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How to Write About Yourself in a College Essay | Examples

Published on September 21, 2021 by Kirsten Courault . Revised on May 31, 2023.

An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability. Your essay shouldn’t just be a resume of your experiences; colleges are looking for a story that demonstrates your most important values and qualities.

To write about your achievements and qualities without sounding arrogant, use specific stories to illustrate them. You can also write about challenges you’ve faced or mistakes you’ve made to show vulnerability and personal growth.

Table of contents

Start with self-reflection, how to write about challenges and mistakes, how to write about your achievements and qualities, how to write about a cliché experience, other interesting articles, frequently asked questions about college application essays.

Before you start writing, spend some time reflecting to identify your values and qualities. You should do a comprehensive brainstorming session, but here are a few questions to get you started:

  • What are three words your friends or family would use to describe you, and why would they choose them?
  • Whom do you admire most and why?
  • What are the top five things you are thankful for?
  • What has inspired your hobbies or future goals?
  • What are you most proud of? Ashamed of?

As you self-reflect, consider how your values and goals reflect your prospective university’s program and culture, and brainstorm stories that demonstrate the fit between the two.

Prevent plagiarism. Run a free check.

Writing about difficult experiences can be an effective way to show authenticity and create an emotional connection to the reader, but choose carefully which details to share, and aim to demonstrate how the experience helped you learn and grow.

Be vulnerable

It’s not necessary to have a tragic story or a huge confession. But you should openly share your thoughts, feelings, and experiences to evoke an emotional response from the reader. Even a cliché or mundane topic can be made interesting with honest reflection. This honesty is a preface to self-reflection and insight in the essay’s conclusion.

Don’t overshare

With difficult topics, you shouldn’t focus too much on negative aspects. Instead, use your challenging circumstances as a brief introduction to how you responded positively.

Share what you have learned

It’s okay to include your failure or mistakes in your essay if you include a lesson learned. After telling a descriptive, honest story, you should explain what you learned and how you applied it to your life.

While it’s good to sell your strengths, you also don’t want to come across as arrogant. Instead of just stating your extracurricular activities, achievements, or personal qualities, aim to discreetly incorporate them into your story.

Brag indirectly

Mention your extracurricular activities or awards in passing, not outright, to avoid sounding like you’re bragging from a resume.

Use stories to prove your qualities

Even if you don’t have any impressive academic achievements or extracurriculars, you can still demonstrate your academic or personal character. But you should use personal examples to provide proof. In other words, show evidence of your character instead of just telling.

Many high school students write about common topics such as sports, volunteer work, or their family. Your essay topic doesn’t have to be groundbreaking, but do try to include unexpected personal details and your authentic voice to make your essay stand out .

To find an original angle, try these techniques:

  • Focus on a specific moment, and describe the scene using your five senses.
  • Mention objects that have special significance to you.
  • Instead of following a common story arc, include a surprising twist or insight.

Your unique voice can shed new perspective on a common human experience while also revealing your personality. When read out loud, the essay should sound like you are talking.

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

  • Writing process
  • Transition words
  • Passive voice
  • Paraphrasing

 Communication

  • How to end an email
  • Ms, mrs, miss
  • How to start an email
  • I hope this email finds you well
  • Hope you are doing well

 Parts of speech

  • Personal pronouns
  • Conjunctions

First, spend time reflecting on your core values and character . You can start with these questions:

However, you should do a comprehensive brainstorming session to fully understand your values. Also consider how your values and goals match your prospective university’s program and culture. Then, brainstorm stories that illustrate the fit between the two.

When writing about yourself , including difficult experiences or failures can be a great way to show vulnerability and authenticity, but be careful not to overshare, and focus on showing how you matured from the experience.

Through specific stories, you can weave your achievements and qualities into your essay so that it doesn’t seem like you’re bragging from a resume.

Include specific, personal details and use your authentic voice to shed a new perspective on a common human experience.

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Essay on Self Esteem

Students are often asked to write an essay on Self Esteem in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Self Esteem

Understanding self-esteem.

Self-esteem is the opinion we have about ourselves. It’s about how much we value and respect ourselves. High self-esteem means you think highly of yourself, while low self-esteem means you don’t.

Importance of Self-Esteem

Self-esteem is important because it heavily influences our choices and decisions. It allows us to live life to our potential. High self-esteem leads to confidence, happiness, fulfillment, and achievement.

Building Self-Esteem

Building self-esteem requires positive self-talk, self-acceptance, and self-love. It’s about focusing on your strengths, forgiving your mistakes, and celebrating your achievements.

250 Words Essay on Self Esteem

Introduction.

Self-esteem, a fundamental concept in psychology, refers to an individual’s overall subjective emotional evaluation of their own worth. It encompasses beliefs about oneself and emotional states, such as triumph, despair, pride, and shame. It is a critical aspect of personal identity, shaping our perception of the world and our place within it.

The Dual Facet of Self-Esteem

Self-esteem can be divided into two types: high and low. High self-esteem is characterized by a positive self-image and confidence, while low self-esteem is marked by self-doubt and criticism. Both types significantly influence our mental health, relationships, and life outcomes.

Impact of Self-Esteem

High self-esteem can lead to positive outcomes. It encourages risk-taking, resilience, and optimism, fostering success in various life domains. Conversely, low self-esteem can result in fear of failure, social anxiety, and susceptibility to mental health issues like depression. Thus, it’s crucial to nurture self-esteem for psychological well-being.

Building self-esteem involves recognizing one’s strengths and weaknesses and accepting them. It requires self-compassion and challenging negative self-perceptions. Positive affirmations, setting and achieving goals, and maintaining healthy relationships can all contribute to enhancing self-esteem.

In conclusion, self-esteem is a complex, multifaceted construct that significantly influences our lives. It is not static and can be improved with conscious effort. Understanding and nurturing our self-esteem is vital for achieving personal growth and leading a fulfilling life.

500 Words Essay on Self Esteem

Self-esteem, a fundamental aspect of psychological health, is the overall subjective emotional evaluation of one’s self-worth. It is a judgment of oneself as well as an attitude toward the self. The importance of self-esteem lies in the fact that it concerns our perceptions and beliefs about ourselves, which can shape our experiences and actions.

The Two Types of Self-esteem

Self-esteem can be classified into two types: high and low. High self-esteem indicates a highly favorable impression of oneself, whereas low self-esteem reflects a negative view. People with high self-esteem generally feel good about themselves and value their worth, while those with low self-esteem usually harbor negative feelings about themselves, often leading to feelings of inadequacy, incompetence, and unlovability.

Factors Influencing Self-esteem

Self-esteem is shaped by various factors throughout our lives, such as the environment, experiences, relationships, and achievements. Positive reinforcement, success, and supportive relationships often help to foster high self-esteem, while negative feedback, failure, and toxic relationships can contribute to low self-esteem. However, it’s important to note that self-esteem is not a fixed attribute; it can change over time and can be improved through cognitive and behavioral interventions.

Impact of Self-esteem on Life

Self-esteem significantly impacts individuals’ mental health, relationships, and overall well-being. High self-esteem can lead to positive outcomes, such as better stress management, resilience, and life satisfaction. On the other hand, low self-esteem is associated with mental health issues like depression and anxiety. It can also lead to poor academic and job performance, problematic relationships, and increased vulnerability to drug and alcohol abuse.

Improving Self-esteem

Improving self-esteem requires a multifaceted approach. Cognitive-behavioral therapies can help individuals challenge their negative beliefs about themselves and develop healthier thought patterns. Regular physical activity, healthy eating, and adequate sleep can also boost self-esteem by improving physical health. Furthermore, positive social interactions and relationships can enhance self-esteem by providing emotional support and validation. Lastly, self-compassion and self-care practices can foster a more positive self-image and promote higher self-esteem.

In conclusion, self-esteem is a critical component of our psychological well-being, influencing our thoughts, feelings, and behaviors. It is shaped by various factors and can significantly impact our lives. However, it’s not a fixed attribute, and with the right strategies and support, individuals can improve their self-esteem, leading to better mental health, relationships, and overall quality of life. Therefore, understanding and fostering self-esteem is essential for personal growth and development.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

  • Essay on Self Defence
  • Essay on Self Control
  • Essay on Secret of Happiness

Apart from these, you can look at all the essays by clicking here .

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What is Self-Esteem? A Psychologist Explains

What is the Meaning of Self-Esteem in Psychology? Definition, examples, research, books, tips, facts, tests, TED-talks and more...

“Believe in yourself.”

That is the message that we encounter constantly, in books, television shows, superhero comics, and common myths and legends.

We are told that we can accomplish anything if we believe in ourselves.

Of course, we know that to be untrue; we cannot accomplish anything in the world simply through belief—if that were true, a lot more children would be soaring in the skies above their garage roof instead of lugging around a cast for a few weeks!

However, we know that believing in yourself and accepting yourself for who you are is an important factor in success, relationships, and happiness and that self-esteem plays an important role in living a flourishing life . It provides us with belief in our abilities and the motivation to carry them out, ultimately reaching fulfillment as we navigate life with a positive outlook.

Various studies have confirmed that self-esteem has a direct relationship with our overall wellbeing, and we would do well to keep this fact in mind—both for ourselves and for those around us, particularly the developing children we interact with.

Before you read on, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you show more compassion to yourself but will also give you the tools to enhance the self-compassion of your clients, students or employees and lead them to a healthy sense of self-esteem.

This Article Contains:

  • What is the Meaning of Self-esteem? A Definition

Self-Esteem and Psychology

Incorporating self-esteem in positive psychology, 22 examples of high self-esteem, 18 surprising statistics and facts about self-esteem, relevant research, can we help boost self-esteem issues with therapy and counseling, the benefits of developing self-esteem with meditation, can you test self-esteem, and what are the problems with assessment, 17 factors that influence self-esteem, the effects of social media, 30 tips & affirmations for enhancing self-esteem, popular books on self-esteem (pdf), ted talks and videos on self-esteem, 15 quotes on self-esteem, a take-home message, what is the meaning of self-esteem.

You probably already have a good idea, but let’s start from the beginning anyway: what is self-esteem?

Self-esteem refers to a person’s overall sense of his or her value or worth. It can be considered a sort of measure of how much a person “values, approves of, appreciates, prizes, or likes him or herself” (Adler & Stewart, 2004).

According to self-esteem expert Morris Rosenberg, self-esteem is quite simply one’s attitude toward oneself (1965). He described it as a “favourable or unfavourable attitude toward the self”.

Various factors believed to influence our self-esteem include:

  • Personality
  • Life experiences
  • Social circumstances
  • The reactions of others
  • Comparing the self to others

An important note is that self-esteem is not fixed. It is malleable and measurable, meaning we can test for and improve upon it.

Self-esteem and self-acceptance are often confused or even considered identical by most people. Let’s address this misconception by considering some fundamental differences in the nature and consequences of self-esteem and unconditional self-acceptance.

  • Self-esteem is based on evaluating the self, and rating one’s behaviors and qualities as positive or negative, which results in defining the self as worthy or non-worthy (Ellis, 1994).
  • Self-acceptance, however, is how the individual relates to the self in a way that allows the self to be as it is. Acceptance is neither positive nor negative; it embraces all aspects and experiences of the self (Ellis, 1976).
  • Self-esteem relies on comparisons to evaluate the self and ‘decide’ its worth.
  • Self-acceptance, stems from the realization that there is no objective basis for determining the value of a human being. So with self-acceptance, the individual affirms who they are without any need for comparisons.
  • Self-esteem is contingent on external factors, such as performance, appearance, or social approval, that form the basis on which the self is evaluated.
  • With self-acceptance, a person feels satisfied with themselves despite external factors, as this sense of worthiness is not derived from meeting specific standards.
  • Self-esteem is fragile (Kernis & Lakey, 2010).
  • Self-acceptance provides a secure and enduring positive relationship with the self (Kernis & Lakey, 2010).
  • When it comes to the consequences on wellbeing, while self-esteem appears to be associated with some markers of wellbeing, such as high life satisfaction (Myers & Diener, 1995) and less anxiety (Brockner, 1984), there is also a “dark side” of self-esteem, characterized by egotism and narcissism (Crocker & Park, 2003).
  • Self-acceptance is strongly associated with numerous positive markers of general psychological wellbeing (MacInnes, 2006).

self esteem essay 400 words

Self-esteem has been a hot topic in psychology for decades, going about as far back as psychology itself. Even Freud , who many consider the founding father of psychology (although he’s a bit of an estranged father at this point), had theories about self-esteem at the heart of his work.

What self-esteem is, how it develops (or fails to develop) and what influences it has kept psychologists busy for a long time, and there’s no sign that we’ll have it all figured out anytime soon!

While there is much we still have to learn about self-esteem, we have at least been able to narrow down what self-esteem is and how it differs from other, similar constructs. Read on to learn what sets self-esteem apart from other self-directed traits and states.

Self-Esteem vs. Self-Concept

Self-esteem is not self-concept, although self-esteem may be a part of self-concept. Self-concept is the perception that we have of ourselves, our answer when we ask ourselves the question “Who am I?” It is knowing about one’s own tendencies, thoughts, preferences and habits, hobbies, skills, and areas of weakness.

Put simply, the awareness of who we are is our concept of our self .

Purkey (1988) describes self-concept as:

“the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence”.

According to Carl Rogers, founder of client-centered therapy , self-concept is an overarching construct that self-esteem is one of the components of it (McLeod, 2008).

Self-Esteem vs. Self-Image

Another similar term with a different meaning is self-image; self-image is similar to self-concept in that it is all about how you see yourself (McLeod, 2008). Instead of being based on reality, however, it can be based on false and inaccurate thoughts about ourselves. Our self-image may be close to reality or far from it, but it is generally not completely in line with objective reality or with the way others perceive us.

Self-Esteem vs. Self-Worth

Self-esteem is a similar concept to self-worth but with a small (although important) difference: self-esteem is what we think, feel, and believe about ourselves, while self-worth is the more global recognition that we are valuable human beings worthy of love (Hibbert, 2013).

Self-Esteem vs. Self-Confidence

Self-esteem is not self-confidence ; self-confidence is about your trust in yourself and your ability to deal with challenges, solve problems, and engage successfully with the world (Burton, 2015). As you probably noted from this description, self-confidence is based more on external measures of success and value than the internal measures that contribute to self-esteem.

One can have high self-confidence, particularly in a certain area or field, but still lack a healthy sense of overall value or self-esteem.

Self-Esteem vs. Self-Efficacy

Similar to self-confidence, self-efficacy is also related to self-esteem but not a proxy for it. Self-efficacy refers to the belief in one’s ability to succeed at certain tasks (Neil, 2005). You could have high self-efficacy when it comes to playing basketball, but low self-efficacy when it comes to succeeding in math class.

Unlike self-esteem, self-efficacy is more specific rather than global, and it is based on external success rather than internal worth.

Self-Esteem vs. Self-Compassion

Finally, self-esteem is also not self-compassion. Self-compassion centers on how we relate to ourselves rather than how we judge or perceive ourselves (Neff, n.d.). Being self-compassionate means we are kind and forgiving to ourselves, and that we avoid being harsh or overly critical of ourselves. Self-compassion can lead us to a healthy sense of self-esteem, but it is not in and of itself self-esteem.

We explore this further in The Science of Self-Acceptance Masterclass© .

Esteem in Maslow’s Theory – The Hierarchy of Needs

maslow pyramid The Hierarchy of Needs

The mention of esteem may bring to mind the fourth level of Maslow’s pyramid : esteem needs.

While these needs and the concept of self-esteem are certainly related, Maslow’s esteem needs are more focused on external measures of esteem, such as respect, status, recognition, accomplishment, and prestige (McLeod, 2017).

There is a component of self-esteem within this level of the hierarchy, but Maslow felt that the esteem of others was more important for development and need fulfillment than self-esteem.

self esteem essay 400 words

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self esteem essay 400 words

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Dr. Martin Seligman has some concerns about openly accepting self-esteem as part of positive psychology . He worries that people live in the world where self-esteem is injected into a person’s identity, not caring in how it is done, as long as the image of “confidence” is obtained. He expressed the following in 2006:

I am not against self-esteem, but I believe that self-esteem is just a meter that reads out the state of the system. It is not an end in itself. When you are doing well in school or work, when you are doing well with the people you love, when you are doing well in play, the meter will register high. When you are doing badly, it will register low. (p. v)

Seligman makes a great point, as it is important to take his words into consideration when looking at self-esteem. Self-esteem and positive psychology may not marry quite yet, so it is important to look at what research tells us about self-esteem before we construct a rationale for it as positive psychology researcher, coach, or practitioner.

self-esteem examples

Examples of these characteristics are being open to criticism, acknowledging mistakes, being comfortable with giving and receiving compliments, and displaying a harmony between what one says, does, looks, sounds, and moves.

People with high self-esteem are unafraid to show their curiosity, discuss their experiences, ideas, and opportunities. They can also enjoy the humorous aspects of their lives and are comfortable with social or personal assertiveness (Branden, 1992).

Although low self-esteem has received more attention than high self-esteem, the positive psychology movement has brought high self-esteem into the spotlight. We now know more about what high self-esteem looks like and how it can be cultivated.

We know that people with high self-esteem:

  • Appreciate themselves and other people.
  • Enjoy growing as a person and finding fulfillment and meaning in their lives.
  • Are able to dig deep within themselves and be creative.
  • Make their own decisions and conform to what others tell them to be and do only when they agree.
  • See the word in realistic terms, accepting other people the way they are while pushing them toward greater confidence and a more positive direction.
  • Can easily concentrate on solving problems in their lives.
  • Have loving and respectful relationships.
  • Know what their values are and live their lives accordingly.
  • Speak up and tell others their opinions, calmly and kindly, and share their wants and needs with others.
  • Endeavor to make a constructive difference in other people’s lives (Smith & Harte, n.d.).

We also know that there are some simple ways to tell if you have high self-esteem. For example, you likely have high self-esteem if you:

  • Act assertively without experiencing any guilt, and feel at ease communicating with others.
  • Avoid dwelling on the past and focus on the present moment.
  • Believe you are equal to everyone else, no better and no worse.
  • Reject the attempts of others to manipulate you.
  • Recognize and accept a wide range of feelings, both positive and negative, and share them within your healthy relationships.
  • Enjoy a healthy balance of work, play, and relaxation .
  • Accept challenges and take risks in order to grow, and learn from your mistakes when you fail.
  • Handle criticism without taking it personally, with the knowledge that you are learning and growing and that your worth is not dependent on the opinions of others.
  • Value yourself and communicate well with others, without fear of expressing your likes, dislikes, and feelings.
  • Value others and accept them as they are without trying to change them (Self Esteem Awareness, n.d.).

Based on these characteristics, we can come up with some good examples of what high self-esteem looks like.

Imagine a high-achieving student who takes a difficult exam and earns a failing grade. If she has high self-esteem, she will likely chalk up her failure to factors like not studying hard enough, a particularly difficult set of questions, or simply having an “off” day. What she doesn’t do is conclude that she must be stupid and that she will probably fail all future tests too.

Having a healthy sense of self-esteem guides her toward accepting reality, thinking critically about why she failed, and problem-solving instead of wallowing in self-pity or giving up.

For a second example, think about a young man out on a first date. He really likes the young woman he is going out with, so he is eager to make a good impression and connect with her. Over the course of their discussion on the date, he learns that she is motivated and driven by completely different values and has very different taste in almost everything.

Instead of going along with her expressed opinions on things, he offers up his own views and isn’t afraid to disagree with her. His high self-esteem makes him stay true to his values and allows him to easily communicate with others, even when they don’t agree. To him, it is more important to behave authentically than to focus on getting his date to like him.

23 Examples of Self-Esteem Issues

Here are 23 examples of issues that can manifest from low self-esteem:

  • You people please
  • You’re easily angered or irritated
  • You feel your opinion isn’t important
  • You hate you
  • What you do is never good enough
  • You’re highly sensitive to others opinions
  • The world doesn’t feel safe
  • You doubt every decision
  • You regularly experience the emotions of sadness and worthlessness
  • You find it hard keeping relationships
  • You avoid taking risks or trying new things
  • You engage in addictive avoidance behaviors
  • You struggle with confidence
  • You find it difficult creating boundaries
  • You give more attention to your weaknesses
  • You are often unsure of who you are
  • You feel negative experiences are all consuming
  • You struggle to say no
  • You find it difficult asking for your needs to be met
  • You hold a pessimistic or negative outlook on life
  • You doubt your abilities or chances of success
  • You frequently experience negative emotions, such as fear, anxiety or depression
  • You compare yourself with others and often you come in second best

It can be hard to really wrap your mind around self-esteem and why it is so important. To help you out, we’ve gathered a list of some of the most significant and relevant findings about self-esteem and low self-esteem in particular.

Although some of these facts may make sense to you, you will likely find that at least one or two surprise you—specifically those pertaining to the depth and breadth of low self-esteem in people (and particularly young people and girls).

  • Adolescent boys with high self-esteem are almost two and a half times more likely to initiate sex than boys with low self-esteem, while girls with high self-esteem are three times more likely to delay sex than girls with low self-esteem (Spencer, Zimet, Aalsma, & Orr, 2002).
  • Low self-esteem is linked to violence, school dropout rates, teenage pregnancy, suicide, and low academic achievement (Misetich & Delis-Abrams, 2003).
  • About 44% of girls and 15% of boys in high school are attempting to lose weight (Council on Alcoholism and Drug Abuse, n.d.).
  • Seven in 10 girls believe that they are not good enough or don’t measure up in some way (Dove Self-Esteem Fund, 2008).
  • A girl’s self-esteem is more strongly related to how she views her own body shape and body weight than how much she actually weighs (Dove Self-Esteem Fund, 2008).
  • Nearly all women (90%) want to change at least one aspect of their physical appearance (Confidence Coalition, n.d.).
  • The vast majority (81%) of 10-year old girls are afraid of being fat (Confidence Coalition, n.d.).
  • About one in four college-age women have an eating disorder (Confidence Coalition, n.d.).
  • Only 2% of women think they are beautiful (Confidence Coalition, n.d.).
  • Absent fathers, poverty, and a low-quality home environment have a negative impact on self-esteem (Orth, 2018).

