society in general has been pervasive both in academia and in popular culture. If it is indeed beneficial, it is a prime candidate for pharmacological enhancement. There is evidence to suggest, however, that the benefits of high self-esteem to the individual have been exaggerated; and that there are few - if any - social benefits. With this evidence in mind, I consider in what ways high (...)
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  4.  4
    Carlos Andres Trujillo (2007). Building Internal Strength, Sustainable Self-Esteem, and Inner Motivation as a Researcher. Journal of Research Practice 3 (1):Article M8.
    Having a “normal” professional job and doing research impose different social and personal connotations. These differences materialize at least in two clear ways. First, it is common that researchers in the making find it very difficult to communicate to their closest social network (e.g., family and old close friends) the content and the importance of their work, as they lose known sources of social comparison. Meanwhile, professional job titles (e.g., brand manager, auditor, lawyer) are self-explanatory, and they provide for the (...)
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  5.  3
    Arto Laitinen (2012). Social Bases of Self-Esteem: Rawls, Honneth and Beyond. Nordicum-Mediterraneum 7 (2).
    This paper discusses Rawls’s thesis that the social basis of self-respect is one of the primarysocial goods. While the central element of the social basis consists in the attitudes of others(e.g. respect or esteem) the social basis may include also possession of various goods. Further,one may distinguish, following Honneth, universalistic basic respect from differential esteem andfrom loving care. This paper focuses on esteem, and further distinguishes three importantvarieties thereof (anti-stigmatization; contributions to societal goods, projects of self-realization),which all differ from recognition (...)
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  6.  81
    Mike Fleetham (2006). Multiple Intelligences in Practice: Enhancing Self-Esteem and Learning in the Classroom. Network Continuum Education.
    This accessible guide gives a clear introduction to MI and provides concrete examples of how you can use it in your teaching.
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  7.  15
    Chieh-Peng Lin, Yehuda Baruch & Wei-Chi Shih (2012). Corporate Social Responsibility and Team Performance: The Mediating Role of Team Efficacy and Team Self-Esteem. [REVIEW] Journal of Business Ethics 108 (2):167-180.
    This study examines the influence of three components of corporate social responsibility on team performance. In the proposed model of this study, team performance is indirectly affected by three dimensions of perceived corporate citizenship (i.e., economic, legal, and ethical citizenship) via the mediation of team efficacy and team self-esteem. Surveying members of 172 teams confirms most of our hypothesized effects. Our results show that economic citizenship influences team performance via the mediation of both team efficacy and team self-esteem. (...)
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  8.  4
    Helen Murphy & Naomi Roopchand (2010). Intrinsic Motivation and Self-Esteem in Traditional and Mature Students at a Post-1992 University in the North-East of England. Educational Studies 29 (2-3):243-259.
    Recent figures have suggested that the composition of the student body is already changing in terms of mature and traditional student learner numbers--while 24% of full time students were over the age of 21 in 1980, this figure rose to 33% by 1996 . Using the Intrinsic Motivation towards Learning Questionnaire and the Rosenberg Global Self-Esteem Questionnaire , the current study documents the relationship between intrinsic motivation towards learning and self-esteem in traditional and mature students, in order to (...)
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  9.  7
    Sean Valentine & Gary Fleischman (2003). The Impact of Self-Esteem, Machiavellianism, and Social Capital on Attorneys' Traditional Gender Outlook. Journal of Business Ethics 43 (4):323 - 335.
    Utilizing a national sample of 106 attorneys and hierarchical regression analysis, this study identified several individual tendencies that could adversely affect women attorneys' career experiences. The findings indicated that self-esteem was negatively associated with a traditional gender outlook, and that Machiavellianism was positively associated with conservative beliefs about gender. Tolerance for diversity was negatively related to a traditional gender outlook, while work-based social agency was positively related to the preference for established gender roles. The results imply that confidence brings (...)
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  10.  13
    Ruth Cigman (2004). Situated Self-Esteem. Journal of Philosophy of Education 38 (1):91–105.
    Pervasive though it is in modern life, the concept of self‐esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self‐esteem is explored within four ‘homes’: the self‐help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self‐esteem that indeed we are better off without. This concept eliminates the distinction between (...)
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  11. Richard Keshen (2000). Reasonable Self-Esteem. Mind 109 (436):944-947.