These facts on low self-esteem are alarming and disheartening, but thankfully they don’t represent the whole story. The whole story shows that there are many people with a healthy sense of self-esteem, and they enjoy some great benefits and advantages. For instance, people with healthy self-esteem:

  • Are less critical of themselves and others.
  • Are better able to handle stress and avoid the unhealthy side effects of stress.
  • Are less likely to develop an eating disorder.
  • Are less likely to feel worthless, guilty, and ashamed .
  • Are more likely to be assertive about expressing and getting what they want.
  • Are able to build strong, honest relationships and are more likely to leave unhealthy ones.
  • Are more confident in their ability to make good decisions.
  • Are more resilient and able to bounce back when faced with disappointment, failure, and obstacles (Allegiance Health, 2015).

Given the facts on the sad state of self-esteem in society and the positive outcomes associated with high self-esteem, it seems clear that looking into how self-esteem can be built is a worthwhile endeavor.

self-esteem research and facts

Luckily, there are many researchers who have tackled this topic. Numerous studies have shown us that it is possible to build self-esteem, especially in children and young people.

How? There are many ways!

Recent research found a correlation between self-esteem and optimism with university students from Brazil (Bastianello, Pacico & Hutz & 2014). One of the most interesting results came from a cross-cultural research on life satisfaction and self-esteem, which was conducted in 31 countries.

They found differences in self-esteem between collective and individualistic cultures with self-esteem being lower in collectivist cultures. Expressing personal emotions, attitudes, and cognitive thoughts are highly associated with self-esteem, collectivist cultures seem to have a drop in self-esteem because of a lack of those characteristics (Diener & Diener 1995).

China, a collectivist culture, found that self-esteem was a significant predictor of life satisfaction (Chen, Cheung, Bond & Leung, 2006). They found that similar to other collectivist cultures, self-esteem also had an effect on resilience with teenagers. Teenagers with low self-esteem had a higher sense of hopelessness and had low resilience (Karatas, 2011).

In more individualistic cultures, teenagers who were taught to depend on their beliefs, behaviors, and felt open to expressing their opinion had more resilience and higher self-esteem (Dumont & Provost, 1999).

School-based programs that pair students with mentors and focus on relationships, building, self-esteem enhancements, goal setting , and academic assistance have been proven to enhance students’ self-esteem, improve relationships with others, reduce depression and bullying behaviors (King, Vidourek, Davis, & McClellan, 2009).

Similarly, elementary school programs that focus on improving self-esteem through short, classroom-based sessions also have a positive impact on students’ self-esteem, as well as reducing problem behaviors and strengthening connections between peers (Park & Park, 2014).

However, the potential to boost your self-esteem and reap the benefits is not limited to students! Adults can get in on this endeavour as well, although the onus will be on them to make the changes necessary.

Self-esteem researcher and expert Dr. John M. Grohol outlined six practical tips on how to increase your sense of self-esteem, which include:

6 Practical Tips on How to Increase Self-Esteem

1. take a self-esteem inventory to give yourself a baseline..

It can be as simple as writing down 10 of your strengths and 10 of your weaknesses. This will help you to begin developing an honest and realistic conception of yourself.

2. Set realistic expectations.

It’s important to set small, reachable goals that are within your power. For example, setting an extremely high expectation or an expectation that someone else will change their behavior is virtually guaranteed to make you feel like a failure, through no fault of your own.

3. Stop being a perfectionist.

Acknowledge both your accomplishments and mistakes. Nobody is perfect, and trying to be will only lead to disappointment. Acknowledging your accomplishments and recognizing your mistakes is the way to keep a positive outlook while learning and growing from your mistakes.

4. Explore yourself.

The importance of knowing yourself and being at peace with who you are cannot be overstated. This can take some trial and error, and you will constantly learn new things about yourself, but it is a journey that should be undertaken with purpose and zeal.

5. Be willing to adjust your self-image.

We all change as we age and grow, and we must keep up with our ever-changing selves if we want to set and achieve meaningful goals.

6. Stop comparing yourself to others.

Comparing ourselves to others is a trap that is extremely easy to fall into, especially today with social media and the ability to project a polished, perfected appearance. The only person you should compare yourself to is you (Grohol, 2011).

The Positivity Blog also offers some helpful tips on enhancing your self-esteem, including:

  • Say “stop” to your inner critic.
  • Use healthier motivation habits.
  • Take a 2-minute self-appreciation break.
  • Write down 3 things in the evening that you can appreciate about yourself.
  • Do the right thing.
  • Replace the perfectionism.
  • Handle mistakes and failures in a more positive way.
  • Be kinder towards other people .
  • Try something new.
  • Stop falling into the comparison trap.
  • Spend more time with supportive people (and less time with destructive people).
  • Remember the “whys” of high self-esteem (Edberg, 2017).

Another list of specific, practical things you can do to develop and maintain a good sense of self-esteem comes from the Entrepreneur website:

  • Use distancing pronouns. When you are experiencing stress or negative self-talk, try putting it in more distant terms (e.g., instead of saying “I am feeling ashamed,” try saying “Courtney is feeling ashamed.”). This can help you to see the situation as a challenge rather than a threat.
  • Remind yourself of your achievements. The best way to overcome imposter syndrome—the belief that, despite all of your accomplishments, you are a failure and a fraud—is to list all of your personal successes. You might be able to explain a couple of them away as a chance, but they can’t all be due to luck!
  • Move more! This can be as simple as a short walk or as intense as a several-mile run, as quick as striking a “power pose” or as long as a two-hour yoga session; it doesn’t matter exactly what you do, just that you get more in touch with your body and improve both your health and your confidence.
  • Use the “five-second” rule. No, not the one about food that is dropped on the ground! This five-second rule is about following up good thoughts and inspiring ideas with action. Do something to make that great idea happen within five seconds.
  • Practice visualizing your success. Close your eyes and take a few minutes to imagine the scenario in which you have reached your goals, using all five senses and paying attention to the details.
  • Be prepared—for whatever situation you are about to encounter. If you are going into a job interview, make sure you have practiced, know about the company, and have some good questions ready to ask. If you are going on a date, take some time to boost your confidence, dress well, and have a plan A and a plan B (and maybe even a plan C!) to make sure it goes well.
  • Limit your usage of social media. Spend less time looking at a screen and more time experiencing the world around you.
  • Meditate. Establish a regular meditation practice to inspect your thoughts, observe them, and separate yourself from them. Cultivating a sense of inner peace will go a long way towards developing healthy self-esteem.
  • Keep your goals a secret. You don’t need to keep all of your hopes and dreams to yourself, but make sure you save some of your goal striving and success for just you—it can make you more likely to meet them and also more satisfied when you do.
  • Practice affirmations (like the ones listed later in this piece). Make time to regularly say positive things about yourself and situations in which you often feel uncertain.
  • Build your confidence through failure. Use failure as an opportunity to learn and grow, and seek out failure by trying new things and taking calculated risks (Laurinavicius, 2017).

Now that we have a good idea of how to improve self-esteem , there is an important caveat to the topic: many of the characteristics and factors that we believe result from self-esteem may also influence one’s sense of self-esteem, and vice versa.

For example, although we recommend improving self-esteem to positively impact grades or work performance, success in these areas is at least somewhat dependent on self-esteem as well.

Similarly, those who have a healthy level of self-esteem are more likely to have positive relationships, but those with positive relationships are also more likely to have healthy self-esteem, likely because the relationship works in both directions.

While there is nothing wrong with boosting your self-esteem, keep in mind that in some cases you may be putting the cart before the horse, and commit to developing yourself in several areas rather than just working on enhancing your self-esteem.

Can We Help Boost Self-Esteem Issues with Therapy and Counseling?

Based on research like that described above, we have learned that there are many ways therapy and counseling can help clients to improve their self-esteem.

If done correctly, therapy can be an excellent method of enhancing self-esteem, especially if it’s low to begin with.

Here are some of the ways therapy and counseling can a client’s boost self-esteem:

  • When a client shares their inner thoughts and feelings with the therapist, and the therapist responds with acceptance and compassion rather than judgment or correction, this can build the foundations of healthy self-esteem for the client.
  • This continued acceptance and unconditional positive regard encourage the client to re-think some of their assumptions, and come to the conclusion that “Maybe there’s nothing wrong with me after all!”
  • The therapist can explain that self-esteem is a belief rather than a fact and that beliefs are based on our experiences; this can help the client understand that he could be exactly the same person as he is right now and have high self-esteem instead of low, if he had different experiences that cultivated a sense of high self-esteem instead of low self-esteem.
  • The therapist can offer the client new experiences upon which to base this new belief about herself, experiences in which the client is “basically acceptable” instead of “basically wrong.” The therapist’s acceptance of the client can act as a model for the client of how she can accept herself.
  • Most importantly, the therapist can accept the client for who he is and affirm his thoughts and feelings as acceptable rather than criticizing him for them. The therapist does not need to approve of each and every action taken by the client, but showing acceptance and approval of who he is at the deepest level will have an extremely positive impact on his own belief in his worth and value as a person (Gilbertson, 2016).

Following these guidelines will encourage your client to develop a better sense of self-love , self-worth, self-acceptance , and self-esteem, as well as discouraging “needless shame” and learning how to separate herself from her behavior (Gilbertson, 2016).

self-esteem benefits meditation

One of these methods is meditation—yes, you can add yet another benefit of meditation to the list! However, not only can we develop self-esteem through meditation , we also gain some other important benefits.

When we meditate, we cultivate our ability to let go and to keep our thoughts and feelings in perspective. We learn to simply observe instead of actively participate in every little experience that pops into our head. In other words, we are “loosening the grip we have on our sense of self” (Puddicombe, 2015).

While this may sound counterintuitive to developing and maintaining a positive sense of self, it is actually a great way to approach it. Through meditation, we gain the ability to become aware of our inner experiences without over-identifying with them, letting our thoughts pass by without judgment or a strong emotional response.

As meditation expert Andy Puddicombe notes, low self-esteem can be understood as the result of over-identification with the self. When we get overly wrapped up in our sense of self, whether that occurs with a focus on the positive (I’m the BEST) or the negative (I’m the WORST), we place too much importance on it. We may even get obsessive about the self, going over every little word, thought, or feeling that enters our mind.

A regular meditation practice can boost your self-esteem by helping you to let go of your preoccupation with your self, freeing you from being controlled by the thoughts and feelings your self-experiences.

When you have the ability to step back and observe a disturbing or self-deprecating thought, it suddenly doesn’t have as much power over you as it used to; this deidentification with the negative thoughts you have about yourself results in less negative talk over time and freedom from your overly critical inner voice (Puddicombe, 2015).

Self-esteem is the topic of many a psychological scale and assessment, and many of them are valid, reliable, and very popular among researchers; however, these assessments are not perfect. There are a few problems and considerations you should take into account if you want to measure self-esteem, including:

  • Lack of consensus on the definition (Demo, 1985).
  • Overall gender differences in self-esteem (Bingham, 1983).
  • Too many instruments for assessing self-esteem, and low correlations between them (Demo, 1985).
  • The unexplained variance between self-reports and inferred measures such as ratings by others (Demo, 1985).

Although these issues are certainly not unique to the measurement of self-esteem, one should approach the assessment of self-esteem with multiple measurement methods in hand, with the appropriate level of caution, or both.

Still, even though there are various issues with the measurement of self-esteem, avoiding the measurement is not an option! If you are looking to measure self-esteem and worried about finding a validated scale, look no further than one of the foundations of self-esteem research: Rosenberg’s scale.

Measuring Self-Esteem with the Rosenberg Scale

The most common scale of self-esteem is Rosenberg’s Self-Esteem Scale (also called the RSE and sometimes the SES). This scale was developed by Rosenberg and presented in his 1965 book Society and the Adolescent Self-Image.

It contains 10 items rated on a scale from 1 (strongly agree) to 4 (strongly disagree). Some of the items are reverse-scored, and the total score can be calculated by summing up the total points for an overall measure of self-esteem (although it can also be scored in a different, more complex manner—see page 61 of this PDF for instructions).

The 10 items are:

1. On the whole, I am satisfied with myself. 2. At times I think I am no good at all. 3. I feel that I have a number of good qualities. 4. I am able to do things as well as most other people. 5. I feel I do not have much to be proud of. 6. I certainly feel useless at times. 7. I feel that I’m a person of worth. 8. I wish I could have more respect for myself. 9. All in all, I am inclined to think that I am a failure. 10. I take a positive attitude toward myself.

As you likely figured out already, items 2, 5, 6, 8, and 9 are reverse-scored, while the other items are scored normally. This creates a single score of between 10 and 40 points, with lower scores indicating higher self-esteem. Put another way, higher scores indicate a strong sense of low self-esteem.

The scale is considered highly consistent and reliable, and scores correlate highly with other measures of self-esteem and negatively with measures of depression and anxiety. It has been used by thousands of researchers throughout the years and is still in use today, making it one of the most-cited scales ever developed.

The Coopersmith Self-Esteem Inventory (1967/1981)

The second most commonly used reliable and valid measure for self-esteem is The Coopersmith Self-Esteem Inventory. Within this test, 50 items are included to measure the test-takes attitudes towards themselves, by responding to statements with the selection of “like me” or “not like me” (Robinson, Shaver & Wrightsman, 2010).

Initially created to test the self-esteem of children, it was later altered by Ryden (1978) and now two separate versions exist; one for children and one for adults.

Find out more about taking this test here .

It might be quicker to list what factors don’t influence self-esteem than to identify which factors do influence it! As you might expect, self-esteem is a complex construct and there are many factors that contribute to it, whether positively or negatively.

For a quick sample of some of the many factors that are known to influence self-esteem, check out this list:

  • Commitment to the worker, spouse, and parental role are positively linked to self-esteem (Reitzes & Mutran, 1994).
  • Worker identity meaning is positively related to self-esteem (Reitzes & Mutran, 2006).
  • Being married and older is linked to lower self-esteem (Reitzes & Mutran, 2006).
  • Higher education and higher income are related to higher self-esteem (Reitzes & Mutran, 2006).
  • Low socioeconomic status and low self-esteem are related (von Soest, Wagner, Hansen, & Gerstorf, 2018).
  • Living alone (without a significant other) is linked to low self-esteem (van Soest et al., 2018).
  • Unemployment and disability contribute to lower self-esteem (van Soest et al., 2018).
  • A more mature personality and emotional stability are linked to higher self-esteem (van Soest et al., 2018).
  • Social norms (the importance of friends’ and family members’ opinions) about one’s body and exercise habits are negatively linked to self-esteem, while exercise self-efficacy and self-fulfillment are positively linked to self-esteem (Chang & Suttikun, 2017).

If you’re thinking that an important technological factor is missing, go on to the next section and see if you’re right!

self-esteem The Effects of Social Media

Although you may have found some of the findings on self-esteem covered earlier surprising, you will most likely expect this one: studies suggest that social media usage negatively impacts self-esteem (Friedlander, 2016).

This effect is easy to understand. Humans are social creatures and need interaction with others to stay healthy and happy; however, we also use those around us as comparisons to measure and track our own progress in work, relationships, and life in general. Social media makes these comparisons easier than ever, but they give this tendency to compare a dark twist.

What we see on Facebook, Instagram, and Twitter is not representative of real life. It is often carefully curated and painstakingly presented to give the best possible impression.

We rarely see the sadness, the failure, and the disappointment that accompanies everyday human life; instead, we see a perfect picture, a timeline full of only good news, and short blurbs about achievements, accomplishments, and happiness .

Although this social comparison with unattainable standards is clearly a bad habit to get into, social media is not necessarily a death knell for your self-esteem. Moderate social media usage complemented by frequent self-reminders that we are often only seeing the very best in others can allow us to use social media posts as inspiration and motivation rather than unhealthy comparison.

You don’t need to give up social media for good in order to maintain a healthy sense of self-esteem—just use it mindfully and keep it in the right perspective!

By viewing self-esteem as a muscle to grow we establish a world of new opportunities. No longer do we have to view ourselves in the same light.

Use these 10 tips to strengthen the attitudes towards yourself:

1. Spend time with people who lift you up 2. Giveback by helping others 3. Celebrate your achievements, no matter the size 4. Do what makes you happy 5. Change what you can – and let go of what you can’t 6. Let go of perfectionism ideals 7. Speak to yourself like a friend 8. Get involved in extra-curricula’s 9. Own your uniqueness 10. Create a positive self-dialogue.

Influential American author, Jack Canfield explains “Daily affirmations are to the mind what exercise is to the body.” (watch this YouTube clip).

Affirmations are a great way to boost your self-esteem and, in turn, your overall wellbeing. There are tons of examples of affirmations you can use for this purpose, including these 17 from Develop Good Habits :

  • Mistakes are a stepping stone to success. They are the path I must tread to achieve my dreams.
  • I will continue to learn and grow.
  • Mistakes are just an apprenticeship to achievement.
  • I deserve to be happy and successful.
  • I deserve a good life. I deny any need for suffering and misery.
  • I am competent, smart, and able.
  • I am growing and changing for the better.
  • I love the person I am becoming.
  • I believe in my skills and abilities.
  • I have great ideas. I make useful contributions.
  • I acknowledge my own self-worth; my self-confidence is rising.
  • I am worthy of all the good things that happen in my life.
  • I am confident with my life plan and the way things are going.
  • I deserve the love I am given.
  • I let go of the negative feelings about myself and accept all that is good.
  • I will stand by my decisions. They are sound and reasoned.
  • I have, or can quickly get, all the knowledge I need to succeed.

If none of these leap out and inspire you, you can always create your own! Just keep in mind these three simple rules for creating effective affirmations:

  • The affirmations should be in the present tense. They must affirm your value and worth right here, right now (e.g., not “I will do better tomorrow” but “I am doing great today.”).
  • The affirmations should be positively worded. They should not deny or reject anything (i.e., “I am not a loser.”), but make a firm statement (e.g., “I am a worthy person.”).
  • The affirmations should make you feel good and put you in a positive light. They should not be empty words and they should be relevant to your life (e.g., “I am a world-class skier” is relevant if you ski, but is not a good affirmation if you don’t ski.).

Use these three rules to put together some positive, uplifting, and encouraging affirmations that you can repeat as often as needed—but aim for at least once a day.

There are many, many books available on self-esteem: what it is, what influences it, how it can be developed, and how it can be encouraged in others (particularly children). Here is just a sample of some of the most popular and well-received books on self-esteem :

  • Self-Esteem: A Proven Program of Cognitive Techniques for Assessing, Improving, and Maintaining Your Self-Esteem by Matthew McKay, PhD ( Amazon )
  • The Self-Esteem Guided Journal by Matthew McKay & C. Sutker ( Amazon )
  • Ten Days to Self-Esteem by David D. Burns, MD ( Amazon )
  • The Six Pillars of Self-Esteem: The Definitive Work on Self-Esteem by the Leading Pioneer in the Field by Nathanial Branden (if you’re not a big reader, check out the animated book review video below) ( Amazon )
  • The Self-Esteem Workbook by Glenn R. Schiraldi, PhD ( Amazon )
  • The Self-Esteem Workbook for Teens: Activities to Help You Build Confidence and Achieve Your Goals by Lisa M. Schab, LCSW ( Amazon )
  • Believing in Myself by E Larsen & C Hegarty. ( Amazon )
  • Being Me: A Kid’s Guide to Boosting Confidence and Self-Esteem by Wendy L. Moss, PhD ( Amazon )
  • Healing Your Emotional Self: A Powerful Program to Help You Raise Your Self-Esteem, Quiet Your Inner Critic, and Overcome Your Shame by Beverly Engel ( Amazon )

Plus, here’s a bonus—a free PDF version of Nathaniel Branden’s The Psychology of Self-Esteem: A Revolutionary Approach to Self-Understanding That Launched a New Era in Modern Psychology .

If reading is not a preferred method of learning more, fear not! There are some great YouTube videos and TED Talks on self-esteem. A few of the most popular and most impactful are included here.

Why Thinking You’re Ugly is Bad for You by Meaghan Ramsey

This TED talk is all about the importance of self-esteem and the impact of negative self-esteem, especially on young people and girls. Ramsey notes that low self-esteem impacts physical as well as mental health, the work we do, and our overall finances as we chase the perfect body, the perfect face, or the perfect hair. She ends by outlining the six areas addressed by effective self-esteem programs:

  • The influence of family, friends, and relationships
  • The media and celebrity culture
  • How to handle teasing and bullying
  • The way we compete and compare ourselves with others
  • The way we talk about appearance
  • The foundations of respecting and caring for yourself

Meet Yourself: A User’s Guide to Building Self-Esteem by Niko Everett

Another great TEDx Talk comes from the founder of the Girls for Change organization, Niko Everett. In this talk, she goes over the power of self-knowledge, self-acceptance, and self-love. She highlights the importance of the thoughts we have about ourselves and the impact they have on our self-esteem and shares some techniques to help both children and adults enhance their self-esteem.

Self-Esteem – Understanding & Fixing Low Self-Esteem by Actualized.org

This video from Leo Gura at Actualized.org defines self-esteem, describes the elements of self-esteem, and the factors that influence self-esteem. He shares why self-esteem is important and how it can be developed and enhanced.