    In this fascinating look at the philosophy of self-esteem, Richard Keshen develops and defends the idea of reasonable self-esteem -- a concept based on an ideal of reasonableness -- and argues that individuals who think of themselves in terms of this paradigm will lead happier and more fulfilling lives.
     
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  12.  17
    Thomas J. Scheff & David S. Fearon Jr (2004). Cognition and Emotion? The Dead End in Self-Esteem Research. Journal for the Theory of Social Behaviour 34 (1):73–90.
    This article suggests that studies of self-esteem using scales have reached a dead end, and suggest alternative directions. First we show how significance tests have obscured meager results. According to reviews, this huge body of research has yielded no substantial findings. Some sub-fields show consistent, but trivially small, effects; reviews of the entire field show none at all. Most important, the size of effects does not seem to be increasing. Three questions are raised: 1. Are new standards needed to (...)
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  13.  18
    David W. Dewhurst (1991). Should Teachers Enhance Their Pupils' Self‐Esteem? Journal of Moral Education 20 (1):3-11.
    It is often supposed that teachers should help their pupils to acquire self-esteem. It is also regarded as desirable that pupils should be educated in such a way as to form reasonably accurate estimates of their own qualities and capabilities. These two enterprises are not necessarily consistent, given that estimates of oneself are typically comparative as well as highly corrigible. It is suggested that a secure basis for self-esteem is more likely to be found if one distinguishes between (...)
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  14.  50
    Matt Ferkany (2008). The Educational Importance of Self-Esteem. Journal of Philosophy of Education 42 (1):119-132.
    Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially (...)
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  15.  25
    Béla Szabados (1990). Embarrassment and Self-Esteem. Journal of Philosophical Research 15:341-349.
    Emotions are in as a philosophical topic. Yet the recent literature is bent on grand theorizing rather than attempting to explore particular emotions and their roles in our lives. In this paper, I aim to remedy this situation a little by exploring the emotion of embarrassment. First, I critically examine R.C. Solomon’s conceptual sketch and try to distinguish “embarrassment” from “shame”, “humiliation” and “being amused”. Secondly, I argue that “private embarrassment” is a coherent and useful idea and social scientists and (...)
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  16.  11
    Gert Olthuis, Carlo Leget & Wim Dekkers (2007). Why Hospice Nurses Need High Self-Esteem. Nursing Ethics 14 (1):62-71.
    This article discusses the relationship between personal and professional qualities in hospice nurses. We examine the notion of self-esteem in personal and professional identity. The focus is on two questions: (1) what is self-esteem, and how is it related to personal identity and its moral dimension? and (2) how do self-esteem and personal identity relate to the professional identity of nurses? We demonstrate it is important that the moral and personal goals in nurses' life coincide. If nurses' (...)
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  17.  32
    Anthony Greenwald, Clarifying the Role of the “Other” Category in the Self-Esteem IAT.
    A. Karpinski (2004) recently criticized Implicit Association Test (IAT) measures of self-esteem, arguing that their measurements of self-associations are compromised by their contrasting self with a putatively extremely negative second category, the nonspecific other. The present data show, to the contrary, that the nonspecific other category in the self-esteem IAT is near neutral in valence. Validity of the self-esteem IAT is most appropriately assessed by examining its correlations with conceptually related measures. That has been done in several (...)
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  18.  9
    W. Paul Williamson & Aresh Assadi (2005). Religious Orientation, Incentive, Self-Esteem, and Gender as Predictors of Academic Dishonesty: An Experimental Approach. Archive for the Psychology of Religion 27 (1):137-158.
    It is widely assumed that religion is responsible for dictating and guiding moral behavior. This study investigated that claim and its relationship to monetary incentive, self-esteem, and gender within the context of academic dishonesty. A sample of 65 undergraduate students were assessed using a revision of Allport's Religious Orientation Scale and then monitored for cheating on a computerized version of the Graduate Records Exam under different experimental conditions. Self-esteem and monetary incentive were manipulated, and gender was selected to (...)
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  19.  8
    Carey M. Noland (2006). Auto-Photography as Research Practice: Identity and Self-Esteem Research. Journal of Research Practice 2 (1):Article M1.
    This paper explores auto-photography as a form of research practice in the area of identity and self-esteem research. It allows researchers to capture and articulate the ways identity guides human action and thought. It involves the generation and examination of the static images that participants themselves believe best represent them. Auto-photography is an important tool for building bridges with marginalized groups in the research process, since it offers researchers a way to let participants speak for themselves. Furthermore, by using (...)