How to Build Self Esteem – The Six Pillars of Self-Esteem by Nathaniel Branden Animated Book Review by FightMediocrity

This quick, 6-minute video on self-esteem outlines what author Nathaniel Branden sees as the “Six Pillars” of self-esteem:

  • The practice of living consciously Be aware of your daily activities and relationship with others, insecure reflections, and also personal priorities.
  • The practice of self-acceptance This includes becoming aware and accepting the best and the worst parts of you and also the disowned parts of ourselves.
  • The practice of self-responsibility This implies realizing that you are responsible for your choices and actions.
  • The practice of self-assertiveness Act through your real convictions and feelings as much as possible.
  • The practice of living purposefully Achieve personal goals that energize your existence.
  • The practice of personal integrity Don’t compensate your ideals, beliefs, and behaviors for a result that leads to incongruence. When your behaviors are congruent with your ideals, integrity will appear.

The speaker provides a definition and example of each of the six pillars and finishes the video by emphasizing the first two words of each pillar: “The Practice.” These words highlight that the effort applied to building self-esteem is, in fact, the most important factor in developing self-esteem.

Sometimes all you need to get to work on bettering yourself is an inspirational quote. The value of quotes is subjective, so these may not all resonate with you, but hopefully, you will find that at least one or two lights that spark within you!

“You yourself, as much as anybody in the entire universe, deserve your love and affection.”

Sharon Salzberg

“The greatest thing in the world is to know how to belong to oneself.”

Michel de Montaigne

“The man who does not value himself, cannot value anything or anyone.”
“Dare to love yourself as if you were a rainbow with gold at both ends.”
“As long as you look for someone else to validate who you are by seeking their approval, you are setting yourself up for disaster. You have to be whole and complete in yourself. No one can give you that. You have to know who you are—what others say is irrelevant.”
“I don’t want everyone to like me; I should think less of myself if some people did.”

Henry James

“Remember, you have been criticizing yourself for years and it hasn’t worked. Try approving of yourself and see what happens.”

Louise L. Hay

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?”

Marianne Williamson

“I don’t entirely approve of some of the things I have done, or am, or have been. But I’m me. God knows, I’m me.”
“To me, self-esteem is not self-love. It is self-acknowledgement, as in recognizing and accepting who you are.”

Amity Gaige

“Self-esteem is as important to our well-being as legs are to a table. It is essential for physical and mental health and for happiness.”

Louise Hart

“Self-esteem is made up primarily of two things: feeling lovable and feeling capable. Lovable means I feel people want to be with me. They invite me to parties; they affirm I have the qualities necessary to be included. Feeling capable is knowing that I can produce a result. It’s knowing I can handle anything that life hands me.”

Jack Canfield

“You can’t let someone else lower your self-esteem, because that’s what it is—self-esteem. You need to first love yourself before you have anybody else love you.”

Winnie Harlow

“A man cannot be comfortable without his own approval.”
“Our self-respect tracks our choices. Every time we act in harmony with our authentic self and our heart, we earn our respect. It is that simple. Every choice matters.” Dan Coppersmith

We hope you enjoyed this opportunity to learn about self-esteem! If you take only one important lesson away from this piece, make sure it’s this one: you absolutely can build your own self-esteem, and you can have a big impact on the self-esteem of those you love.

Self-esteem is not a panacea—it will not fix all of your problems or help you sail smoothly through a life free of struggle and suffering—but it will help you find the courage to try new things, build the resilience to bounce back from failure, and make you more susceptible to success.

It is something we have to continually work towards, but it’s absolutely achievable.

Stay committed.

Keep aware of your internal thoughts and external surroundings. Keep focused on your personal goals and all that is possible when self-doubt isn’t holding you back.

What are your thoughts on self-esteem in psychology? Should we be encouraging it more? Less? Is there an “ideal amount” of self-esteem? We’d love to hear from you! Leave your thoughts in the comments below.

You can read more about self-esteem worksheets and exercises for adults and teens here .

Thanks for reading!

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

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  • Reitzes, D. C., & Mutran, E. J. (1994). Multiple roles and identities: Factors influencing self-esteem among middle-aged working men and women. Social Psychology Quarterly, 57, 313-325.
  • Reitzes, D. C., & Mutran, E. J. (2006). Self and health: Factors that encourage self-esteem and functional health. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences , 61 (1), S44-S51.
  • Robinson, J., Shaver, P., & Wrightsman, L. (2010). Measures of personality and social psychological attitudes. San Diego, CA: Academic Press.
  • Rosenberg, M. (1965). Society and the adolescent self-image . Princeton, NJ: Princeton University Press.
  • Self Esteem Awareness. (n.d.). 1 0 Positive self esteem examples. Retrieved from https://www.selfesteemawareness.com/10-positive-self-esteem-examples/
  • Seligman, M. (2006). Learned optimism: How to change your mind and your life. New York, NY: Vintage Books.
  • Smith, S. R., & Harte, V. (n.d.). 10 Characteristics of people with high self-esteem. Dummies. Retrieved from http://www.dummies.com/health/mental-health/self-esteem/10-characteristics-of-people-with-high-self-esteem/
  • Spencer, J., Zimet, G., Aalsma, M., & Orr, D. (2002). Self-esteem as a predictor of initiation of coitus in early adolescents. Pediatrics, 109, 581-584.
  • Von Soest, T., Wagner, J., Hansen, T., & Gerstorf, D. (2018). Self-esteem across the second half of life: The role of socioeconomic status, physical health, social relationships, and personality factors. Journal of Personality and Social Psychology, 114, 945-958.

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Jennifer quy

Interesting, and clear and quite precise in this definitions…..definitions are the most important.

MARTIN

Extremely good article addressing the prevalence of low self-esteem in Western society and how to overcome it. But did it consider the possibility self-esteem could ever be too high? I am still influenced by my old-school upbringing, where being labeled as “conceited” was a a thing. I was told that’s only an attempt to compensate for low self esteem, along with “egomania” and other disorders, but perhaps related to the driven personalities that have influenced much of history.

Dr.Vani Tadepalli

Excellent, Elaborative, Enduring and Eloquent ESSAY 🙂 Loved this article, very clear, very informative, very useful and practically implementable if determined to improve the quality of one’s life. THANK YOU is a small word for the author of this article.

fatah king

thak you for this good article

Hana

Very helpful. Thank you very much

Gurinder singh johal

Thanks for sharing it. I’m happy after reading it , please keep continue to enlighten people

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self esteem essay 400 words

3 Self-Compassion Tools (PDF)

Building Self-Esteem

13 February, 2020

8 minutes read

Author:  Donna Moores

Evidently, self-esteem is seen as a personal trait which tends to be enduring and stable, the one that encompasses within itself a host of beliefs about oneself. In reality, self-esteem means different things to diverse people. To some it means feeling good and loving yourself unconditionally. To others it is a feeling which is at the center of one's being of self-confidence, self-worth and respect. Therefore, it is vital for one to have high self-esteem since it paves the way for love and success in life (Bruceeisner, 2012).

Essay Samples

Certainly, people often overlook the importance for individuals to have a healthy or positive self-esteem. On the very basic level, a positive self-esteem is delineated by various qualities. They include being able to accept responsibilities for one’s own actions, respect and tolerance for others, being able to handle criticisms, and of course, being able to take charge of one’s own life. Also, it’s about taking a great pride in your own achievements, possessing a great level of integrity and loving others while being loved. The majority of people in the community, especially those in the business and entrepreneurial sectors, believe that possessing a healthy or positive self-esteem will aid in being a successful professional in your field of work.

self esteem essay example

In the medical field of the economy, for example, doctors, nurses and other people working in the medical community have a belief that possessing a positive self-esteem is very crucial in the maintenance of a healthy life by individuals. In contrast to the thought that a positive or healthy self-esteem is vital in an individual’s professional life, it also plays a very important role in alleviating psychological disorders.

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What Are the Effects of Underappreciation?

When an individual possesses a low self-esteem, he or she tries to impress others or prove others a focal point in their lives. However, this is deemed to be a total waste of one’s time and energy and can even result in psychological issues. In particular, a person without a healthy or positive self-esteem tends to have contempt towards people and usually acts arrogantly. They usually blame themselves for their actions and failures, lack confidence in themselves and mostly doubt their acceptability and self-worth (Reasoner, 2012).

These elements do not only show the negative part of an individual’s life. They are also quite unhealthy to the emotional well-being of an individual. This is because an unhealthy or negative self-esteem is damaging to an individual’s emotional health. This backs the fact that a healthy or positive self-esteem indeed can aid in alleviating psychological disorders.

The Relation of Self-Esteem to Science

One of the peculiar psychological disorders that are mostly stroked by self-esteem is known as Borderline Personality Disorder. Individuals are not willing to validate their feelings for other people or trust others when they usually do not feel well about themselves. People who suffer from borderline personality disorder coupled with a poor self-esteem can exasperate the anger which is mostly present in this type of psychological issue. More often than not, a burst of angry tirade is as a result of a lot of unresolved matters which have been posponed for later. Hence, the only way a person with borderline personality can assert his or her feelings or thoughts is through anger. In addition, having a healthy or positive self-esteem can help alleviate this issue and curtail the feeling of anger associated with borderline personality.

In particular, an individual who experiences borderline personality psychological disorder most often associates some form of suspicion to people who want to be their friends. A person with this kind of issue has a feeling that their friendship with others will end as the time goes on. This is because they think they have nothing to offer in the new friendship, which is actually wrong. Therefore, possessing a healthy or positive self-esteem can aid an individual who has a psychological disorder like the borderline personality to comprehend the fact that they deserve to be happy and achieve success in everything they do. Specifically, this is linked to their professional life or personal life, and also to the sense of self-worth.

A typical example of it is when an individual gets a job that he or she has always wanted, let say a dream job. A person possessing a psychological disorder like borderline personality will position himself or herself for failure. Meanwhile, the staff may use the opportunity given a mistake and can even flare up at the employer for placing them in a position to fail. On the other hand, an individual with a healthy or positive self-esteem will realize that he or she indeed deserves the job. In addition, they’ll recognize and appreciate the opportunity given to him or her to achieve success. A person with a healthy self-esteem will thank and respect the one who gave him that opportunity.

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The Importance of Rational Self-Esteem

Self-esteem is significant to an individual’s well-being and mental health since it has the capability of leading him or her to a more deserving social behavior and better health. Obviously, low self-esteem is often characterized with a range of broad social problems and mental disorders like eating disorders, depression, suicidal tendencies and anxiety. Notably, some schools of thought in the field of medicine, most often in the field of psychological disorders, believe that healthy physical and mental health are a result of comprehending the development of self-esteem and its outcomes.

Self-esteem can, therefore, be explained as the sum of a person’s knowledge and beliefs about his or her personal qualities and attributes. It is a cognitive composition that combines the concrete and abstract views about oneself and also controls the possession of information of self-relevance. Moreover, an individual who possesses suicidal tendencies has the urge or feeling of hurting himself or herself as he/she is feeling unhappy and unworthy.

Consequently, having a healthy or positive self-esteem alleviates any negative emotions and feelings an individual with any form of suicidal tendencies might go through. In addition, research has proven that self-esteem is a crucial psychological factor which contributes to quality and healthy life. It has also been proven with research that subjective well-being extremely corresponds with high self-esteem (Zimmerman, 2000). Therefore, it plays a major role in the mental well-being and happiness of individuals.

Overall, self-esteem and mental well-being of an individual are directly related. Any alteration in a person’s self-esteem, be it high self-esteem or low self-esteem, will affect the psychology of that person. Likewise, a healthy or positive self-esteem definitely helps in alleviating psychological disorders and puts an individual on the pedestal of high belief and confidence in him or herself.

  • Bruceeisner, D. (2012). Meaning of Self-Esteem. Squidoo Journal Website Retrieved from: http://www.squidoo.com/self_esteem
  • Reasoner, R. (2012). The True Meaning of Self-Esteem. National Association for Self-Esteem Website Retrieved from:http://www.self-esteem-nase.org/what.php
  • Zimmerman, S.L. (2000). Self-Esteem, Personal Control and Optimism. Midwestern University. Dissertation Abstract. Retrieved from:http://her.oxfordjournals.org/content/19/4/357.full#ref-123

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Why It's Important to Have High Self-Esteem

Sarah Vanbuskirk has over 20 years of experience as a writer and editor, covering a range of health, wellness, lifestyle, and family-related topics. Her work has been published in numerous magazines, newspapers, and websites, including The Spruce, Activity Connection, Glamour, PDX Parent, Self, Verywell Fit, TripSavvy, Marie Claire, and TimeOut New York.

self esteem essay 400 words

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

self esteem essay 400 words

Verywell / Laura Porter

What Is Self-Esteem?

  • Defining High Self-Esteem
  • Why It's Important

Risks of Low Self-Esteem

Can you have too much self-esteem.

  • Contributing Factors

Cultivating High Self-Esteem

Ways to improve self-esteem.

It's easy to discount the importance of having high self-esteem. However, having positive personal regard can be the difference between feeling good about and taking care of yourself and not.

We've likely all heard the advice to believe in yourself, value yourself, be your own cheerleader, and that you can't fully love others until you love yourself —and all of that is true. But what exactly does that really mean in real life? Essentially, that having high self-esteem is vital to a successful, happy life .

But how exactly do you know if your self-esteem is high enough? Below, we'll take a look at what self-esteem is, why it's important, and how to build yours up.

We'll also break down the negative effects of having low self-esteem, the difference between occasionally being down on yourself and truly having poor self-esteem, whether your self-esteem can be too high, factors that contribute to low self-esteem, and tips for cultivating a more positive self-outlook and self-respect.

In order to have high self-esteem, it's important to understand what self-esteem really is. Self-esteem is giving respect and admiration to yourself. The American Psychological Association defines self-esteem as "the degree to which the qualities and characteristics contained in one’s self-concept are perceived to be positive."

High self-esteem is not just liking yourself but generally affording yourself love, value, dignity, and respect, too. Positive self-esteem also means believing in your capability (to learn, achieve, and contribute to the world) and autonomy to do things on your own. It means you think your ideas, feelings, and opinions have worth.

In other words, self-esteem is how you feel about yourself (inside and out), encompassing what you think about and value in yourself and how you relate to others. It's also related to how you feel others view, treat, and value you. This is why those in abusive situations or who have experienced trauma (particularly as children) are more likely to suffer from low self-esteem, concurrently and in the future, as a result.

Self-esteem isn't dependent entirely on one thing or set of thoughts. Instead, a person's self-esteem is made up of your view of all the things that define you as a person, including your personality, accomplishments, talents, capabilities, background, experiences, relationships, and physical body, as well as how you perceive others see you.

Each person may put a particular emphasis on certain areas that impact self-esteem, such as putting extra importance on your looks , relationship status, talents, or professional accomplishments (or lack thereof), when forming your self-image and how you feel about it.

Self-Esteem vs. Depression

Note, too, that low self-esteem is not the same as depression . While the two concepts overlap, low self-esteem is considered a risk factor for depression (see more on this below) rather than being the same thing.

While depression is a mental health condition that impacts the mind and body, self-esteem describes the way you think and feel about yourself. Additionally, some people have more stable self-esteem, while other's feelings about themselves are more mood- and life event-reactive—and more prone to plummet.  

Remember, whether your self-esteem is high or low is influenced by the many factors that make you, you—some of which are in your control, some are not.

Ultimately, what matters most is what you focus on from those many factors and how much grace and compassion you afford yourself with regard to the things you're less thrilled about.

Whether you realize it or not, your self-esteem is the picture you paint of yourself, the parts of you that you choose to emphasize. Essentially, as famed naturalist philosopher Henry David Thoreau once said, "The question is not what you look at, but what you see.”

What It Means to Have High Self-Esteem

High self-esteem means generally holding yourself in positive regard. This doesn't mean you love everything about yourself or think you are perfect. On the contrary, even for those with high self-esteem, it's common to be self-critical and have some parts of yourself that you are less proud of or happy with than other elements.

However, if you have high self-esteem, the positive thoughts about yourself outweigh the negative—and the negative doesn't make you discount your worth as a person . High self-esteem can also fluctuate depending on the circumstance.

Essentially, high self-esteem is a frame of mind that lets you celebrate your strengths, challenge your weaknesses, and feel good about yourself and your life. It allows you to put daily ups and downs in perspective because, at your core, you value, trust, and respect yourself. High self-esteem helps you say, "I've had a bad day," for example, instead of saying, "I have a bad life."

High self-esteem also helps you understand that everything isn't about you, enabling you to not take everything personally and not be overly reactive. Strong self-respect lets you see beyond yourself and feel confident of your place in the world.

Characteristics of high self-esteem include:

  • Holding yourself in positive regard
  • Celebrating your strengths and challenging your weaknesses
  • Keeping daily ups and downs in perspective
  • Having strong self-respect and self-confidence

Interestingly, having high self-esteem does not always align with the circumstances or qualities that you might objectively assume should correlate with feeling good about yourself.

For example, some research shows that physical attractiveness does not predict high self-esteem . In fact, one study showed that teens with "facial attractiveness" scored lower on self-esteem ratings than their peers. In other words, the person who seems to have it all—great job, romantic partner, beauty, fit body—may not see it that way.

Signs of High Self-Esteem

How do you know if you have high self-esteem? Here are a few signs:

  • You feel comfortable expressing your opinions, if they are different from those around you.
  • You're confident in your abilities.
  • You don't let challenges hold you back.
  • You don't let a setback change how you feel about yourself.
  • You treat yourself with love and respect versus calling yourself names or discrediting yourself.
  • You're willing to set boundaries with people who don't value and respect you

Why High Self-Esteem Is Important

According to the American Psychological Association, having high self-esteem is key to positive mental health and well-being. High self-esteem is good because it helps you develop coping skills , handle adversity, and put the negative into perspective.

If you have a higher self-concept you also don't tend to put undue focus, blame, self-doubt, hopelessness, or weight on the parts you aren't happy about. You're also better able to cope with stress , anxiety, and pressure, whether from school, work, home, or peers.

Rather than feeling hopeless , stuck, or unworthy due to any perceived "failings," a person with high self-esteem is more likely to look for what they can change or improve upon. If struggling with a project at work, for example, someone with high self-esteem might ask a supervisor for help coming up with solutions versus berating themselves for being ineffective at their job.

Conversely, someone with low self-esteem is more likely to become entrenched in negative feelings about themself. In fact, research shows that feeling positive and respectful about yourself, particularly as a child, goes a long way in helping you adapt and adjust to the challenges of life.

A healthy self-concept and self-respect can enable you to realize that it's not the end of the world if something goes wrong, someone rejects you, you make a mistake, or you have some faults.

Self-Esteem and Prosocial Behavior

High self-esteem is also linked to prosocial behavior (actions with the intent to benefit others, such as generosity and qualities like empathy), flexibility, and positive familial relationships. In fact, a 2014 study found that college students with higher self-esteem and more loving and supportive relationships with their families were more successful at school and adapted better to the social adjustment of living in a new environment.  

Self-Esteem and Stress

How you experience stress is also strongly related to your level of self-esteem. Prosocial behavior (which, as noted above, is more likely with higher self-esteem) is known to reduce the negative impact of stressors on daily life, helping you to manage stress more effectively.   Studies have also found a positive relationship between positive self-esteem and motivation to accomplish goals, self-efficacy, and self-control.   Higher levels of self-esteem are also predictive of greater academic success.  

High Self-Esteem Boosts Overall Well-Being

Additionally, high self-esteem is considered to be protective against many mental health conditions, such as depression and anxiety. In fact, studies show that having high self-esteem is directly correlated to your satisfaction with your life and to the ability to maintain a favorable attitude about yourself in challenging situations.  

Research also shows that people with higher self-esteem are happier in their jobs, have better social relationships, and generally, a more positive sense of well-being.  

Like many elements of mental health, researchers often describe self-esteem as existing on a spectrum.

Like anything in life, your self-image is prone to change and grow as you mature and live your life, and in response to key life events.

However, it's also true that people tend toward a certain set-point of self-esteem that can be persistent, whether high, low, or somewhere in between. Social interactions, attention, emotional regulation, decision-making, and life satisfaction are all impacted by lower self-image.

As noted above, when you have high self-esteem, you're better able to shake off unfavorable events and the negative judgments or moods of others that may be directed your way. Conversely, when you have a lower self-concept, you're more likely to take criticism or rejection personally and to assume someone else's problems are about you.  

This combination can make people with low self-esteem more reactive to day-to-day circumstances and personal interactions. Those with lower self-esteem are also less likely to keep their emotions in check, cope well with challenges, and look at life from a healthy perspective.

Often low self-esteem means small things become blown up into bigger issues that can feel insurmountable, further ratcheting down self-regard.

Feeling Down vs. Poor Self-Esteem

Essentially, low self-esteem isn't just having a bad mood or a bad day. Everyone feels down when negative things happen but these feelings typically pass and, especially for those with positive self-esteem, don't have a drastic impact on self-worth. Instead, low self-esteem is a chronically negative self-image that, while it may ebb and flow with the positive and negative events in your life, for the most part, stays with you over time, regardless of life circumstances.

Your level of self-regard may be, in part, a function of the natural variation in personality types , affect, genetics, and/or in response to upbringing, peers, and life events. However, when self-esteem is particularly low, as noted above, it can put you at risk of many mental health challenges.

Susceptibility to Depression

The link between low self-esteem and mental health conditions is particularly strong. Interestingly, research shows convincingly that poor self-esteem contributes to depression , rather than the reverse. This means that depression doesn't create low self-regard. Instead, thinking poorly of yourself makes you more vulnerable to depression.  

Additionally, studies indicate that higher self-esteem offers protection from mental health conditions, likely due to the improved coping skills, higher positivity, and resiliency that comes with this more accepting and affirmative self-talk.   Essentially, low self-esteem begets feeling bad about yourself, which makes leading a fulfilling life, reaching your goals , and having positive social and intimate relationships harder.