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  20.  10
    Trisha A. Iacobucci, Barbara J. Daly, Debbie Lindell & Mary Quinn Griffin (2013). Professional Values, Self-Esteem, and Ethical Confidence of Baccalaureate Nursing Students. Nursing Ethics 20 (4):479-490.
    Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized (...)
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  21.  8
    Julie Davies & Ivy Brember (1999). Reading and Mathematics Attainments and Self-Esteem in Years 2 and 6 - an Eight-Year Cross-Sectional Study. Educational Studies 25 (2):145-157.
    This eight-year cross-sectional study measured the self-esteem, reading and mathematical attainments of eight cohorts of Year 2 and Year 6 children over the period of the introduction of the National Curriculum and assessment procedures into primary schools . All Year 2 and Year 6 children in five randomly selected primary schools within one Local Education Authority comprised the sample to which the Lawseq questionnaire , Mathematics 7 or 11 and The Primary Reading Test Level 1 or 2 was administered. (...)
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  22.  9
    T. A. Iacobucci, B. J. Daly, D. Lindell & M. Quinn Griffin (2012). Professional Values, Self-Esteem, and Ethical Confidence of Baccalaureate Nursing Students. Nursing Ethics 20 (4):0969733012458608.
    Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized (...)
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  23.  13
    Andrew Mason (1990). Nozick on Self-Esteem. Journal of Applied Philosophy 7 (1):91-98.
    ABSTRACT This paper considers Robert Nozick's account of self‐esteem, as presented in Anarchy, State, and Utopia. I criticise three aspects of it. First, the claim that people gain self‐esteem only when they believe that they possess greater quantities than others of some valued talent or attribute. Secondly, the view that there will always be a conflict of interests between people over the acquisition of self‐esteem. Thirdly, the proposal that the most promising way to improve levels of self‐esteem across a society (...)
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  24.  4
    W. Paul Williamson & Aresh Assadi (2005). Religious Orientation, Incentive, Self-Esteem, and Gender as Predictors of Academic Dishonesty: An Experimental Approach. Archive for the Psychology of Religion 27 (1):137-158.
    It is widely assumed that religion is responsible for dictating and guiding moral behavior. This study investigated that claim and its relationship to monetary incentive, self-esteem, and gender within the context of academic dishonesty. A sample of 65 undergraduate students were assessed using a revision of Allport's Religious Orientation Scale and then monitored for cheating on a computerized version of the Graduate Records Exam under different experimental conditions. Self-esteem and monetary incentive were manipulated, and gender was selected to (...)
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  25.  8
    Michael W. Howard (1984). Worker Control, Self-Respect, and Self-Esteem. Philosophy Research Archives 10:455-472.
    In this paper it is argued that the predominant mode of organization of work in capitalist society undermines the conditions for self-respect and self-esteem. Although no society can guarantee that everyone have self-respect and self-esteem, it is a requirement of justice that a society provide conditions favorable to their development. Worker control is a form of society which can satisfy this requirement, in a manner that is compatible with political democracy and basic liberties, and thus, from the standpoint (...)
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  26.  4
    C. C. W. Yu, Scarlet Chan, Frances Cheng, R. Y. T. Sung & Kit‐Tai Hau (2006). Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self‐Esteem of Hong Kong Chinese Primary School Children. Educational Studies 32 (4):331-341.
    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8?12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self?esteem was measured with the Physical (...)
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  27.  2
    Wendy M. Knightley & Denise M. Whitelock (2007). Assessing the Self‐Esteem of Female Undergraduate Students: An Issue of Methodology. Educational Studies 33 (2):217-231.
    For many students, embarking on higher education can pose particular threats and challenges, not only to academic identity, but also to fundamental, personal aspects of the self. This paper reports a methodological study that employed quantitative and qualitative research methods to explore the impact on the sense of self and self‐esteem of a group of female first‐year undergraduates. Results from a Self‐esteem inventory, a variation on Q Methodology, an Ideal‐self inventory and a semi‐structured interview revealed different but complementary aspects of (...)
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  28.  7
    Nicholas K. Meriwether (2003). Can Self-Esteem Sanction Morality? Journal of Moral Education 32 (2):167-181.