Critically, studies show that low self-esteem is highly correlated to depression, anxiety , emotional problems, substance use , stress, eating disorders , and suicidal ideation .   Research also shows a strong correlation between low self-esteem and anxiety disorders , particularly with social phobias and social anxiety disorder .  

If you or a loved one are having suicidal thoughts, contact the  National Suicide Prevention Lifeline  at  988 for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911. For more mental health resources, see our  National Helpline Database .

Risky Behaviors

Studies also show a link between poor self-esteem and an increased risk of risky health behaviors, particularly in teens, such as drug and alcohol use, drunk driving, self-harm , smoking, and carrying a weapon.   Essentially, those who value and respect themselves the least are more willing to make more dangerous choices that may impact their health and safety.

Additionally, improvements in self-esteem are shown to be helpful in the recovery from addiction . In fact, studies show that this relationship of low self-esteem and poor choices is particularly evident in adolescents who already are at a disadvantage for decision-making due to their still-developing executive function skills .   Research has also found a link between low self-esteem and risky sexual behaviors in teens.  

Low Self-Confidence

Research also finds a clear correlation between low self-confidence and low self-esteem, as well as the reverse. Additionally, having high self-confidence encourages self-reliance, self-advocacy, and trust in yourself and your abilities, all factors that bolster high self-esteem—and create a framework for positive mental health and quality of life.  

An unrealistic or overly elevated self-concept may be as unhealthy as a negative one. However, it's important to distinguish between healthy high self-esteem and arrogance. High self-esteem is not being egotistical, thinking you are infallible, or better than others.

High Self-Esteem vs. Arrogance and Narcissism

Arrogance is when a person's self-concept veers from reality and becomes the dominant force in their life, and we might assume that too much self-esteem equals an inflated ego.

However, this type of narcissistic self-concept isn't necessarily a natural progression from healthy self-esteem, which values the self but not above all others.

Instead, narcissism or arrogance describes a person who focuses primarily on themselves, considers themselves more important or worthwhile than others, and often, doesn't even think about how their actions impact those around them. Really, it can be argued that what looks like "too much self-esteem" is actually the opposite.

In fact, while narcissists may seem to have high self-esteem, studies show that grandiose beliefs about yourself often actually mask a poor self-image, feelings of shame, and self-directed anger hiding underneath.

People with narcissistic personality disorder are also more prone to comorbid mental health conditions like depression and anxiety, experience feelings of helplessness, and have unstable personal relationships.  

Factors Contributing to Low or High Self-Esteem

While, as noted above, a complex web of influences combine to shape your identity, personality, and self-concept, there are specific factors that predict high or low self-esteem. Namely, factors that impact self-esteem include whether or not you had a supportive upbringing, where your needs, thoughts, feelings, contributions, and ideas are valued. Positive thinking , heredity , personal outlook, your peers, and other role models all matter a lot as well.  

Experiencing challenging life events or trauma like divorce, violence, racism, neglect, poverty, a natural disaster, being bullied, or otherwise treated poorly can also contribute to low self-esteem.  

The effectiveness of your coping skills , the relative positivity of your personal outlook, and general resiliency, all factors that can be innate or learned, greatly impact the influence negative experiences may have on your self-esteem as well.  

Cultivating high self-esteem (and resiliency) is no easy task, but it's certainly possible and within your grasp—and can make a huge difference in your life. As noted above, it's key to understand that a significant component of self-esteem is your thought patterns, what you focus on, and optimism rather than simply on objective facts or events of your life.

In other words, it's about what you see (and say to yourself) when looking at your physical self, skills, accomplishments, or future potential.

Building up your self-esteem takes work, determination, and a willingness to examine and counter negative thoughts about yourself—and to actively bolster your self-image with positive ones. It's vital to give yourself grace, to let go of certain things that bother you as well as to work on those areas that you can (and want) to change.

If you value yourself, and have high enough self-worth, you also know that you deserve to take care of yourself, which then can contribute to trying to do things to improve your self-esteem. It's difficult to take care of yourself if you think poorly of yourself.

Studies show that forgiving yourself for things you regret can also help improve self-esteem.   Essentially, it's about accepting and loving yourself as you are.

When to Get Help

If you have low self-esteem, it can be helpful to work with a counselor or other mental health professional to begin changing your negative self-talk and improve how you see and value yourself.

As noted above, improving your self-esteem takes practice and intention but is well worth your efforts, as there is a clear link between high self-esteem and quality of life. Some strategies that can help you think more favorably about yourself include the following:

Accept Compliments

Notice the urge to deflect praise and instead, hear it and let it in. Interestingly, research shows that difficulty accepting compliments is directly correlated with low self-esteem.  

Give Yourself a Break

Forgive yourself for mistakes and squash your negative self-theories and self-talk . No one is perfect or loves everything about themselves. Don't expect that of yourself. When you start on a negative spiral, ask yourself if you're being fair to yourself or realistic.

Love Yourself—Flaws And All

Yes, you may have things you wish were different, want to change, or just plain aren't happy with, but love and respect yourself anyway.

Value the Person You Are

Aim to accept and find worth in who you are right now. Seek out and feel pride in what makes you unique, happy, and valued.

Recognize the Importance of High Self-Esteem

Once you begin to see how your view of yourself impacts life satisfaction and well-being, you may be more motivated to alter your thinking and value yourself more.

Seek Support

Therapy, such as cognitive-behavioral therapy , can help you work on issues that may be impeding your positive self-outlook and help you build skills to disrupt negative self-talk and attain a more optimistic view of yourself.

Start a Gratitude Journal

In a gratitude journal , write down all the positive things in your life, the things you like about yourself, the accomplishments or qualities you are proud of—then read it over whenever you're feeling down about yourself.

Take Note of Your Thoughts

When negative ones arise, actively choose to either work productively on the issues or decide to let them go. When you have positive thoughts, aim to amplify them, particularly whenever less favorable thinking pops up.

Think of Yourself as a Friend

You're likely to be more patient, forgiving, kind, encouraging, supportive, and proud as you assess a friend than you are of yourself. So, next time you're beating up on yourself, step back, shift your perspective, and look at yourself as you would a friend.

Work on Yourself

If there are things about yourself or your life that you don't feel good about, consider what changes you can make. Then, make a plan to put those changes into action.

A Word From Verywell

High self-esteem is key to life satisfaction. For some, this frame of mind comes easily, for others it's more of a struggle. Luckily, wherever you may be on the self-esteem spectrum, you can work on improving your vision, support, compassion, and love of yourself.

After all, the relationship you have with yourself may ultimately be the one that matters most—it gifts you the resiliency, confidence, kindness, motivation, and love that informs the rest of your life and helps you be the best person you can be.

You might also want to consider reaching out to a therapist to help you learn the skills needed to build your self-esteem.

American Psychological Association. Self-esteem . APA Dictionary of Psychology.

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Mares SH, De leeuw RN, Scholte RH, Engels RC.  Facial attractiveness and self-esteem in adolescence .  J Clin Child Adolesc Psychol . 2010;39(5):627-37. doi:10.1080/15374416.2010.501292

Nguyen DT, Wright EP, Dedding C, Pham TT, Bunders J.  Low self-esteem and its association with anxiety, depression, and suicidal ideation in Vietnamese secondary school students: a cross-sectional study.   Front Psychiatry . 2019;10:698. doi:10.3389/fpsyt.2019.00698

Hosogi M, Okada A, Fujii C, Noguchi K, et. al.  Importance and usefulness of evaluating self-esteem in children .  BioPsychoSocial Medicine.  2012;6:9. doi:10.1186/1751-0759-6-9

Afolabi OA.  Do self-esteem and family relations predict prosocial behaviour and social adjustment of fresh students?   Higher Education and Social Science . 2014;7(1):26-34. doi:10.3968/5127

Raposa EB, Laws HB, Ansell EB.  Prosocial behavior mitigates the negative effects of stress in everyday life .  Clin Psychol Sci . 2016;4(4):691-698. doi:10.1177/2167702615611073

Simmen-Janevska K, Brandstätter V, Maercker A. The overlooked relationship between motivational abilities and posttraumatic stress: a review .  Eur J Psychotraumatol . 2012;3:10.3402/ejpt.v3i0.18560. doi:10.3402/ejpt.v3i0.18560

Hyseni Duraku Z, Hoxha L. Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance .  Health Psychol Open . 2018;5(2):2055102918799963. doi:10.1177/2055102918799963

Henriksen IO, Ranøyen I, Indredavik MS, Stenseng F. The role of self-esteem in the development of psychiatric problems: a three-year prospective study in a clinical sample of adolescents .  Child Adolesc Psychiatry Ment Health . 2017;11:68. doi:10.1186/s13034-017-0207-y

Orth U, Robins RW, Widaman KF. Life-span development of self-esteem and its effects on important life outcomes .  J Pers Soc Psychol . 2012;102(6):1271–1288. doi:10.1037/a0025558

Kalvin CB, Bierman KL, Gatzke-Kopp LM. Emotional Reactivity, Behavior Problems, and Social Adjustment at School Entry in a High-risk Sample .  J Abnorm Child Psychol . 2016;44(8):1527-1541. doi:10.1007/s10802-016-0139-7

Park K, Yang TC. The long-term effects of self-esteem on depression: the roles of alcohol and substance uses during young adulthood .  Sociol Q . 2017;58(3):429-446. doi:10.1080/00380253.2017.1331718

Orth U, Robins RW. Understanding the link between low self-esteem and depression .  Curr Dir Psychol Sci . 2013;22(6):455–460. doi:10.1177/0963721413492763

Nguyen DT, Wright EP, Dedding C, Pham TT, Bunders J. Low Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation in Vietnamese Secondary School Students: A Cross-Sectional Study .  Front Psychiatry . 2019;10:698. doi:10.3389/fpsyt.2019.00698

Maldonado L, Huang Y, Chen R, Kasen S, Cohen P, Chen H. Impact of early adolescent anxiety disorders on self-esteem development from adolescence to young adulthood .  J Adolesc Health . 2013;53(2):287-292. doi:10.1016/j.jadohealth.2013.02.025

Gartland D, Riggs E, Muyeen S, et al. What factors are associated with resilient outcomes in children exposed to social adversity? A systematic review .  BMJ Open . 2019;9(4):e024870. doi:10.1136/bmjopen-2018-024870

Balogh KN, Mayes LC, Potenza MN. Risk-taking and decision-making in youth: relationships to addiction vulnerability .  J Behav Addict . 2013;2(1):10.1556/JBA.2.2013.1.1. doi:10.1556/JBA.2.2013.1.1

Enejoh V, Pharr J, Mavegam BO, et al.  Impact of self-esteem on risky sexual behaviors among Nigerian adolescents .  AIDS Care . 2016;28(5):672-676. doi:10.1080/09540121.2015.1120853

Bayat B, Akbarisomar N, Tori NA, Salehiniya H. The relation between self-confidence and risk-taking among the students .  J Educ Health Promot . 2019;8:27. doi:10.4103/jehp.jehp_174_18

Kacel EL, Ennis N, Pereira DB. Narcissistic personality disorder in clinical health psychology practice: case studies of comorbid psychological distress and life-limiting illness .  Behav Med . 2017;43(3):156-164. doi:10.1080/08964289.2017.1301875

Masselink M, Van Roekel E, Oldehinkel AJ. Self-esteem in Early Adolescence as Predictor of Depressive Symptoms in Late Adolescence and Early Adulthood: The Mediating Role of Motivational and Social Factors .  J Youth Adolesc . 2018;47(5):932-946. doi:10.1007/s10964-017-0727-z

Gao F, Yao Y, Yao C, Xiong Y, Ma H, Liu H. The mediating role of resilience and self-esteem between negative life events and positive social adjustment among left-behind adolescents in China: a cross-sectional study .  BMC Psychiatry . 2019;19(1):239. doi:10.1186/s12888-019-2219-z

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Self-Esteem and How to Improve It

Your Sense of Worth or Value

Role of Self-Esteem

Signs of low self-esteem.

  • Associated Conditions
  • High Self-Esteem
  • Improving Self-Esteem

Self-esteem is how a person thinks and feels about their own qualities and characteristics. A person who has positive thoughts about their qualities and characteristics has high self-esteem. On the other hand, a person with negative thoughts about their qualities and characteristics has low self-esteem.

This is important because higher levels of self-esteem translate into improved mental health, and lower levels of self-esteem are related to mental health conditions such as depression .

This article goes over self-esteem, what it means, and how it affects you. It also offers some advice on how to improve your self-esteem.

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Low self-esteem can impact people of all ages, including children. However, young adults tend to have lower self-esteem than older adults, and women tend to have lower self-esteem than men.

Beyond these trends, many different circumstances, thoughts, and beliefs can impact self-esteem throughout life. A person could have general low self-esteem, or low self-esteem in all areas. It is also possible to have low self-esteem in only some areas, though low self-esteem can carry over into other areas as well.

Self-esteem can be impacted by different areas of a person and their life, and self-esteem affects all areas of life.

Academic or Intelligence

There is a relationship between self-esteem, measured intelligence, perceived intelligence, and academic performance. Higher levels of both perceived and measured intelligence and academic achievement have been linked to higher levels of self-esteem.

This relationship has been shown to go further with higher levels of general, educational, social, and public self-esteem all being linked to increased academic achievement. This means that high self-esteem in specific areas is related to positive outcomes in those areas. In fact, high general self-esteem provides benefits in a variety of areas.

Self-esteem can play a role in career progression. Low self-esteem can compromise belief in the ability to make decisions related to careers and the intensity of searching for jobs. Additionally, high levels of self-esteem are linked to being more likely to apply for jobs, more likely to receive job offers, and greater career advancement.

Physical Abilities

Low self-esteem in the area of physical ability is something that can begin in childhood with physical education in schools, extracurricular sports, and activities with peers. It can also continue into adulthood. This may become related to low self-esteem in the area of physical appearance with weight gain associated with avoidance of physical activity.

Those who are more physically active have been found to have higher self-esteem, higher levels of perceived physical fitness, and a more positive body image.

Physical Appearance

Physical appearance, body image, and weight are all linked to self-esteem. Low self-esteem in these areas impacts many teens and adults.

More positive body image is associated with higher self-esteem and decreased risk of harmful effects such as eating disorders. Higher body mass index is associated with more negative body image, lower self-esteem, and increased risk of turning to cigarettes and other unhealthy coping behaviors.

These connections show how low self-esteem in one area can impact other areas and overall health and well-being.

Self-Esteem vs. Self-Concept

Self-concept is a broad description of how you see yourself. It's everything you know about who you are as a person. Self-esteem, on the other hand, is how you evaluate yourself.

The specific signs of low self-esteem depend on the type of low self-esteem, or the area of self-concept or life related to the negative beliefs. However, some signs can help to identify general low self-esteem.

Someone may have low self-esteem if they are experiencing:

  • An inner voice of self-talk that is negative
  • Difficulty accepting or responding to compliments
  • Difficulty accepting or responding to constructive criticism or feedback
  • Unhealthy methods of coping, such as overeating, drinking, or smoking
  • Avoidance of social gatherings or situations
  • Avoidance of challenges or difficult situations
  • Focus on what is unwanted more than what is wanted
  • Hesitance to try new things
  • Low level of confidence
  • Excessive sensitivity
  • Intense focus on personal problems
  • Mental health conditions such as anxiety, depression, or eating disorders

The earlier signs of low self-esteem, if not addressed, could lead to more serious concerns, including mental health conditions such as depression or anxiety , harmful habits such as smoking or drinking, or other negative effects on health and life.

Conditions Associated With Low Self-Esteem

Low self-esteem is linked to many mental health concerns. An increased risk of anxiety, depression, and addiction is seen with low self-esteem, as well as poor relationships and decreased overall quality of life.

Low self-esteem is also a common component of eating disorders such as anorexia nervosa , bulimia nervosa , and binge eating disorder .

Signs of High Self-Esteem

High self-esteem can help you succeed in many different areas of life, such as school, career, relationships, and mental health. Students with high self-esteem tend to be more engaged in school and more successful at work. They are also more likely to be in stable romantic relationships.  

People with high self-esteem have certain qualities that help them excel in these areas. For example:

  • They have confidence in their abilities.
  • They show resiliency in times of stress.
  • They are comfortable with expressing their opinions.
  • They aren't afraid to ask for what they want or need.
  • They tend to have realistic expectations of others.
  • They aren't overcritical of themselves or other people.
  • They are comfortable discussing relationship problems and/or ending relationships that aren't working.

Causes of Low Self-Esteem

Low self-esteem often has external causes. People tend to develop low self-esteem as a result of something that has happened to them in the past or because of unhealthy relationships with others. Some common causes of low self-esteem include:

  • Physically or emotionally abusive relationships
  • Authority figures or caregivers who are constantly disapproving or emotionally detached
  • Feeling judged by religious doctrine or religious authority
  • Bullying in any context, including in person or on social media
  • Difficulties at work or school
  • Unmet standards of "perfection" from media or social media

How to Improve Self-Esteem

Self-esteem is something that changes over time. Some strategies that can help improve self-esteem include:

  • Challenge negative thinking
  • Use positive affirmations
  • Exercise to release "happy" hormones like dopamine and serotonin
  • Surround yourself with supportive people
  • Focus on the positives
  • Connect with friends and family
  • Make time for the activities you enjoy

Additionally, there are things that can be done intentionally to increase self-esteem, such as working with a mental health professional who uses a type of talk therapy called cognitive behavioral therapy, or CBT. This may include focusing on specific areas where self-esteem is particularly low or working on general self-esteem.

Self-esteem can have a profound impact on your happiness and success. Self-esteem can be associated with many different areas of your life, including work or school, your physical abilities, and your appearance. 

Low self-esteem is associated with problems like anxiety, depression, and addiction. It is also strongly correlated with eating disorders like anorexia nervosa and bulimia.

Self-esteem can be improved with deliberate changes in the way you think and by surrounding yourself with supportive people. You can also improve your self-esteem with the help of a mental health care professional.

APA Dictionary of Psychology. Self-esteem .

Helwig NE, Ruprecht MR. Age, gender, and self-esteem: a sociocultural look through a nonparametric lens . Arch Sci Psychol . 2017;5(1):19-31. doi:10.1037/arc0000032

Bleidorn W, Arslan RC, Denissen JJ, et al. Age and gender differences in self-esteem—a cross-cultural window .  J Pers Soc Psychol . 2016;111(3):396-410. doi:10.1037/pspp0000078

Dufner M, Reitz AK, Zander L. Antecedents, consequences, and mechanisms: On the longitudinal interplay between academic self-enhancement and psychological adjustment . J Pers . 2015;83(5):511-22. doi:10.1111/jopy.12128

Pushkarna M. Factors of self-esteem contributing to academic performance in adolescents . Indian J Youth Adolesc Health . 2017;4(2):17-25. doi:10.24321/2349.2880.201712

Viola MM, Musso P, Ingoglia S, Lo Coco A, Inguglia C. Relationships between career indecision, search for work self-efficacy, and psychological well-being in Italian never-employed young adults . Eur J Psychol . 2017;13(2):231-250. doi:10.5964/ejop.v13i2.1277

Zamani Sani SH, Fathirezaie Z, Brand S, et al. Physical activity and self-esteem: testing direct and indirect relationships associated with psychological and physical mechanisms .  Neuropsychiatr Dis Treat . 2016;12:2617-2625. doi:10.2147/NDT.S116811

National Eating Disorder Collaboration. Body image .

Murphy CM, Janssen T, Colby SM, Jackson KM. Low self-esteem for physical appearance mediates the effect of body mass index on smoking initiation among adolescents .  J Pediatr Psychol . 2019;44(2):197-207. doi:10.1093/jpepsy/jsy070

National Health Service. Raising low self-esteem .

National Alliance on Mental Health. Why self-esteem is important for mental health .

Orth U, Robins RW. Is high self-esteem beneficial? Revisiting a classic question . Am Psychol . 2022;77(1):5-17. doi:10.1037/amp0000922

Berber Çelik Ç, Odacı H. Does child abuse have an impact on self-esteem, depression, anxiety and stress conditions of individuals? Int J Soc Psychiatry . 2020;66(2):171-178. doi:10.1177/0020764019894618

Stern S, Wright AJ. Discrete effects of religiosity and spirituality on gay identity and self-esteem . J Homosex . 2018;65(8):1071-1092. doi:10.1080/00918369.2017.1368769

Choi B, Park S. Bullying perpetration, victimization, and low self-esteem: Examining their relationship over time . J Youth Adolesc . 2021;50(4):739-752. doi:10.1007/s10964-020-01379-8

Da Silva HM, Vilarim JR, da Silva Lorena JS, et al. Social networks, appearance and self-esteem: a literature review from 2002 to 2021 . Int J Sci . 2021;2(3):112-6.

By Ashley Olivine, Ph.D., MPH Dr. Ashley Olivine is a health psychologist and public health professional with over a decade of experience serving clients in the clinical setting and private practice. She has also researched a wide variety psychology and public health topics such as the management of health risk factors, chronic illness, maternal and child wellbeing, and child development.

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Self-esteem: Take steps to feel better about yourself

Harness the power of your thoughts and beliefs to raise your self-esteem. Start with these steps.

Low self-esteem can affect nearly every aspect of life. It can impact your relationships, job and health. But you can boost your self-esteem by taking cues from mental health counseling.

Consider these steps, based on cognitive behavioral therapy.

1. Recognize situations that affect self-esteem

Think about the situations that seem to deflate your self-esteem. Common triggers might include:

  • A work or school presentation
  • A crisis at work or home
  • A challenge with a spouse, loved one, co-worker or other close contact
  • A change in roles or life events, such as a job loss or a child leaving home

2. Become aware of thoughts and beliefs

Once you've learned which situations affect your self-esteem, notice your thoughts about them. This includes what you tell yourself (self-talk) and how you view the situations.

Your thoughts and beliefs might be positive, negative or neutral. They might be rational, based on reason or facts. Or they may be irrational, based on false ideas.

Ask yourself if these beliefs are true. Would you say them to a friend? If you wouldn't say them to someone else, don't say them to yourself.

3. Challenge negative thinking

Your initial thoughts might not be the only way to view a situation. Ask yourself whether your view is in line with facts and logic. Or is there another explanation?

Be aware that it can be hard to see flaws in your logic. Long-held thoughts and beliefs can feel factual even if they're opinions.

Also notice if you're having these thought patterns that erode self-esteem:

  • All-or-nothing thinking. This involves seeing things as either all good or all bad. For example, you may think, "If I don't succeed in this task, I'm a total failure."
  • Mental filtering. This means you focus and dwell on the negatives. It can distort your view of a person or situation. For example, "I made a mistake on that report and now everyone will realize I'm not up to the job."
  • Converting positives into negatives. This may involve rejecting your achievements and other positive experiences by insisting that they don't count. For example, "I only did well on that test because it was so easy."
  • Jumping to negative conclusions. You may tend to reach a negative conclusion with little or no evidence. For example, "My friend hasn't replied to my text, so I must have done something to make her angry."
  • Mistaking feelings for facts. You may confuse feelings or beliefs with facts. For example, "I feel like a failure, so I must be a failure."
  • Negative self-talk. You undervalue yourself. You may put yourself down or joke about your faults. For example, you may say, "I don't deserve anything better."

4. Adjust your thoughts and beliefs

Now replace negative or untrue thoughts with positive, accurate thoughts. Try these strategies:

  • Use hopeful statements. Be kind and encouraging to yourself. Instead of thinking a situation won't go well, focus on the positive. Tell yourself, "Even though it's tough, I can handle this."
  • Forgive yourself. Everyone makes mistakes. But mistakes aren't permanent reflections on you as a person. They're moments in time. Tell yourself, "I made a mistake, but that doesn't make me a bad person."
  • Avoid 'should' and 'must' statements. If you find that your thoughts are full of these words, you might be putting too many demands on yourself. Try to remove these words from your thoughts. It may lead to a healthier view of what to expect from yourself.
  • Focus on the positive. Think about the parts of your life that work well. Remember the skills you've used to cope with challenges.
  • Consider what you've learned. If it was a negative experience, what changes can you make next time to create a more positive outcome?
  • Relabel upsetting thoughts. Think of negative thoughts as signals to try new, healthy patterns. Ask yourself, "What can I think and do to make this less stressful?"
  • Encourage yourself. Give yourself credit for making positive changes. For example, "My presentation might not have been perfect, but my colleagues asked questions and remained engaged. That means I met my goal."

You might also try these steps, based on acceptance and commitment therapy.

1. Spot troubling conditions or situations

Again, think about the conditions or situations that seem to deflate your self-esteem. Then pay attention to your thoughts about them.

2. Step back from your thoughts

Repeat your negative thoughts many times. The goal is to take a step back from automatic thoughts and beliefs and observe them. Instead of trying to change your thoughts, distance yourself from them. Realize that they are nothing more than words.

3. Accept your thoughts

Instead of resisting or being overwhelmed by negative thoughts or feelings, accept them. You don't have to like them. Just allow yourself to feel them.

Negative thoughts don't need to be controlled, changed or acted upon. Aim to lessen their power on your behavior.

These steps might seem awkward at first. But they'll get easier with practice. Recognizing the thoughts and beliefs that affect low self-esteem allows you to change the way you think about them. This will help you accept your value as a person. As your self-esteem increases, your confidence and sense of well-being are likely to soar.

In addition to these suggestions, remember that you're worth special care. Be sure to:

  • Take care of yourself. Follow good health guidelines. Try to exercise at least 30 minutes a day most days of the week. Eat lots of fruits and vegetables. Limit sweets, junk food and saturated fats.
  • Do things you enjoy. Start by making a list of things you like to do. Try to do something from that list every day.
  • Spend time with people who make you happy. Don't waste time on people who don't treat you well.

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  • Orth U, et al. Is high self-esteem beneficial? Revisiting a classic question. American Psychologist. 2022; doi:10.1037/amp0000922.
  • Levenson JL, ed. Psychotherapy. In: The American Psychiatric Association Publishing Textbook of Psychosomatic Medicine and Consultation-Liaison Psychiatry. 3rd ed. American Psychiatric Association Publishing; 2019. https://psychiatryonline.org. Accessed April 27, 2022.
  • Kliegman RM, et al. Psychotherapy and psychiatric hospitalization. In: Nelson Textbook of Pediatrics. 21st ed. Elsevier; 2020. https://www.clinicalkey.com. Accessed April 27, 2022.
  • Fusar-Poli P, et al. What is good mental health? A scoping review. European Neuropsychopharmacology. 202; doi:10.1016/j.euroneuro.2019.12.105.
  • Van de Graaf DL, et al. Online acceptance and commitment therapy (ACT) interventions for chronic pain: A systematic literature review. Internet Interventions. 2021; doi:10.1016/j.invent.2021.100465.
  • Bourne EJ. The Anxiety and Phobia Workbook. 7th ed. New Harbinger Publications; 2020.
  • Ebert MH, et al., eds. Behavioral and cognitive-behavioral interventions. In: Current Diagnosis & Treatment: Psychiatry. 3rd ed. McGraw Hill; 2019. https://www.accessmedicine.mhmedical.com. Accessed May 4, 2022.
  • Self-esteem self-help guide. NHS inform. https://www.nhsinform.scot/illnesses-and-conditions/mental-health/mental-health-self-help-guides/self-esteem-self-help-guide. Accessed May 4, 2022.
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Essay Writing Service

Excellent essay writing blog for students seeking help with paper writing. We provide exclusive tips and ideas that can help create the best essay possible.

Brilliant Self Esteem Essay: Writing Guide & Topics

self esteem essay

Self-esteem is a personal trait that has proven to withstand both high and low tides. It is a state which carries within itself a wide range of beliefs about oneself. Also referred to as self-respect, self-esteem is the confidence in one’s worth or abilities.

It is a subject of great interest to many people. Having a spiced up and captivating essay about self-esteem can guarantee a considerable readership or high grades for students. Many people, especially college students, have a problem with this, and hence we are here to help.

To start us off, let us look at a self-esteem essay example on the effect of social media on self-esteem:

Effect of Social Media on Self-Esteem Essay

“In the last decade, social media has tremendously gained popularity. Its impact and power have left permanent effects on many people and different facets of life. Many people have, therefore, developed high or low self-esteem concerning social media. More research shows that there exists a strong relationship between self-esteem and social media. Facebook has caused a decrease in self-esteem in many people.

Many teenagers are using social media, especially Facebook, to build relationships. There are a lot of people on Facebook of all ages, races, gender, and ethnicity. It is, therefore, natural for teens to mingle and socialize on this platform. Most of the people on social media purport to live “flashy lifestyles,” while in reality, that is not the case. It, therefore, creates a decreased self-esteem on those who cannot live up to those standards.

Social media, through social networking sites, enables people to make social comparisons. For instance, people may try to copy the lifestyles of celebrities. However, those who cannot meet their celebrity status tend to have low self-esteem. The psychological distress of such individuals is higher, resulting in low levels of self-esteem. Many people have, therefore, become victims of lower self-esteem and, consequently, low self-growth.

In conclusion, social media has a very high impact on the self-esteem of individuals. Usage of social media for social networking, communication, and building and maintaining of relationships has diverse effects. There should be sufficient information to help people not fall victims of these adverse effects.”

From the self-esteem essay conclusion above, it is evident that we have not introduced any new idea. You only need to restate the thesis statement and provide a solution to the problem.

We are now going to explore some exciting self-esteem topics with explanations on what to cover in such essays.

“What is Self-Esteem Essay” Topics

  • Self-esteem essay, Low Self-Esteem: An expository essay

Here, you will have clearly and concisely investigate low self-esteem, evaluate pieces of evidence, expound on it, and provide an argument concerning it.

  • What is Self-esteem? A critical analysis of theories on the function of self-esteem.

Such an essay requires you to explore the various approaches that show the role of self-esteem in individuals or society at large.

  • Understanding the concept of self-esteem

It is a topic that digs deep into the breadth and depth of self-worth and makes readers get a clear picture.

  • A descriptive study of self-esteem

It is about describing or summarizing self-esteem using words instead of pictures.

  • State self-esteem

Topics on Social Media and Self-Esteem Essay

  • The Paradox Effect of social media on self-esteem

Describe how social media is giving off the illusion of different choices while making it harder to find viable options.

  • Self-esteem and ‘vanity validation’ effect of social media

Show how the interaction of people with social media for an extended period, inevitably feels compelled to continue to check for updates.

  • The Dark Side of Social Media: How It Affects Self-Esteem
  • Social Media and Confidence

How is one’s self-worth in terms of confidence boosted by social media?

  • Social media and depression

Let readers see how depression can result from the use of social media with real-life experiences.

  • Importance of Self-Esteem

Self-Concept and Self-Esteem Essay Topic Ideas

Explain how self-concept underpins self-esteem. Evaluate the different approaches to self-esteem. You can also discuss the application of Maslow’s hierarchy of needs of self-actualization. Giving the usefulness of the motivational theory for boosting self-esteem will add weight to your essay.

Topic Ideas on How to Improve Self-Esteem

  • Tips to Improve Self-Esteem

Give detailed and well-researched advice on how people can boost their self-esteem

  • Steps to Improving Self Esteem
Here are more topic ideas on how to improve self-esteem: 1. Top 5 tactics to change how to improve how you see yourself 2. Things you can do to boost your self-esteem 3. Understanding and building low self-esteem

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4.2 The Feeling Self: Self-Esteem

Learning objectives.

  • Define self-esteem, and explain how it is measured by social psychologists.
  • Provide examples of ways that people attempt to increase and maintain their self-esteem.
  • Outline the benefits of having high self-esteem.
  • Define self-monitoring and self-presentation, and explain how we may use the social situation to increase our status and self-esteem.
  • Review the limits of self-esteem, with a focus on the negative aspects of narcissism.

Although the self is partly determined by our thoughts about ourselves, we are also the product of our emotions. I am certain that Matt Harding dances, at least in part, because he likes dancing and because dancing makes him feel good. In fact, we all want to feel positively about ourselves, and we work hard to be able to do so.

Self-Esteem Is Our Positive or Negative Attitude Toward Ourselves

Self-esteem refers to the positive (high self-esteem) or negative (low self-esteem) feelings that we have about ourselves . We experience the positive feelings of high self-esteem when we believe that we are good and worthy and that others view us positively. We experience the negative feelings of low self-esteem when we believe that we are inadequate and less worthy than others.

Our self-esteem is determined by many factors, including how well we view our own performance, our own appearance, and how satisfied we are with our relationships with other people (Tafarodi & Swann, 1995). Self-esteem is in part a trait that is stable over time, such that some people have relatively high self-esteem and others have lower self-esteem. But our self-esteem is also a state that varies day to day and even hour to hour. When we have succeeded at an important task, when we have done something that we think is useful or important, or when we feel that we are accepted and valued by others, our self-concept will contain many positive thoughts and we will therefore have high self-esteem. When we have failed, done something harmful, or feel that we have been ignored or criticized, the negative aspects of the self-concept are more accessible and we experience low self-esteem.

Self-esteem can be measured using both explicit and implicit measures, and both approaches find that people tend to view themselves positively. One common self-report measure of self-esteem is the Rosenberg Self-Esteem Scale. Higher numbers on the scale indicate higher self-esteem, and the average score for college students who complete the scale is about 3 on a 1 to 4 scale, demonstrating that by and large, people have high self-esteem.

The Rosenberg Self-Esteem Scale

Please rate yourself on the following items by writing a number in the blank before each statement, where you

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

  • _____I feel that I’m a person of worth, at least on any equal base with others.
  • _____I feel that I have a number of good qualities.
  • _____All in all, I am inclined to think that I am a failure (R).
  • _____I am able to do things as well as other people.
  • _____I feel I do not have much to be proud of. (R)
  • _____I take a positive attitude towards myself.
  • _____On the whole, I am satisfied with myself.
  • _____I wish I could have more respect for myself. (R)
  • _____I certainly feel useless at times. (R)
  • _____At times I think I am no good at all. (R)

Note. (R) denotes an item that should be reverse scored. Subtract your response on these items from 5 before calculating the total. Data are from Rosenberg (1965).

One problem with measures such as the Rosenberg scale is that they can be influenced by the desire to portray the self positively. The observed scores on the Rosenberg scale are likely inflated because people naturally try to make themselves look as if they have very high self-esteem—maybe they fib a bit to make themselves look better than they really are to the experimenters and perhaps also to make themselves feel better.

More indirect measures of self-esteem have been created—measures that may provide a more accurate picture of the self-concept because they are less influenced by the desire to make a positive impression. Anthony Greenwald and Shelly Farnham (2000) used the Implicit Association Test to study the self-concept indirectly. Participants worked at a computer and were presented with a series of words, each of which they were to categorize in one of two ways. One categorization decision involved whether the words were related to the self (e.g., me, myself, mine ) or to another person ( other, them, their ). A second categorization decision involved determining whether words were pleasant ( joy, smile, pleasant ) or unpleasant ( pain, death, tragedy ).

On some trials, the self words were paired with the pleasant items, and the other words with the unpleasant items. On other trials, the self words were paired with the unpleasant items, and the other words with the pleasant items. Greenwald and Farnham found that on average, participants were significantly faster at categorizing positive words that were presented with self words than they were at categorizing negative words that were presented with self words, suggesting, again, that people did have positive self-esteem. Furthermore, there were also meaningful differences among people in the speed of responding, suggesting that the measure captured individual variation in self-esteem.

Brett Pelham and his colleagues (Jones, Pelham, Mirenberg, & Hetts, 2002; Koole & Pelham, 2003; Pelham, Carvallo, & Jones, 2005) have taken still another approach to assessing self-esteem indirectly, by measuring a concept that they call implicit egoism . In their research, they have found that people prefer things that are associated with their own names to things that are not associated with their own names. More specifically, people prefer their own initials to the initials of other people, and prefer other people who share their initials to those who don’t. And Brendl, Chattopadhyay, Pelham, and Carvallo (2005) found similar results for brand names, such that people are more likely to choose a brand when the brand name starts with letters from their names than when the brand name does not. Thus these indirect measures also came to the same conclusion that the direct measures do—most people have positive self-esteem in the sense that they regard themselves, and things associated with themselves, positively.

Collage: A woman talking on a phone, a man walking his dog, a man tightning his tie, a woman looking at the camera through a mirror

People value themselves and the things they own.

Fred Seibert – 321 – CC BY-NC-ND 2.0; FaceMePLS – Walking the dog – CC BY 2.0; Flazingo Photos – Individual in a Suit – CC BY-SA 2.0; Sascha Knauf – Look – CC BY-NC 2.0.

Maintaining and Enhancing Self-Esteem

Because it is so important to have self-esteem, we naturally try to get and maintain it. One way is to be successful at what we do. When we get a good grade on a test, perform well in a sports match, or get a date with someone that we really like, our self-esteem naturally rises. One reason that most people have positive self-esteem is because we are generally successful at creating positive lives. When we fail in one domain, we tend to move on until we find something that we are good at. Most of us realize that we cannot hang out with the most attractive person on campus, and so we generally don’t set ourselves up for failure by trying to. We don’t always expect to get the best grade on every test or to be the best player on the team. Therefore, we are not surprised or that hurt when those things don’t happen. In short, we feel good about ourselves because we do a pretty good job at creating decent lives.

Research Focus

Processing Information to Enhance the Self

Although we are all quite good at creating positive self-esteem by doing positive things, it turns out that we do not stop there. The desire to see ourselves positively is strong enough that it leads us to seek out, process, and remember information in a way that allows us to see ourselves even more positively.

Sanitioso, Kunda, and Fong (1990) had students from Princeton University read about a study that they were told had been conducted by psychologists at Stanford University (the study was actually fictitious). The students were randomly assigned to two groups, such that one group read that the results of the research had showed that extroverts did better than introverts in academic or professional settings after graduating from college, while the other group read that introverts did better than extroverts on the same dimensions. The students then wrote explanations for why this might be true.

The experimenter then thanked the participants and led them to another room, where a second study was to be conducted (you will have guessed already that although the participants did not think so, the two experiments were really part of the same experiment). In the “second” experiment, participants were given a questionnaire that supposedly was investigating what different personality dimensions meant to people in terms of their own experience and behavior. The students were asked to list behaviors that they had performed in the past that related to the dimension of “shy” versus “outgoing”—a dimension that is very close in meaning to the introversion-extroversion dimension that they had read about in the first experiment.

The following figure shows the number of students in each condition who listed an extroverted behavior first, and the number who listed an introverted behavior first. You can see that the first memory listed by participants in both conditions tended to reflect the dimension that they had read was related to success according to the research presented in the first experiment. In fact, 62% of the students who had just learned that extroversion was related to success listed a memory about an extroverted behavior first, whereas only 38% of the students who had just learned that introversion was related to success listed an extroverted behavior first.

Figure 4.4 Enhancing the Self

Sanitioso, Kunda, and Fong (1990) found that students who had learned that extroverts did better than introverts after graduating from college tended to list extroverted memories about themselves, whereas those who learned that introverts did better than extroverts tended to list introverted memories.

Sanitioso, Kunda, and Fong (1990) found that students who had learned that extroverts did better than introverts after graduating from college tended to list extroverted memories about themselves, whereas those who learned that introverts did better than extroverts tended to list introverted memories.

It appears that the participants drew from their memories those instances of their own behavior that reflected the trait that had the most positive implications for their self-esteem—either introversion or extroversion, depending on experimental condition. The desire for positive self-esteem made events that were consistent with a positive self-perception more accessible, and thus they were listed first on the questionnaire.

Other research has confirmed this general principle—people attempt to create positive self-esteem whenever possible, even it if may involve distorting reality. We take credit for our successes, and we blame our failures on others. We remember our positive experiences, and we tend to forget the negative ones. We judge our likelihood of success and happiness as greater than our likelihood of failure and unhappiness. We think that our sense of humor and our honesty are above average, and that we are better drivers and less prejudiced than others. We also distort (in a positive way, of course) our memories of our grades, our performances on exams, and our romantic experiences. And we believe that we can control the events that we will experience to a greater extent than we really can (Crocker & Park, 2004).

We Use Self-Presentation to Increase Our Status and Self-Esteem

Although self-esteem comes in part from our personal accomplishments, it is also influenced by the social situation. Positive self-esteem occurs not only when we do well in our own eyes but also when we feel that we are positively perceived by the other people we care about. Think about Dancing Matt as an example—he may love to dance for himself, but he also seems to enjoy sharing his dancing with others. Perhaps Matt feels good about himself in part because he knows that other people like to watch him. Social status refers to the extent to which we are viewed positively and are esteemed by others .

Collage: A legless beggar on the street, and a man standing next to a limo

We express our social status to others in a variety of ways.

Adam Howarth – Legless Beggar – CC BY-NC-ND 2.0; Aquistbe – Zack Big Limo – CC BY-NC-ND 2.0.

Because it is so important to be seen as competent and productive members of society, people naturally attempt to present themselves as positively as they can to others. We attempt to convince others that we are good and worthy people by appearing attractive, strong, intelligent, and likable and by saying positive things to others (Jones & Pittman, 1982; Leary, 1995; Schlenker, 2003). The tendency to present a positive self-image to others, with the goal of increasing our social status , is known as self-presentation , and it is a basic and natural part of everyday life. Again, the dynamic interplay between the person and the situation is apparent—our individual self-esteem is influenced in large part by how we think others perceive us.

One way to self-present is to display our positive physical characteristics. The reason that so many of us spend money on teeth whiteners, hair dye, face-lifts, and fashion accessories of every sort is in part the result of the desire to self-present—we want to look good to others so that they will like us. We can also earn status by collecting expensive possessions such as fancy cars and big houses and by trying to associate with high-status others. And we may also gain status by attempting to dominate or intimidate others in social interaction. People who talk more and louder and those who initiate more social interactions are afforded higher status. A businessman who greets others with a strong handshake and a smile and people who speak out strongly for their opinions in group discussions may be attempting to do so as well. In some cases, people may even resort to aggressive behavior, such as bullying, in attempts to improve their status (Baumeister, Smart, & Boden, 1996).

You might not be surprised to hear that men and women use different approaches to self-presentation. Men are more likely to present themselves in an assertive way, by speaking and interrupting others, by visually focusing on the other person when they are speaking, and by leaning their bodies into the conversation. Women, on the other hand, are more likely to be modest—they tend to create status by laughing and smiling, and by reacting more positively to the statements of others (Dovidio, Brown, Heltman, Ellyson, & Keation, 1988).

These gender differences are probably in large part socially determined as a result of the different reinforcements that men and women receive for using self-presentational strategies. Speaking out and acting assertively is more effective for men than it is for women because our stereotypes about the appropriate behavior for women do not include assertive behavior. Women who act assertively may be seen negatively because they violate our expectations about appropriate behavior. In fact, because self-presenting in an assertive way is not as effective for women, it can be difficult for women to gain power in organizations (Carli, 2001). But the observed gender differences in self-presentation are also due in part to the presence of testosterone, which is higher in men. Both women and men with more testosterone are more assertive (Baker, Pearcey, & Dabbs, 2002; Dabbs, Hargrove, & Heusel, 1996).

Different self-presentation strategies may be used to create different emotions in other people, and the use of these strategies may be evolutionarily selected because they are successful (Kessler & Cohrs, 2008). Edward Jones and Thane Pittman (1982) described five self-presentation strategies, each of which is expected to create a resulting emotion in the other person.