    In this article, I argue that sanctions based upon emotional well-being or upon self-esteem are insufficient for motivating consistently moral behaviour, and furthermore, that they reduce ultimately to hedonism. I argue that this is also the case even in the hypothetical event that all moral action results in heightened self-esteem, and all immoral action results in lower self-esteem. Along the way, I compare self-esteem as moral sanction with the concept of telos, that is, an objectively-given moral (...)
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  29.  2
    Ghozlane Fleury‐Bahi & Aurore Marcouyeux (2010). Place Evaluation and Self‐Esteem at School: The Mediated Effect of Place Identification. Educational Studies 36 (1):85-93.
    Like neighbourhoods, companies or housing, schools are considered a location for which the student must develop feelings of attachment and identification. The purpose of this research is to test a path model in which the evaluation of the image of the scholastic institution plays a role in the process of sociospatial identification in the school place; this identification is itself involved in the development and maintenance of positive academic self‐esteem. Two hundred and seventy‐eight students registered at secondary schools participated in (...)
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  30.  5
    Mary Ann Salotti (1996). Review of Self-Esteem: Research, Theory, and Practice. [REVIEW] Journal of Theoretical and Philosophical Psychology 16 (2):162-165.
    Reviews the book, Self-esteem: Research, theory, and practice by Chris Mruk . Historically, attempting to define self-esteem has been a lot like defining love, often tried and ever elusive. When one aspect was grasped, others remain out of reach. Dr. Mruk, in his book Self- Esteem: Research, Theory, and Practice acknowledges that self-esteem is both a popular and elusive construct. It is used as both cause and effect, as explanation and outcome, as a factor and as a (...)
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  31. Robert Allen (2008). Free Agency and Self-Esteem. Sorites 20:74-79.
    In this paper I define the role of self-esteem in promoting free agency, in order to meet some objections to the content-neutrality espoused by the reflective acceptance approach to free agency, according to which an agent has acted freely if and only if she would reflectively accept the process by which her motive was formed -- in other words, any volition the agent forms is an impetus to a free action just in case she would positively appraise its genesis. (...)
     
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  32. Mario Jacoby (1993). Shame and the Origins of Self-Esteem: A Jungian Approach. Routledge.
    Shame is one of our most central feelings and a universal human characteristic. Why do we experience it? For what purpose? How can we cope with excessive feelings of shame? In an elegant exposition informed by many years of helping people to understand feelings of shame, leading Jungian analyst Mario Jacoby provides a timely and comprehensive exploration of the many aspects of shame and shows how it occupies a central place in our emotional experience. Jacoby shows a lack of (...) is often at the root of excessive shame. As well as providing practical examples of how therapy can help, Jacoby draws upon a wealth of historical and cultural scholarship to show how important shame is for us in both its individual and social aspects. (shrink)
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  33. Gordon Rae, Georgia Dalto, Dolores Loughrey & Caroline Woods (2011). Component Structure, Reliability, and Stability of Lawrence’s Self‐Esteem Questionnaire. Educational Studies 37 (2):155-158.
    Lawrence’s Self‐Esteem Questionnaire was administered to 120 Year 1 pupils in six schools in Belfast, Northern Ireland. A principal components analysis indicated that the scale items were unidimensional and that the reliability of the scores, as estimated by Cronbach’s alpha, was satisfactory . There were no differences between boys and girls on either total scores or the individual items comprising the LAWSEQ. A follow‐up study, involving 71 of the children in Year 3, confirmed these findings but the stability of the (...)
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  34. Joanne Lumsden, Lynden K. Miles & C. Neil Macrae (2014). Sync or Sink? Interpersonal Synchrony Impacts Self-Esteem. Frontiers in Psychology 5.
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  35.  62
    Anthony Greenwald, A Unified Theory of Implicit Attitudes, Stereotypes, Self-Esteem, and Self-Concept.
    This theoretical integration of social psychology’s main cognitive and affective constructs was shaped by 3 influences: (a) recent widespread interest in automatic and implicit cognition, (b) development of the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998), and (c) social psychology’s consistency theories of the 1950s, especially F. Heider’s (1958) balance theory. The balanced identity design is introduced as a method to test correlational predictions of the theory. Data obtained with this method (...)
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  36.  66
    Trudy Govier (1993). Self-Trust, Autonomy, and Self-Esteem. Hypatia 8 (1):99 - 120.