  • The goal of ingratiation is to create liking by using flattery or charm.
  • The goal of intimidation is to create fear by showing that you can be aggressive.
  • The goal of exemplification is to create guilt by showing that you are a better person than the other.
  • The goal of supplication is to create pity by indicating to others that you are helpless and needy.
  • The goal of self-promotion is to create respect by persuading others that you are competent.

Collage: a man in SWAT gear, a woman pointing a finger, a tiger roaring, a wolf growling

Attempts to impress and intimidate others to gain status are not unique to humans.

Jason Hargrove – Intimidation – CC BY 2.0; Luke Addison – Angry Mandy! – CC BY-SA 2.0; Tambako The Jaguar – Angry tigress – CC BY-NC-ND 2.0; Tambako The Jaguar – Angry wolf – CC BY-NC 2.0.

No matter who is using it, self-presentation can easily be overdone, and when it is, it backfires. People who overuse the ingratiation technique and who are seen as obviously and strategically trying to impress or get others to like them are not liked. Nor are people who exemplify or self-promote by boasting or bragging, particularly if that boasting does not appear to reflect their true characteristics (Wosinska, Dabul, Whetstone-Dion, & Cialdini, 1996). And using intimidation is also likely to backfire—acting more modestly may often be more effective. Again, the point is clear—we may want to self-promote with the goal of getting others to like us, but we must also be careful to take into consideration the point of view of the other person as well.

image

We use self-presentation to try to convince others that we are good and worthy people. When we are successful in our self-presentation and other people view us positively, we have high social status . When we perceive that we have high social status, we experience positive self-esteem .

In summary, although the variables of self-esteem, social status, and self-presentation are separate concepts with different meanings, they all are related, as you can see in Figure 4.5 . We feel good about ourselves (we have high self-esteem ) when we have high social status . And we can gain status by convincing other people that we are good people ( self-presentation ). Because these concepts are important parts of everyday life, we will return to them frequently throughout this book.

Self-Monitoring and Self-Presentation

Although the desire to present the self favorably is a natural part of everyday life, both person and situation factors influence the extent to which we do it. For one, we are more likely to self-present in some situations than in others. When we are applying for a job or meeting with others whom we need to impress, we naturally become more attuned to the social aspects of the self, and our self-presentation increases.

And there are also individual differences. Some people are naturally better at self-presentation—they enjoy doing it and are good at it—whereas others find self-presentation less desirable or more difficult. An important individual-difference variable known as self-monitoring has been shown, in hundreds of studies, to have a major impact on self-presentation. Self-monitoring refers to the tendency to be both motivated and capable of regulating our behavior to meet the demands of social situations (Gangestad & Snyder, 2000). High self-monitors are particularly good at reading the emotions of others and therefore are better at fitting into social situations—they agree with statements such as “In different situations and with different people, I often act like very different persons” and “I guess I put on a show to impress or entertain people.” Low self-monitors, on the other hand, generally act on their own attitudes, even when the social situation suggests that they should behave otherwise. Low self-monitors are more likely to agree with statements such as “At parties and social gatherings, I do not attempt to do or say things that others will like” and “I can only argue for ideas that I already believe.” In short, high self-monitors try to get other people to like them by behaving in ways that the others find desirable (they are good self-presenters), whereas low self-monitors do not.

In one experiment that showed the importance of self-monitoring, Cheng and Chartrand (2003) had college students interact individually with another student (actually an experimental confederate) whom they thought they would be working with on an upcoming task. While they were interacting, the confederate subtly touched her own face several times, and the researchers recorded the extent to which the student participant mimicked the confederate by also touching his or her own face.

The situational variable was the status of the confederate. Before the meeting began, and according to random assignment to conditions, the students were told either that they would be the leader and that the other person would be the worker on the upcoming task, or vice versa. The person variable was self-monitoring, and each participant was classified as either high or low on self-monitoring on the basis of his or her responses to the self-monitoring scale.

High self-monitors imitated more when the person they were interacting with was of higher (versus lower) status. Low self-monitors were not sensitive to the status of the other.

High self-monitors imitated more when the person they were interacting with was of higher (versus lower) status. Low self-monitors were not sensitive to the status of the other. Data are from Cheng and Chartrand (2003).

As you can see in Figure 4.6 , Cheng and Chartrand found an interaction effect: The students who had been classified as high self-monitors were more likely to mimic the behavior of the confederate when she was described as being the leader than when she was described as being the worker, indicating that they were “tuned in” to the social situation and modified their behavior to appear more positively. Although the low self-monitors did mimic the other person, they did not mimic her more when the other was high, versus low, status. This finding is quite consistent with the idea that the high self-monitors were particularly aware of the other person’s status and attempted to self-present more positively to the high-status leader. The low self-monitors, on the other hand—because they feel less need to impress overall—did not pay much attention to the other person’s status.

Narcissism and the Limits of Self-Enhancement

Our discussion to this point suggests that people will generally try to view themselves in the most positive possible light and to present themselves to others as favorably as they can. We emphasize our positive characteristics, and we may even in some cases distort information—all to help us maintain positive self-esteem.

There is a negative aspect to having too much self-esteem, however, at least when the esteem is unrealistic and undeserved. Narcissism is a personality trait characterized by overly high self-esteem, self-admiration, and self-centeredness . Narcissists agree with statements such as the following:

  • “I know that I am good because everybody keeps telling me so.”
  • “I can usually talk my way out of anything.”
  • “I like to be the center of attention.”
  • “I have a natural talent for influencing people.”

People do not normally like narcissists because they are unrealistic and think only of themselves. Narcissists make bad romantic partners—they behave selfishly and are always ready to look for someone else who they think will be a better mate, and they are likely to be unfaithful (Campbell & Foster, 2002; Campbell, Rudich, & Sedikides, 2002). Narcissists may also be obnoxious, continually interrupting and bullying others, and they may respond very negatively to criticism. Although they make positive first impressions, people eventually see narcissists less positively than narcissists see themselves, in part because they are perceived as arrogant. Perhaps surprisingly, narcissists seem to understand these things about themselves, although they engage in the behaviors anyway (Carlson, Vazire, & Oltmanns, 2011).

Social Psychology in the Public Interest

Does High Self-Esteem Cause Happiness or Other Positive Outcomes?

Teachers, parents, school counselors, and people in general frequently assume that high self-esteem causes many positive outcomes for people who have it and therefore that we should try to increase it in ourselves and others. Perhaps you agree with the idea that if you could increase your self-esteem, you would feel better about yourself and therefore be able to study harder, get better grades, or attract a more desirable mate. If you do believe that, you would not be alone. In 1986, the state of California funded a task force under the premise that raising self-esteem would help solve many of the state’s problems, including crime, teen pregnancy, drug abuse, school underachievement, and pollution.

Roy Baumeister and his colleagues (Baumeister, Campbell, Krueger, & Vohs, 2003) recently conducted an extensive review of the research literature to determine whether having high self-esteem was as helpful as many people seem to think it is. They began by assessing which variables were correlated with high self-esteem and then considered the extent to which high self-esteem caused these outcomes.

Baumeister and his colleagues found that high self-esteem does correlate with many positive outcomes. People with high self-esteem get better grades, are less depressed, feel less stress, and may even live longer than those who view themselves more negatively. The researchers also found that high self-esteem was correlated with greater initiative and activity, such that high self-esteem people just did more things. People with high self-esteem are more likely to be bullies, but they are also more likely to defend victims against bullies, compared with people with low self-esteem. People with high self-esteem are more likely to initiate interactions and relationships. They are more likely to speak up in groups and to experiment with alcohol, drugs, and sex. High self-esteem people also work harder in response to initial failure and are more willing to switch to a new line of endeavor if the present one seems unpromising. Thus having high self-esteem seems to be a valuable resource—people with high self-esteem are happier, more active, and in many ways better able to deal with their environment.

On the other hand, Baumeister and his colleagues also found that people with high self-esteem may sometimes delude themselves. High self-esteem people believe that they are more likable and attractive, have better relationships, and make better impressions on others than people with low self-esteem. But objective measures show that these beliefs are often distortions rather than facts. Furthermore, people with overly high self-esteem, particularly when it is accompanied by narcissism, defensiveness, conceit, and the unwillingness to critically assess one’s potential negative qualities, have been found to engage in a variety of negative behaviors (Baumeister, Smart, & Boden, 1996).

Todd Heatherton and Kathleen Vohs (2000) found that when people with extremely high self-esteem were forced to fail on a difficult task in front of a partner, they responded by acting more unfriendly, rudely, and arrogantly than did students with lower self-esteem. And research has found that children who inflate their social self-worth—those who think that they are more popular than they really are and who thus have unrealistically high self-esteem—are also more aggressive than the children who do not show such narcissistic tendencies (Sandstrom & Herlan, 2007; Thomaes, Bushman, Stegge, & Olthof, 2008). If you are thinking like a social psychologist, these findings may not surprise you—narcissists are all about self-concern, with little concern for others, and we have seen many times that other-concern is a necessity for satisfactory social relations.

Despite the many positive variables that relate to high self-esteem, when Baumeister and his colleagues looked at the causal role of self-esteem is they found little evidence that high self-esteem caused these positive outcomes. For instance, although high self-esteem is correlated with academic achievement, it is more the result than the cause of this achievement. Programs designed to boost the self-esteem of pupils have not been shown to improve academic performance, and laboratory studies have generally failed to find that manipulations of self-esteem cause better task performance.

In the end then, Baumeister and his colleagues concluded that programs designed to boost self-esteem should be used only in a limited way and should not be the only approach taken. Raising self-esteem will not make young people do better in school, obey the law, stay out of trouble, get along better with other people, or respect the rights of others. And these programs may even backfire, if the increased self-esteem creates narcissism or conceit. Baumeister and his colleagues suggested that attempts to boost self-esteem should only be carried out as a reward for good behavior and worthy achievements, and not simply to try to make children feel better about themselves.

Although we naturally desire to have social status and high self-esteem, we cannot always promote ourselves without any regard to the accuracy of our self-characterizations. If we consistently distort our capabilities, and particularly if we do this over a long period of time, we will just end up fooling ourselves and perhaps engaging in behaviors that are not actually beneficial to us. One of my colleagues has a son in high school who loves to think that he is an incredible golfer who could compete on the professional golf tour with the best golfers in the world. The problem, however, is that he’s actually only a pretty average golfer. His parents are worried about him because although they realize that his high self-esteem might propel him to work harder at this sport, and although he certainly enjoys thinking positively about himself, he may also be setting himself up for long-term failure. How long can he continue to consider himself in this overly positive way before the reality comes crashing down on him that perhaps he really is not cut out for a life on the professional golf circuit and that he should consider doing something else? The hope is that it will not be too late to take up a more reasonable career when he does.

When we promote ourselves too much, although we may feel good about it in the short term, in the longer term the outcomes for the self may not be that positive. The goal of creating and maintaining positive self-esteem (an affective goal) must be tempered by the cognitive goal of having an accurate self-view (Kirkpatrick & Ellis, 2001; Swann, Chang-Schneider, & Angulo, 2007). Although we may prefer to hold highly favorable views of ourselves, more accurate views would almost certainly be more useful because accurate information is likely to lead to better decision making. Indeed, research suggests that people do not only self-enhance; they also desire to be known for who they believe they are, even if what they are is not all good. When people enter into relationships with others who verify their self-views, for example, they feel more intimate with the other person and more are satisfied with the interaction than they do with partners who are always positive toward them (Swann, De La Ronde, & Hixon, 1994; Swann & Pelham, 2002). The desire for self-verifying feedback is so powerful that people who have negative self-esteem may in some cases work to verify those negative views by avoiding positive feedback in favor of negative, but self-verifying, feedback (Swann, Rentfrow, & Guinn, 2002).

In some cases, the cognitive goal of obtaining an accurate picture of ourselves and our social world and the affective goal of gaining positive self-esteem work hand in hand. Getting the best grade in the class on an important exam produces accurate knowledge about our skills in the domain as well as giving us some positive self-esteem. In other cases, the two goals are incompatible. Doing more poorly on an exam than we had hoped produces conflicting, contradictory outcomes. The poor score provides accurate information about the self—namely, that we have not mastered the subject—but at the same time makes us feel bad. It is in these cases that we must learn to reconcile our self-concept with our self-esteem. We must be able to accept our negative aspects and to work to overcome them. The ability to balance the cognitive and the affective features of the self helps us create efficient and effective behavior.

Jennifer Crocker and Lora Park (2004) have noted still another cost of our attempts to inflate our self-esteem: We may spend so much time trying to enhance our self-esteem in the eyes of others—by focusing on the clothes we are wearing, impressing others, and so forth—that we have little time left to really improve ourselves in more meaningful ways. And in some extreme cases, people experience such strong needs to improve their self-esteem and social status that they act in assertive or dominant ways in order to gain it. As in many other domains, then, having positive self-esteem is a good thing, but we must be careful to temper it with a healthy realism and a concern for others.

Key Takeaways

  • Self-esteem refers to the positive (high self-esteem) or negative (low self-esteem) feelings that we have about ourselves.
  • Self-esteem is determined both by our own achievements and accomplishments and by how we think others are judging us.
  • Self-esteem can be measured using both direct and indirect measures, and both approaches find that people tend to view themselves positively.
  • Because it is so important to have self-esteem, we may seek out, process, and remember information in a way that allows us to see ourselves even more positively.
  • The tendency to present a positive self-image to others, with the goal of increasing our social status, is known as self-presentation, and it is a basic and natural part of everyday life. Different self-presentation strategies may be used to create different emotions in other people.
  • The individual-difference variable of self-monitoring relates to the ability and desire to self-present.
  • High self-esteem is correlated with, but does not cause, a variety of positive outcomes.
  • Although high self-esteem does correlate with many positive outcomes in life, overly high self-esteem creates narcissism, which can lead to unfriendly, rude, and ultimately dysfunctional behaviors.

Exercises and Critical Thinking

  • In what ways do you attempt to boost your own self-esteem?
  • Describe some people you know who use some of the self-presentation strategies that were listed in this section. Do they seem to be effective or not?
  • Consider your own level of self-monitoring. Are you a high or a low self-monitor, and what makes you think so?
  • Do you know people who have appropriately high self-esteem? What about people who are narcissists? How do these individual differences influence their social behavior in positive and negative ways?

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What is self-esteem, and how can I improve mine?

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“Self-esteem” is your confidence in your own worth or value. It’s related to and made up of various ways you perceive yourself:

  • Self-acceptance: Your ability to accept yourself as you are
  • Self-compassion: Your ability to treat yourself kindly and offer yourself grace and forgiveness in the face of difficulty
  • Self-respect: Your belief that you have and deserve dignity and respect
  • Self-worth: Your understanding of your value (synonymous with “self-esteem”)
  • Self-image: Your perception of your body, as well as your overall sense of self
  • Self-confidence: Your ability to act in ways that line up with your sense of self

Note that all aspects of the self rely on self-perception—meaning what you think and believe about yourself. Your self-perception may be informed by objective facts or by other people, but at the end of the day it’s a subjective concept that depends on your personality , health, family , history, and current reality.

Levels of self-esteem

There are three levels of self-esteem: low, healthy, and excessive. Your level will likely change as you age. Though you may be born with certain personality traits that influence your self-esteem, environmental factors can also affect it. That’s because the way you were raised, the behaviors that were modeled for you, and the experiences you’ve encountered all shape your sense of identity.

Low self-esteem

Low self-esteem is characterized by feelings of inadequacy and worthlessness. If you have low self-esteem, you try not to attract too much attention to yourself. You may speak softly or attempt to take up less space through your posture and body language. You may have difficulty accepting compliments and prioritizing your own needs.

You may also struggle with perfectionism —a need to be perfect that makes you critical and judgmental of yourself. Because you doubt your own abilities, you may be afraid to try new things, and you may avoid tasks that could result in failure.

What causes low self-esteem?

Low self-esteem often develops in childhood. Children are highly dependent on their environment for their initial sense of identity and belonging. If your family, school, or community pushes a narrative that you somehow don’t measure up, you may internalize that and carry it through childhood and into adulthood.

Other factors that contribute to low self-esteem include:

  • Genetics : If someone in your family struggles with low self-esteem due to certain personality traits or a mental health condition, you may be likelier to struggle as well.
  • Discrimination: Being told by society that you’re worth less than others can leave a lasting impact on your self-esteem and mental health. Racism, ableism, classism, sexism, homophobia, and transphobia can all contribute to low self-esteem.
  • Family dynamics: The lessons you may have learned growing up in a dysfunctional, unpredictable, or neglectful family environment can follow you into adulthood.
  • Trauma: Trauma  leaves its mark physically, mentally, and emotionally at all stages of life. Traumatic experiences during childhood, such as bullying or abuse, can be especially impactful.
  • Stress: Certain stressful expectations, whether they’re financial, relational, professional, or personal, can slowly eat away at your self-esteem.
  • Comparison: Social media makes it easier than ever to compare yourself with others who seem to have life figured out. Comparing your struggles to someone else’s highlight reel can have a serious effect on your self-esteem.
  • Physical illness/pain: Dealing constantly with a serious illness or chronic pain can wear down your self-esteem.
  • Mental illness: Mental health challenges are nothing to be ashamed of. However, we live in a society where talking about mental illness and seeking treatment are often still stigmatized. This may negatively affect your self-esteem.

Effects of low self-esteem

Low self-esteem may put you more at risk of certain mental health disorders , such as anxiety or depression . 1 You may struggle to set boundaries, which can weaken your ability to practice self-care .

Due to an overwhelming fear of being judged or rejected, you may go through life without fully appreciating the power you have to change your circumstances, no matter how small. This perceived lack of agency can slowly transform into a type of learned helplessness, in which you stop trying to change or escape harmful situations because you believe your suffering is inescapable.

Healthy self-esteem

Healthy self-esteem is characterized by knowing and celebrating your identity. You’re able to identify and use your strengths while admitting and being mindful of your limits. Instead of putting on a certain identity for others, you know who you are and feel able to show up as your full self, regardless of what others might think.

Signs of healthy self-esteem include:

  • Being vulnerable with those you love
  • Being assertive, not aggressive
  • Setting boundaries
  • Seeking feedback from people you trust
  • Accepting failure as a normal part of life
  • Believing in your inherent worth, regardless of what others say or think
  • Using your voice
  • Standing up for others
  • Knowing and accepting both your strengths and your weaknesses
  • Not being ashamed to ask for help

Excessive self-esteem

Excessive self-esteem is characterized by an overestimation of your skills, abilities, and importance. Just like low self-esteem, excessive self-esteem may be caused by a lack of confidence or a feeling of worthlessness. However, instead of these beliefs making you feel small, you try to compensate for them through your words and actions.

Signs of excessive self-esteem include:

  • A need to feel superior to others
  • Impulsive, reckless, or attention-seeking behavior
  • The need to always perform for others
  • Sense of entitlement
  • Disregard for rules
  • Inability to accept feedback, criticism, or failure
  • Manipulation of others

Effects of excessive self-esteem

Inflated self-esteem can cause you to struggle in relationships because your constant need for praise pushes people away. You may harbor narcissistic tendencies and rationalize manipulative behavior toward others as a necessary evil to achieve your own interests.

You may also engage in impulsive or risky behavior due to your perceived sense of superiority, which can manifest as bullying , abuse, or other forms of violence. These reactive behaviors may result in consequences such as injury, illness, or criminal punishment.

How to improve your self-esteem

Self-esteem is an important building block for your mental health . 2 Low self-esteem is related to anxiety, depression, self-harm , and other mental health disorders. On the opposite end of the spectrum, excessive self-esteem is related to narcissism (although vulnerable or “covert” narcissists can also have low self-esteem), psychopathy , and sociopathy .

By actively pursuing healthy self-esteem, you can ground your identity in an inherent sense of worthiness. This can help you better navigate both the joys and struggles of life as they come.

Building healthy self-esteem at home

You can take steps to improve your self-esteem by:

  • Prioritizing self-care: Self-care lays a strong foundation for your physical, mental, emotional, and even spiritual health. By prioritizing self-care, you honor your inherent worthiness to engage in actions that promote your well-being, such as getting enough sleep, setting healthy boundaries , and making time for activities that bring you joy.
  • Practicing self-compassion: With healthy self-esteem, you can acknowledge your weaknesses, respect your limits, admit your mistakes, and accept failure. Self-compassion makes it possible to love and care for yourself, even when you fall short of your expectations or values.
  • Rejecting perfectionism: Perfection is unattainable. Instead of striving to be a perfect, idealized version of yourself, set realistic goals  and continue practicing self-compassion.
  • Resisting comparison: You’re on your own journey, not anyone else’s. Comparing your life to others’ lives is counterproductive. If you struggle with comparison, consider limiting activity on social media platforms that perpetuate your feelings of inadequacy.
  • Staying present: Practicing mindfulness  can help you experience the present moment instead of being carried away by anxieties about measuring up.

Therapy for self-esteem

Practicing at-home strategies to improve self-esteem is a great step, but they may not be effective if you also have a mental health disorder. Certain types of professional therapy can help you address both your mental health and your self-esteem:

  • Cognitive behavioral therapy (CBT) can help you identify unhelpful or harmful thoughts that may fuel your feelings of inadequacy and result in unwanted behaviors. 
  • Acceptance and commitment therapy ( ACT) teaches you to accept what you can’t change and encourages you to take committed action to build a meaningful life where you can. Self-compassion, self-care, and self-acceptance are the core components of ACT.
  • Positive psychology can help you focus on your strengths, identify your values, and practice gratitude so you can lead a more fulfilling life.

To find a therapist near you, browse our provider directory .

1 https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00698/full?amp=1 2 https://pubmed.ncbi.nlm.nih.gov/21942279/

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Article Contents

Introduction, identity development and the sources of negative self-esteem, outcomes of poor self-esteem, mechanisms linking self-esteem and health behavior, examples of school health promotion programs that foster self-esteem, self-esteem in a broad-spectrum approach for mental health promotion.

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Michal (Michelle) Mann, Clemens M. H. Hosman, Herman P. Schaalma, Nanne K. de Vries, Self-esteem in a broad-spectrum approach for mental health promotion, Health Education Research , Volume 19, Issue 4, August 2004, Pages 357–372, https://doi.org/10.1093/her/cyg041

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Self-evaluation is crucial to mental and social well-being. It influences aspirations, personal goals and interaction with others. This paper stresses the importance of self-esteem as a protective factor and a non-specific risk factor in physical and mental health. Evidence is presented illustrating that self-esteem can lead to better health and social behavior, and that poor self-esteem is associated with a broad range of mental disorders and social problems, both internalizing problems (e.g. depression, suicidal tendencies, eating disorders and anxiety) and externalizing problems (e.g. violence and substance abuse). We discuss the dynamics of self-esteem in these relations. It is argued that an understanding of the development of self-esteem, its outcomes, and its active protection and promotion are critical to the improvement of both mental and physical health. The consequences for theory development, program development and health education research are addressed. Focusing on self-esteem is considered a core element of mental health promotion and a fruitful basis for a broad-spectrum approach.

The most basic task for one's mental, emotional and social health, which begins in infancy and continues until one dies, is the construction of his/her positive self-esteem. [( Macdonald, 1994 ), p. 19]

Self-concept is defined as the sum of an individual's beliefs and knowledge about his/her personal attributes and qualities. It is classed as a cognitive schema that organizes abstract and concrete views about the self, and controls the processing of self-relevant information ( Markus, 1977 ; Kihlstrom and Cantor, 1983 ). Other concepts, such as self-image and self-perception, are equivalents to self-concept. Self-esteem is the evaluative and affective dimension of the self-concept, and is considered as equivalent to self-regard, self-estimation and self-worth ( Harter, 1999 ). It refers to a person's global appraisal of his/her positive or negative value, based on the scores a person gives him/herself in different roles and domains of life ( Rogers, 1981 ; Markus and Nurius, 1986 ). Positive self-esteem is not only seen as a basic feature of mental health, but also as a protective factor that contributes to better health and positive social behavior through its role as a buffer against the impact of negative influences. It is seen to actively promote healthy functioning as reflected in life aspects such as achievements, success, satisfaction, and the ability to cope with diseases like cancer and heart disease. Conversely, an unstable self-concept and poor self-esteem can play a critical role in the development of an array of mental disorders and social problems, such as depression, anorexia nervosa, bulimia, anxiety, violence, substance abuse and high-risk behaviors. These conditions not only result in a high degree of personal suffering, but also impose a considerable burden on society. As will be shown, prospective studies have highlighted low self-esteem as a risk factor and positive self-esteem as a protective factor. To summarize, self-esteem is considered as an influential factor both in physical and mental health, and therefore should be an important focus in health promotion; in particular, mental health promotion.

Health promotion refers to the process of enabling people to increase control over and improve their own health ( WHO, 1986 ). Subjective control as well as subjective health, each aspects of the self, are considered as significant elements of the health concept. Recognizing the existence of different views on the concept of mental health promotion, Sartorius (Sartorius, 1998), the former WHO Director of Mental Health, preferred to define it as a means by which individuals, groups or large populations can enhance their competence, self-esteem and sense of well-being. This view is supported by Tudor (Tudor, 1996) in his monograph on mental health promotion, where he presents self-concept and self-esteem as two of the core elements of mental health, and therefore as an important focus of mental health promotion.

This article aims to clarify how self-esteem is related to physical and mental health, both empirically and theoretically, and to offer arguments for enhancing self-esteem and self-concept as a major aspect of health promotion, mental health promotion and a ‘Broad-Spectrum Approach’ (BSA) in prevention.

The first section presents a review of the empirical evidence on the consequences of high and low self-esteem in the domains of mental health, health and social outcomes. The section also addresses the bi-directional nature of the relationship between self-esteem and mental health. The second section discusses the role of self-esteem in health promotion from a theoretical perspective. How are differentiations within the self-concept related to self-esteem and mental health? How does self-esteem relate to the currently prevailing theories in the field of health promotion and prevention? What are the mechanisms that link self-esteem to health and social outcomes? Several theories used in health promotion or prevention offer insight into such mechanisms. We discuss the role of positive self-esteem as a protective factor in the context of stressors, the developmental role of negative self-esteem in mental and social problems, and the role of self-esteem in models of health behavior. Finally, implications for designing a health-promotion strategy that could generate broad-spectrum outcomes through addressing common risk factors such as self-esteem are discussed. In this context, schools are considered an ideal setting for such broad-spectrum interventions. Some examples are offered of school programs that have successfully contributed to the enhancement of self-esteem, and the prevention of mental and social problems.

Self-esteem and mental well-being

Empirical studies over the last 15 years indicate that self-esteem is an important psychological factor contributing to health and quality of life ( Evans, 1997 ). Recently, several studies have shown that subjective well-being significantly correlates with high self-esteem, and that self-esteem shares significant variance in both mental well-being and happiness ( Zimmerman, 2000 ). Self-esteem has been found to be the most dominant and powerful predictor of happiness ( Furnham and Cheng, 2000 ). Indeed, while low self-esteem leads to maladjustment, positive self-esteem, internal standards and aspirations actively seem to contribute to ‘well-being’ ( Garmezy, 1984 ; Glick and Zigler, 1992 ). According to Tudor (Tudor, 1996), self-concept, identity and self-esteem are among the key elements of mental health.

Self-esteem, academic achievements and job satisfaction

The relationship between self-esteem and academic achievement is reported in a large number of studies ( Marsh and Yeung, 1997 ; Filozof et al. , 1998 ; Hay et al. , 1998 ). In the critical childhood years, positive feelings of self-esteem have been shown to increase children's confidence and success at school ( Coopersmith, 1967 ), with positive self-esteem being a predicting factor for academic success, e.g. reading ability ( Markus and Nurius, 1986 ). Results of a longitudinal study among elementary school children indicate that children with high self-esteem have higher cognitive aptitudes ( Adams, 1996 ). Furthermore, research has revealed that core self-evaluations measured in childhood and in early adulthood are linked to job satisfaction in middle age ( Judge et al. , 2000 ).

Self-esteem and coping with stress in combination with coping with physical disease

The protective nature of self-esteem is particularly evident in studies examining stress and/or physical disease in which self-esteem is shown to safeguard the individual from fear and uncertainty. This is reflected in observations of chronically ill individuals. It has been found that a greater feeling of mastery, efficacy and high self-esteem, in combination with having a partner and many close relationships, all have direct protective effects on the development of depressive symptoms in the chronically ill ( Penninx et al. , 1998 ). Self-esteem has also been shown to enhance an individual's ability to cope with disease and post-operative survival. Research on pre-transplant psychological variables and survival after bone marrow transplantation ( Broers et al. , 1998 ) indicates that high self-esteem prior to surgery is related to longer survival. Chang and Mackenzie ( Chang and Mackenzie, 1998 ) found that the level of self-esteem was a consistent factor in the prediction of the functional outcome of a patient after a stroke.

To conclude, positive self-esteem is associated with mental well-being, adjustment, happiness, success and satisfaction. It is also associated with recovery after severe diseases.

The evolving nature of self-esteem was conceptualized by Erikson ( Erikson, 1968 ) in his theory on the stages of psychosocial development in children, adolescents and adults. According to Erikson, individuals are occupied with their self-esteem and self-concept as long as the process of crystallization of identity continues. If this process is not negotiated successfully, the individual remains confused, not knowing who (s)he really is. Identity problems, such as unclear identity, diffused identity and foreclosure (an identity status based on whether or not adolescents made firm commitments in life. Persons classified as ‘foreclosed’ have made future commitments without ever experiencing the ‘crises’ of deciding what really suits them best), together with low self-esteem, can be the cause and the core of many mental and social problems ( Marcia et al. , 1993 ).

The development of self-esteem during childhood and adolescence depends on a wide variety of intra-individual and social factors. Approval and support, especially from parents and peers, and self-perceived competence in domains of importance are the main determinants of self-esteem [for a review, see ( Harter, 1999 )]. Attachment and unconditional parental support are critical during the phases of self-development. This is a reciprocal process, as individuals with positive self-esteem can better internalize the positive view of significant others. For instance, in their prospective study among young adolescents, Garber and Flynn ( Garber and Flynn, 2001 ) found that negative self-worth develops as an outcome of low maternal acceptance, a maternal history of depression and exposure to negative interpersonal contexts, such as negative parenting practices, early history of child maltreatment, negative feedback from significant others on one's competence, and family discord and disruption.

Other sources of negative self-esteem are discrepancies between competing aspects of the self, such as between the ideal and the real self, especially in domains of importance. The larger the discrepancy between the value a child assigns to a certain competence area and the perceived self-competence in that area, the lower the feeling of self-esteem ( Harter, 1999 ). Furthermore, discrepancies can exist between the self as seen by oneself and the self as seen by significant others. As implied by Harter ( Harter, 1999 ), this could refer to contrasts that might exist between self-perceived competencies and the lack of approval or support by parents or peers.

Finally, negative and positive feelings of self-worth could be the result of a cognitive, inferential process, in which children observe and evaluate their own behaviors and competencies in specific domains (self-efficacy). The poorer they evaluate their competencies, especially in comparison to those of their peers or to the standards of significant others, the more negative their self-esteem. Such self-monitoring processes can be negatively or positively biased by a learned tendency to negative or positive thinking ( Seligman et al. , 1995 ).

The outcomes of negative self-esteem can be manifold. Poor self-esteem can result in a cascade of diminishing self-appreciation, creating self-defeating attitudes, psychiatric vulnerability, social problems or risk behaviors. The empirical literature highlights the negative outcomes of low self-esteem. However, in several studies there is a lack of clarity regarding causal relations between self-esteem and problems or disorders ( Flay and Ordway, 2001 ). This is an important observation, as there is reason to believe that self-esteem should be examined not only as a cause, but also as a consequence of problem behavior. For example, on the one hand, children could have a negative view about themselves and that might lead to depressive feelings. On the other hand, depression or lack of efficient functioning could lead to feeling bad, which might decrease self-esteem. Although the directionality can work both ways, this article concentrates on the evidence for self-esteem as a potential risk factor for mental and social outcomes. Three clusters of outcomes can be differentiated. The first are mental disorders with internalizing characteristics, such as depression, eating disorders and anxiety. The second are poor social outcomes with externalizing characteristics including aggressive behavior, violence and educational exclusion. The third is risky health behavior such as drug abuse and not using condoms.

Self-esteem and internalizing mental disorders

Self-esteem plays a significant role in the development of a variety of mental disorders. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), negative or unstable self-perceptions are a key component in the diagnostic criteria of major depressive disorders, manic and hypomanic episodes, dysthymic disorders, dissociative disorders, anorexia nervosa, bulimia nervosa, and in personality disorders, such as borderline, narcissistic and avoidant behavior. Negative self-esteem is also found to be a risk factor, leading to maladjustment and even escapism. Lacking trust in themselves, individuals become unable to handle daily problems which, in turn, reduces the ability to achieve maximum potential. This could lead to an alarming deterioration in physical and mental well-being. A decline in mental health could result in internalizing problem behavior such as depression, anxiety and eating disorders. The outcomes of low self-esteem for these disorders are elaborated below.

Depressed moods, depression and suicidal tendencies

The clinical literature suggests that low self-esteem is related to depressed moods ( Patterson and Capaldi, 1992 ), depressive disorders ( Rice et al. , 1998 ; Dori and Overholser, 1999 ), hopelessness, suicidal tendencies and attempted suicide ( Overholser et al. , 1995 ). Correlational studies have consistently shown a significant negative relationship between self-esteem and depression ( Beck et al. , 1990 ; Patton, 1991 ). Campbell et al. ( Campbell et al. , 1991 ) found individual appraisal of events to be clearly related to their self-esteem. Low self-esteem subjects rated their daily events as less positive and negative life events as being more personally important than high self-esteem subjects. Individuals with high self-esteem made more stable and global internal attributions for positive events than for negative events, leading to the reinforcement of their positive self-image. Subjects low in self-esteem, however, were more likely to associate negative events to stable and global internal attributions, and positive events to external factors and luck ( Campbell et al. , 1991 ). There is a growing body of evidence that individuals with low self-esteem more often report a depressed state, and that there is a link between dimensions of attributional style, self-esteem and depression ( Abramson et al. , 1989 ; Hammen and Goodman-Brown, 1990 ).

Some indications of the causal role of self-esteem result from prospective studies. In longitudinal studies, low self-esteem during childhood ( Reinherz et al. , 1993 ), adolescence ( Teri, 1982 ) and early adulthood ( Wilhelm et al. , 1999 ) was identified as a crucial predictor of depression later in life. Shin ( Shin, 1993 ) found that when cumulative stress, social support and self-esteem were introduced subsequently in regression analysis, of the latter two, only self-esteem accounted for significant additional variance in depression. In addition, Brown et al. ( Brown et al. , 1990 ) showed that positive self-esteem, although closely associated with inadequate social support, plays a role as a buffer factor. There appears to be a pathway from not living up to personal standards, to low self-esteem and to being depressed ( Harter, 1986 , 1990 ; Higgins, 1987 , 1989 ; Baumeister, 1990 ). Alternatively, another study indicated that when examining the role of life events and difficulties, it was found that total level of stress interacted with low self-esteem in predicting depression, whereas self-esteem alone made no direct contribution ( Miller et al. , 1989 ). To conclude, results of cross-sectional and longitudinal studies have shown that low self-esteem is predictive of depression.

The potentially detrimental impact of low self-esteem in depressive disorders stresses the significance of Seligman's recent work on ‘positive psychology’. His research indicates that teaching children to challenge their pessimistic thoughts whilst increasing positive subjective thinking (and bolstering self-esteem) can reduce the risk of pathologies such as depression ( Seligman, 1995 ; Seligman et al. , 1995 ; Seligman and Csikszentmihalyi, 2000 ).

Other internalizing disorders

Although low self-esteem is most frequently associated with depression, a relationship has also been found with other internalizing disorders, such as anxiety and eating disorders. Research results indicate that self-esteem is inversely correlated with anxiety and other signs of psychological and physical distress ( Beck et al. , 2001 ). For example, Ginsburg et al. ( Ginsburg et al. , 1998 ) observed a low level of self-esteem in highly socially anxious children. Self-esteem was shown to serve the fundamental psychological function of buffering anxiety, with the pursuit of self-esteem as a defensive avoidance tool against basic human fears. This mechanism of defense has become evident in research with primary ( Ginsburg et al. , 1998 ) and secondary school children ( Fickova, 1999 ). In addition, empirical studies have shown that bolstering self-esteem in adults reduces anxiety ( Solomon et al. , 2000 ).

The critical role of self-esteem during school years is clearly reflected in studies on eating disorders. At this stage in life, weight, body shape and dieting behavior become intertwined with identity. Researchers have reported low self-esteem as a risk factor in the development of eating disorders in female school children and adolescents ( Fisher et al. , 1994 ; Smolak et al. , 1996 ; Shisslak et al. , 1998 ), as did prospective studies ( Vohs et al. , 2001 ). Low self-esteem also seems predictive of the poor outcome of treatment in such disorders, as has been found in a recent 4-year prospective follow-up study among adolescent in-patients with bulimic characteristics ( van der Ham et al. , 1998 ). The significant influence of self-esteem on body image has led to programs in which the promotion of self-esteem is used as a main preventive tool in eating disorders ( St Jeor, 1993 ; Vickers, 1993 ; Scarano et al. , 1994 ).

To sum up, there is a systematic relation between self-esteem and internalizing problem behavior. Moreover, there is enough prospective evidence to suggest that poor self-esteem might contribute to deterioration of internalizing problem behavior while improvement of self-esteem could prevent such deterioration.

Self-esteem, externalizing problems and other poor social outcomes

For more than two decades, scientists have studied the relationship between self-esteem and externalizing problem behaviors, such as aggression, violence, youth delinquency and dropping out of school. The outcomes of self-esteem for these disorders are described below.

Violence and aggressive behavior

While the causes of such behaviors are multiple and complex, many researchers have identified self-esteem as a critical factor in crime prevention, rehabilitation and behavioral change ( Kressly, 1994 ; Gilbert, 1995 ). In a recent longitudinal questionnaire study among high-school adolescents, low self-esteem was one of the key risk factors for problem behavior ( Jessor et al. , 1998 ).

Recent studies confirm that high self-esteem is significantly associated with less violence ( Fleming et al. , 1999 ; Horowitz, 1999 ), while a lack of self-esteem significantly increases the risk of violence and gang membership ( Schoen, 1999 ). Results of a nationwide study of bullying behavior in Ireland show that children who were involved in bullying as either bullies, victims or both had significantly lower self-esteem than other children ( Schoen, 1999 ). Adolescents with low self-esteem were found to be more vulnerable to delinquent behavior. Interestingly, delinquency was positively associated with inflated self-esteem among these adolescents after performing delinquent behavior ( Schoen, 1999 ). According to Kaplan's self-derogation theory of delinquency (Kaplan, 1975), involvement in delinquent behavior with delinquent peers can increase children's self-esteem and sense of belonging. It was also found that individuals with extremely high levels of self-esteem and narcissism show high tendencies to express anger and aggression ( Baumeister et al. , 2000 ). To conclude, positive self-esteem is associated with less aggressive behavior. Although most studies in the field of aggressive behavior, violence and delinquency are correlational, there is some prospective evidence that low self-esteem is a risk factor in the development of problem behavior. Interestingly, low self-esteem as well as high and inflated self-esteem are both associated with the development of aggressive symptoms.

School dropout

Dropping out from the educational system could also reflect rebellion or antisocial behavior resulting from identity diffusion (an identity status based on whether or not adolescents made firm commitments in life. Adolescents classified as ‘diffuse’ have not yet thought about identity issues or, having thought about them, have failed to make any firm future oriented commitments). For instance, Muha ( Muha, 1991 ) has shown that while self-image and self-esteem contribute to competent functioning in childhood and adolescence, low self-esteem can lead to problems in social functioning and school dropout. The social consequences of such problem behaviors may be considerable for both the individual and the wider community. Several prevention programs have reduced the dropout rate of students at risk ( Alice, 1993 ; Andrews, 1999 ). All these programs emphasize self-esteem as a crucial element in dropout prevention.

Self-esteem and risk behavior

The impact of self-esteem is also evident in risk behavior and physical health. In a longitudinal study, Rouse ( Rouse, 1998 ) observed that resilient adolescents had higher self-esteem than their non-resilient peers and that they were less likely to initiate a variety of risk behaviors. Positive self-esteem is considered as a protective factor against substance abuse. Adolescents with more positive self-concepts are less likely to use alcohol or drugs ( Carvajal et al. , 1998 ), while those suffering with low self-esteem are at a higher risk for drug and alcohol abuse, and tobacco use ( Crump et al. , 1997 ; Jones and Heaven, 1998 ). Carvajal et al. ( Carvajal et al. , 1998 ) showed that optimism, hope and positive self-esteem are determinants of avoiding substance abuse by adolescents, mediated by attitudes, perceived norms and perceived behavioral control. Although many studies support the finding that improving self-esteem is an important component of substance abuse prevention ( Devlin, 1995 ; Rodney et al. , 1996 ), some studies found no support for the association between self-esteem and heavy alcohol use ( Poikolainen et al. , 2001 ).

Empirical evidence suggests that positive self-esteem can also lead to behavior which is protective against contracting AIDS, while low self-esteem contributes to vulnerability to HIV/AIDS ( Rolf and Johnson, 1992 ; Somali et al. , 2001 ). The risk level increases in cases where subjects have low self-esteem and where their behavior reflects efforts to be accepted by others or to gain attention, either positively or negatively ( Reston, 1991 ). Lower self-esteem was also related to sexual risk-taking and needle sharing among homeless ethnic-minority women recovering from drug addiction ( Nyamathi, 1991 ). Abel ( Abel, 1998 ) observed that single females whose partners did not use condoms had lower self-esteem than single females whose partners did use condoms. In a study of gay and/or bisexual men, low self-esteem proved to be one of the factors that made it difficult to reduce sexual risk behavior ( Paul et al. , 1993 ).

To summarize, the literature reveals a number of studies showing beneficial outcomes of positive self-esteem, and conversely, negative outcomes of poor self-esteem, especially in adolescents. Prospective studies and intervention studies have shown that self-esteem can be a causal factor in depression, anxiety, eating disorders, delinquency, school dropout, risk behavior, social functioning, academic success and satisfaction. However, the cross-sectional character of many other studies does not exclude that low self-esteem can also be considered as an important consequence of such disorders and behavioral problems.

To assess the implications of these findings for mental health promotion and preventive interventions, more insight is needed into the antecedents of poor self-esteem, and the mechanisms that link self-esteem to mental, physical and social outcomes.

What are the mechanisms that link self-esteem to health and social outcomes? Several theories used in health promotion or prevention offer insight into such mechanisms. In this section we discuss the role of positive self-esteem as a protective factor in the context of stressors, the developmental role of negative self-esteem in mental and social problems, and the role of self-esteem in models of health behavior.

Positive thinking about oneself as a protective factor in the context of stressors

People have a need to think positively about themselves, to defend and to improve their positive self-esteem, and even to overestimate themselves. Self-esteem represents a motivational force that influences perceptions and coping behavior. In the context of negative messages and stressors, positive self-esteem can have various protective functions.