    Self-trust is a necessary condition of personal autonomy and self-respect. Self-trust involves a positive sense of the motivations and competence of the trusted person; a willingness to depend on him or her; and an acceptance of vulnerability. It does not preclude trust in others. A person may be rightly said to have too much self-trust; however core self-trust is essential for functioning as an autonomous human being.
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  37. Annamaria Di Fabio & Ornella Bucci (2015). Affective Profiles in Italian High School Students: Life Satisfaction, Psychological Well-Being, Self-Esteem, and Optimism. Frontiers in Psychology 6.
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  38.  6
    Michael H. Kernis & Andrew W. Paradise (2002). 15: Distinguishing Between Secure and Fragile Forms of High Self-Esteem. In Edward L. Deci & Richard M. Ryan (eds.), Handbook of Self-Determination Research. University of Rochester Press 339.
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  39.  17
    Michael H. Kernis & Brian M. Goldman (2003). Stability and Variability in Self-Concept and Self-Esteem. In Mark R. Leary & June Price Tangney (eds.), Handbook of Self and Identity. Guilford Press 106--127.
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  40. M. H. Kernis & A. W. Paradise (2002). Distingushing Between Fragile and Secure Forms of High Self-Esteem. In Edward L. Deci & Richard M. Ryan (eds.), Handbook of Self-Determination Research. University of Rochester Press
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  41.  6
    Mark R. Leary (2003). Lndividual Differences in Self-Esteem: A Review and Thearetical Lntegration. In Mark R. Leary & June Price Tangney (eds.), Handbook of Self and Identity. Guilford Press 401.
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  42.  23
    Susumu Yamaguchi, Daniel Chen & Huajian Cai, Apparent Universality of Positive Implicit Self-Esteem.
    The Trends in International Mathematics and Science Study found that even though children from all East Asian countries outperformed American children, American students reported higher self-evaluation of their math and science abilities than did students from East Asian countries such as China, Korea, and Japan (Mullis, Martin, Gonzalez, & Chrostowski, 2004). Such cross-cultural differences in self-appraisal fit the stereotype of the modest East Asian and contribute to the received view that East Asians have less positive self-concepts than Americans. This view (...)
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  43.  8
    Jennifer Crocker & Lora E. Park (2003). Seeking Self-Esteem: Construction, Maintenance, and Protection of Self-Worth. In Mark R. Leary & June Price Tangney (eds.), Handbook of Self and Identity. Guilford Press 291--313.
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  44.  3
    Simon Blackburn (2014). 5. Self-Esteem, Amour Propre, Pride. In Mirror, Mirror: The Uses and Abuses of Self-Love. Princeton University Press 79-108.
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  45. Robert Allen, Free Agency and Self-Esteem: What Gaslighting Cases Show.
    An historical approach to free agency states that an agent acts freely iff she would reflectively accept the process by which her motive was formed. Its adherents eschew the notion that the content of an agent's motive determines whether or not she acts freely, believing instead that any belief, desire, cause, etc., no matter how self-destructive or bizarre it seems, may be an impetus to free action just as long as its genesis would be positively appraised upon reflection. Such a (...)
     
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  46. Steven J. Spencer, Christian H. Jordan, Christine Er Logel, Mark P. Zanna, A. Tesser, J. V. Wood & D. A. Stapel (2005). Nagging Doubts and a Glimmer of Hope: The Role of Implicit Self-Esteem in Self-Image Maintenance. In Abraham Tesser, Joanne V. Wood & Diederik A. Stapel (eds.), On Building, Defending and Regulating the Self: A Psychological Perspective. Psychology Press
     
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  47.  1
    Vincenzo Calvo & Francesca Bianco (2015). Influence of Adult Attachment Insecurities on Parenting Self-Esteem: The Mediating Role of Dyadic Adjustment. Frontiers in Psychology 6.
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  48. Ofir Turel & Antoine Bechara (2016). Social Networking Site Use While Driving: ADHD and the Mediating Roles of Stress, Self-Esteem and Craving. Frontiers in Psychology 7.
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  49.  70
    Peter Kuppens & Iven Van Mechelen (2007). Interactional Appraisal Models for the Anger Appraisals of Threatened Self-Esteem, Other-Blame, and Frustration. Cognition and Emotion 21 (1):56-77.
  50.  1
    Anthony G. Greenwald & Mahzarin R. Banaji (1995). Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes. Psychological Review 102 (1):4-27.
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