Research on optimism confirms that a somewhat exaggerated sense of self-worth facilitates mastery, leading to better mental health ( Seligman, 1995 ). Evidence suggests that positive self-evaluations, exaggerated perception of control or mastery and unrealistic optimism are all characteristic of normal human thought, and that certain delusions may contribute to mental health and well-being ( Taylor and Brown, 1988 ). The mentally healthy person appears to have the capacity to distort reality in a direction that protects and enhances self-esteem. Conversely, individuals who are moderately depressed or low in self-esteem consistently display an absence of such enhancing delusions. Self-esteem could thus be said to serve as a defense mechanism that promotes well-being by protecting internal balance. Jahoda ( Jahoda, 1958 ) also included the ‘adequate perception of reality’ as a basic element of mental health. The degree of such a defense, however, has its limitations. The beneficial effect witnessed in reasonably well-balanced individuals becomes invalid in cases of extreme self-esteem and significant distortions of the self-concept. Seligman ( Seligman, 1995 ) claimed that optimism should not be based on unrealistic or heavily biased perceptions.

Viewing yourself positively can also be regarded as a very important psychological resource for coping. We include in this category those general and specific beliefs that serve as a basis for hope and that sustain coping efforts in the face of the most adverse condition… Hope can exist only when such beliefs make a positive outcome seem possible, if not probable. [( Lazarus and Folkman, 1984 ), p. 159]
Incidence = organic causes and stressors/competence, coping skills, self-esteem and social support

Identity, self-esteem, and the development of externalizing and internalizing problems

Erikson's ( Erikson, 1965 , 1968 ) theory on the stages of psychosocial development in children, adolescents, and adults and Herbert's flow chart ( Herbert, 1987 ) focus on the vicissitudes of identity and the development of unhealthy mental and social problems. According to these theories, when a person is enduringly confused about his/her own identity, he/she may possess an inherent lack of self-reassurance which results in either a low level of self-esteem or in unstable self-esteem and feelings of insecurity. However, low self-esteem—likewise inflated self-esteem—can also lead to identity problems. Under circumstances of insecurity and low self-esteem, the individual evolves in one of two ways: he/she takes the active escape route or the passive avoidance route ( Herbert, 1987 ). The escape route is associated with externalizing behaviors: aggressive behavior, violence and school dropout, the seeking of reassurance in others through high-risk behavior, premature relationships, cults or gangs. Reassurance and security may also be sought through drugs, alcohol or food. The passive avoidance route is associated with internalizing factors: feelings of despair and depression. Extreme avoidance may even result in suicidal behavior.

Whether identity and self-esteem problems express themselves following the externalizing active escape route or the internalizing passive avoidance route is dependent on personality characteristics and circumstances, life events and social antecedents (e.g. gender and parental support) ( Hebert, 1987 ). Recent studies consistently show gender differences regarding externalizing and internalizing behaviors among others in a context of low self-esteem ( Block and Gjerde, 1986 ; Rolf et al. , 1990 ; Harter, 1999 ; Benjet and Hernandez-Guzman, 2001 ). Girls are more likely to have internalizing symptoms than boys; boys are more likely to have externalizing symptoms. Moreover, according to Harter ( Harter, 1999 ), in recent studies girls appear to be better than boys in positive self-evaluation in the domain of behavioral conduct. Self-perceived behavioral conduct is assessed as the individual view on how well behaved he/she is and how he/she views his/her behavior in accordance with social expectations ( Harter, 1999 ). Negative self-perceived behavioral conduct is also found to be an important factor in mediating externalizing problems ( Reda-Norton, 1995 ; Hoffman, 1999 ).

The internalization of parental approval or disapproval is critical during childhood and adolescence. Studies have identified parents' and peers' supportive reactions (e.g. involvement, positive reinforcement, and acceptance) as crucial determinants of children's self-esteem and adjustment ( Shadmon, 1998 ). In contrast to secure, harmonious parent–child relationships, poor family relationships are associated with internalizing problems and depression ( Kashubeck and Christensen, 1993 ; Oliver and Paull, 1995 ).

Self-esteem in health behavior models

Self-esteem also plays a role in current cognitive models of health behavior. Health education research based on the Theory of Planned Behavior ( Ajzen, 1991 ) has confirmed the role of self-efficacy as a behavioral determinant ( Godin and Kok, 1996 ). Self-efficacy refers to the subjective evaluation of control over a specific behavior. While self-concepts and their evaluations could be related to specific behavioral domains, self-esteem is usually defined as a more generic attitude towards the self. One can have high self-efficacy for a specific task or behavior, while one has a negative evaluation of self-worth and vice versa. Nevertheless, both concepts are frequently intertwined since people often try to develop self-efficacy in activities that give them self-worth ( Strecher et al. , 1986 ). Self-efficacy and self-esteem are therefore not identical, but nevertheless related. The development of self-efficacy in behavioral domains of importance can contribute to positive self-esteem. On the other hand, the levels of self-esteem and self-confidence can influence self-efficacy, as is assumed in stress and coping theories.

The Attitude–Social influence–self-Efficacy (ASE) model ( De Vries and Mudde, 1998 ; De Vries et al. , 1988a ) and the Theory of Triadic Influence (TTI) ( Flay and Petraitis, 1994 ) are recent theories that provide a broad perspective on health behavior. These theories include distal factors that influence proximal behavioral determinants ( De Vries et al. , 1998b ) and specify more distal streams of influence for each of the three core determinants in the Planned Behavior Model ( Azjen, 1991 ) (attitudes, self-efficacy and social normative beliefs). Each of these behavioral determinants is assumed to be moderated by several distal factors, including self-esteem and mental disorders.

The TTI regards self-esteem in the same sense as the ASE, as a distal factor. According to this theory, self-efficacy is influenced by personality characteristics, especially the ‘sense of self’, which includes self-integration, self-image and self-esteem ( Flay and Petraitis, 1994 ).

The Precede–Proceed model of Green and Kreuter (Green and Kreuter, 1991) for the planning of health education and health promotion also recognizes the role of self-esteem. The model directs health educators to specify characteristics of health problems, and to take multiple determinants of health and health-related behavior into account. It integrates an epidemiological, behavioral and environmental approach. The staged Precede–Proceed framework supports health educators in identifying and influencing the multiple factors that shape health status, and evaluating the changes produced by interventions. Self-esteem plays a role in the first and fourth phase of the Precede–Proceed model, as an outcome variable and as a determinant. The initial phase of social diagnosis, analyses the quality of life of the target population. Green and Kreuter [(Green and Kreuter, 1991), p. 27] present self-esteem as one of the outcomes of health behavior and health status, and as a quality of life indicator. The fourth phase of the model, which concerns the educational and organizational diagnosis, describes three clusters of behavioral determinants: predisposing, enabling and reinforcing factors. Predisposing factors provide the rationale or motivation for behavior, such as knowledge, attitudes, beliefs, values, and perceived needs and abilities [(Green and Kreuter, 1991), p. 154]. Self-knowledge, general self-appraisal and self-efficacy are considered as predisposing factors.

To summarize, self-esteem can function both as a determinant and as an outcome of healthy behavior within health behavior models. Poor self-esteem can trigger poor coping behavior or risk behavior that subsequently increases the likelihood of certain diseases among which are mental disorders. On the other hand, the presence of poor coping behavior and ill-health can generate or reinforce a negative self-image.

Self-esteem in a BSA to mental health promotion and prevention in schools

Given the evidence supporting the role of self-esteem as a core element in physical and mental health, it is recommended that its potential in future health promotion and prevention programs be reconsidered.

The design of future policies for mental health promotion and the prevention of mental disorders is currently an area of active debate ( Hosman, 2000 ). A key question in the discussion is which is more effective: a preventive approach focusing on specific disorders or a more generic preventive approach?

Based on the evidence supporting the role of self-esteem as a non-specific risk factor and protective factor in the development of mental disorders and social problems, we advocate a generic preventive approach built around the ‘self’. In general, changing common risk and protective factors (e.g. self-esteem, coping skills, social support) and adopting a generic preventive approach can reduce the risk of the development of a range of mental disorders and promote individual well-being even before the onset of a specific problem has presented itself. Given its multi-outcome perspective, we have termed this strategy the ‘BSA’ in prevention and promotion.

Self-esteem is considered one of the important elements of the BSA. By fostering self-esteem, and hence treating a common risk factor, it is possible to contribute to the prevention of an array of physical diseases, mental disorders and social problems challenging society today. This may also, at a later date, imply the prevention of a shift to other problem behaviors or symptoms which might occur when only problem-specific risk factors are addressed. For example, an eating disorder could be replaced by another type of symptom, such as alcohol abuse, smoking, social anxiety or depression, when only the eating behavior itself is addressed and not more basic causes, such as poor self-esteem, high stress levels and lack of social support. Although there is, as yet, no published research on such a shift phenomenon, the high level of co-morbidity between such problems might reflect the likelihood of its existence. Numerous studies support the idea of co-morbidity and showed that many mental disorders have overlapping associated risk factors such as self-esteem. There is a significant degree of co-morbidity between and within internalizing and externalizing problem behaviors such as depression, anxiety, substance disorders and delinquency ( Harrington et al. , 1996 ; Angold et al. , 1999 ; Swendsen and Merikangas, 2000 ). By considering the individual as a whole, within the BSA, the risk of such an eventuality could be reduced.

The BSA could have practical implications. Schools are an ideal setting for implementing BSA programs, thereby aiming at preventing an array of problems, since they cover the entire population. They have the means and responsibility for the promotion of healthy behavior for such a common risk and protective factor, since school children are in their formative stage. A mental health promotion curriculum oriented towards emotional and social learning could include a focus on enhancing self-esteem. Weare ( Weare, 2000 ) stressed that schools need to aim at helping children develop a healthy sense of self-esteem as part of the development of their ‘intra-personal intelligence’. According to Gardner (Gardner, 1993) ‘intra-personal intelligence’ is the ability to form an accurate model of oneself and the ability to use it to operate effectively in life. Self-esteem, then, is an important component of this ability. Serious thought should be given to the practical implementation of these ideas.

It is important to clearly define the nature of a BSA program designed to foster self-esteem within the school setting. In our opinion, such a program should include important determinants of self-esteem, i.e. competence and social support.

Harter ( Harter, 1999 ) stated that competence and social support, together provide a powerful explanation of the level of self-esteem. According to Harter's research on self-perceived competence, every child experiences some discrepancy between what he/she would like to be, the ‘ideal self’, and his/her actual perception of him/herself, ‘the real self’. When this discrepancy is large and it deals with a personally relevant domain, this will result in lower self-esteem. Moreover, the overall sense of support of significant others (especially parents, peers and teachers) is also influential for the development of self-esteem. Children who feel that others accept them, and are unconditionally loved and respected, will report a higher sense of self-esteem ( Bee, 2000 ). Thus, children with a high discrepancy and a low sense of social support reported the lowest sense of self-esteem. These results suggest that efforts to improve self-esteem in children require both supportive social surroundings and the formation and acceptance of realistic personal goals in the personally relevant domains ( Harter, 1999 ).

In addition to determinants such as competence and social support, we need to translate the theoretical knowledge on coping with inner self-processes (e.g. inconsistencies between the real and ideal self) into practice, in order to perform a systematic intervention regarding the self. Harter's work offers an important foundation for this. Based on her own and others' research on the development of the self, she suggests the following principles to prevent the development of negative self-esteem and to enhance self-worth ( Harter, 1999 ):

Reduction of the discrepancy between the real self and the ideal self.

Encouragement of relatively realistic self-perceptions.

Encouraging the belief that positive self-evaluations can be achieved.

Appreciation for the individual's views about their self-esteem and individual perceptions on causes and consequences of self-worth.

Increasing awareness of the origins of negative self-perceptions.

Providing a more integrated personal construct while improving understanding of self-contradictions.

Encouraging the individual and his/her significant others to promote the social support they give and receive.

Fostering internalization of positive opinions of others.

Haney and Durlak ( Haney and Durlak, 1998 ) wrote a meta-analytical review of 116 intervention studies for children and adolescents. Most studies indicated significant improvement in children's and adolescents' self-esteem and self-concept, and as a result of this change, significant changes in behavioral, personality, and academic functioning. Haney and Durlak reported on the possible impact improved self-esteem had on the onset of social problems. However, their study did not offer an insight into the potential effect of enhanced self-esteem on mental disorders.

Several mental health-promoting school programs that have addressed self-esteem and the determinants of self-esteem in practice, were effective in the prevention of eating disorders ( O'Dea and Abraham, 2000 ), problem behavior ( Flay and Ordway, 2001 ), and the reduction of substance abuse, antisocial behavior and anxiety ( Short, 1998 ). We shall focus on the first two programs because these are universal programs, which focused on ‘mainstream’ school children. The prevention of eating disorders program ‘Everybody's Different’ ( O'Dea and Abraham, 2000 ) is aimed at female adolescents aged 11–14 years old. It was developed in response to the poor efficacy of conventional body-image education in improving body image and eating behavior. ‘Everybody's Different’ has adopted an alternative methodology built on an interactive, school-based, self-esteem approach and is designed to prevent the development of eating disorders by improving self-esteem. The program has significantly changed aspects of self-esteem, body satisfaction, social acceptance and physical appearance. Female students targeted by the intervention rated their physical appearance, as perceived by others, significantly higher than control-group students, and allowed their body weight to increase appropriately by refraining from weight-loss behavior seen in the control group. These findings were still evident after 12 months. This is one of the first controlled educational interventions that had successfully improved body image and produced long-term changes in the attitudes and self-image of young adolescents.

The ‘Positive Action Program’ ( Flay and Ordway, 2001 ) serves as a unique example of some BSA principles in practice. The program addresses the challenge of increasing self-esteem, reducing problem behavior and improving school performance. The types of problem behavior in question were delinquent behavior, ‘misdemeanors’ and objection to school rules ( Flay and Ordway, 2001 ). This program concentrates on self-concept and self-esteem, but also includes other risk and protective factors, such as positive actions, self-control, social skills and social support that could be considered as determinants of self-esteem. Other important determinants of self-esteem, such as coping with internal self-processes, are not addressed. At present, the literature does not provide many examples of BSA studies that produce general preventive effects among adolescents who do not (yet) display behavioral problems ( Greenberg et al. , 2000 ).

To conclude, research results show beneficial outcomes of positive self-esteem, which is seen to be associated with mental well-being, happiness, adjustment, success, academic achievements and satisfaction. It is also associated with better recovery after severe diseases. However, the evolving nature of self-esteem could also result in negative outcomes. For example, low self-esteem can be a causal factor in depression, anxiety, eating disorders, poor social functioning, school dropout and risk behavior. Interestingly, the cross-sectional characteristic of many studies does not exclude the possibility that low self-esteem can also be considered as an important consequence of such disorders and behavioral problems.

Self-esteem is an important risk and protective factor linked to a diversity of health and social outcomes. Therefore, self-esteem enhancement can serve as a key component in a BSA approach in prevention and health promotion. The design and implementation of mental health programs with self-esteem as one of the core variables is an important and promising development in health promotion.

The authors are grateful to Dr Alastair McElroy for his constructive comments on this paper. The authors wish to thank Rianne Kasander (MA) and Chantal Van Ree (MA) for their assistance in the literature search. Financing for this study was generously provided by the Dutch Health Research and Development Council (Zorg Onderzoek Nederland, ZON/MW).

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1Department of Health Education and Promotion, Maastricht University, Maastricht and 2Prevention Research Center on Program Development and Effect Management, The Netherlands

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Self-Esteem and Students’ Health Essay

Introduction, an overview of the determinant, literature review, reference list.

It has been acknowledged that self-esteem plays an important role in people’s development. More so, life satisfaction is closely connected with the concept of self-esteem, and mental health also depends on proper development of self-esteem.

Admittedly, academic performance also correlates with self-esteem development. Researchers note that low self-esteem during years at school negatively influences people in future creating risks of mental disorders development (Yamawaki et al., 2011).

Hence, it is important to help young people develop positive self-esteem which will lead to proper mental health development in future. To achieve this goal, it is important to understand that self-esteem development correlates with mental development and life satisfaction.

It is also necessary to remember that a number of factors (including environment, socioeconomic status of the family, physical and psychological features, health problems, etc.) influence development of self-esteem in young people.

The concept of self-esteem has acquired a lot of attention recently. People have acknowledged the importance of positive self-esteem development. As has been mentioned above, self-esteem is one of the most important determinants that influence young people’s mental development.

Self-esteem is often referred to as a “judgment” that reveals “how a person values him/herself” (as cited in Izgiç et al., 2004, p. 630). Now researchers as well as educators, parents and even students understand the importance of positive self-esteem.

Thus, researchers note that “poor health behaviors [sic.] are so prevalent” due to such factors as “the increased availability of unhealthy food and a culture of television” as well as development of low self-esteem in young people (Huntsinger & Luecken, 2004, p. 524).

However, not all of the stakeholders clearly understand how positive self-esteem can be developed and what factors influence its development. Many young people face a lot of problems associated with low self-esteem (such as anxiety, depression, or even severe psychological disorders).

Researchers agree that self-esteem positively influences people’s development as it positively correlates with life satisfaction (Arslan et al., 2010).

Apart from this, research suggests that positive self-esteem may even diminish negative effects of poor health behaviours acquired in early childhood (Huntsinger & Luecken, 2004). Admittedly, proper health behaviours are crucial for students.

Thus, Mitchell et al. (2008) note that Australian students are now overwhelmed by a variety of tasks they are given at university. Students have to handle a number of projects at a time, which can be quite challenging.

Some students find it very difficult to keep up with the rest of the group. Young people are also bombarded by vast amounts of information coming from different sources (TV, the Internet, community, peers, etc.).

This negatively affects their mental well-being as it causes frustration, anxiety, depression, etc. Yamawaki et al. (2011) claim that low self-esteem (along with environmental factors) contributes to development of severe mental disorders.

Huntsinger and Luecken (2004) claim that proper interaction with family members and favourable atmosphere in the family contributes greatly to the development of high self-esteem.

Proper physical development and proper health behaviour (exercise, healthy eating, etc.) positively affect self-esteem development. As for factors that negatively affect self-esteem development, researchers name personal psychological peculiarities and unfavourable environment.

Thus, students characterised by low health locus of control often have low self-esteem (Moshki & Ashtarian, 2010). Izgiç et al. (2004) state that students with social phobia often develop low self-esteem.

The researchers stress that it is important to pay special attention to these students’ peculiarities and help them cope with their problems as low self-esteem can lead to development of other psychological disorders.

On balance, it is necessary to note that self-esteem has been regarded as one of the most important determinants of young people’s development.

Recent research shows that self-esteem affects academic performance of students and influences further health behaviour development in young people. Positive self-esteem correlates with development of life satisfaction. This, in its turn, contributes to proper personal development of individuals.

It has been acknowledged that a number of factors affect development of self-esteem. In the first place, individual psychological peculiarities contribute to development of self-esteem. Another potent factor that influences self-esteem development is environment.

In other words, relationships with relatives and peers as well as educators and other people affect development of self-esteem. As has been mentioned above, it is crucial to help young people develop positive self-esteem as it can be crucial for their further development.

When working with students with low self-esteem, it is important to take into account such factors as individual psychological peculiarities (features of character) of the student, socioeconomic peculiarities and his/her relationships with other people.

Now people understand the importance of such kind of assistance. However, further research in this field is necessary as it is important to work out particular techniques aimed at development of positive self-esteem in young people.

Researchers need to come up with ideas how to address each factor that affects self-esteem development. These techniques will help young people fit the rapidly changing world with its overwhelming challenges.

Arslan, C., Hamarta, E., & Uslu, M. (2010). The relationship between conflict communication, self-esteem and life satisfaction in university students. Educational Research and Reviews, 5 (1), 31-34.

Huntsinger, E.T. & Luecken, L.J. (2004). Attachment relationships and health behavior: The meditational role of self-esteem. Psychology and Health, 19 (4), 515-526.

Izgiç, F., Akyuz, G., Dogan, O. & Kugu, N. (2004). Social phobia among university students and its relation to self-esteem and body image. Canadian Journal of Psychiatry, 49 (9), 630-634.

Mitchell, J., Maher, J.M. & Brown, K. (2008). Keeping up and keeping it together: Tertiary arts students managing health, family and self esteem. Issues in Educational Research, 18 (1), 44-59.

Moshki, M. & Ashtarian, H. (2010). Perceived health locus of control, self-esteem, and its relations to psychological well-being status in Iranian students. Iranian Journal of Public Health, 39 (4), 70-77.

Yamawaki, N., Nelson, J.A.P. & Omori, M. (2011). Self-esteem and life satisfaction as mediators between parental bonding and psychological well-being in Japanese young adults. International Journal of Psychology and Counselling, 3 (1), 1-8.

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    Self-esteem is a term used in psychology to describe someone's level of confidence and respect for themselves. Pride, shame and dignity are some of the emotions self-esteem encompasses. In 1943, Abraham Maslow, an American psychologist created the Maslow's hierarchy of needs; it was composed of physiological, safety, love/belonging, esteem ...

  21. The Increasing of Self-Esteem

    The concept of self-esteem offers conceptual support for the emergence of many forms of cognitive behaviors. In general, personal needs and values involve achievements and personal improvement, a desire to prove professional skills and knowledge. The willingness of members of a community to contribute their services toward achieving the group ...

  22. High Self-Esteem Development Towards Self-Image

    It has been acknowledged that it affects people's lives. It is also known that numerous factors contribute to development of low or high self-esteem towards self-image. One of the major factors is biological as people are born with certain traits of character which help them be more competitive and more confident (Myers, Willse & Villalba, 2011).

  23. Self-Esteem and Students' Health

    Self-esteem and life satisfaction as mediators between parental bonding and psychological well-being in Japanese young adults. International Journal of Psychology and Counselling, 3 (1), 1-8. This essay, "Self-Esteem and Students' Health" is published exclusively on IvyPanda's free essay examples database.