esteem

Examples of esteem in the following topics:

• Alderfer's ERG Theory

  • These needs are based in social interactions with others and align with Maslow's levels of love/belonging-related needs (such as friendship, family, and sexual intiamcy) and esteem-related needs (such as respect of and by others).
  • These needs align with Maslow's levels of esteem-related needs (such as self-esteem, confidence, and achievement) and self-actualization needs (such as morality, creativity, problem-solving, and acceptance of facts).
  • For example, if an individual's self-esteem is suffering, they will invest more effort in the relatedness category of needs.

• Specific Comparisons (Independent Groups)

  • Twelve subjects were selected from a population of high-self-esteem subjects (esteem = 1) and an additional 12 subjects were selected from a population of low-self-esteem subjects (esteem = 2).
  • The means for subjects in the success condition are 7.333 for high-self-esteem subjects and 5.500 for the low-self-esteem subjects.
  • For low-self-esteem subjects, the difference is $5.500 - 7.833 = -2.333$.
  • The first compares the high-self esteem subjects to the low-self esteem subjects; the second considers only those in the success group and compares low-self esteem subjects to high-self-esteem subjects.
  • Clearly the comparison of high-self-esteem subjects to low-self-esteem subjects for the whole sample is not independent of the comparison for the success group only.

• Maslow's Hierarchy of Needs

  • All humans have a need to be respected and to have self-esteem and self-respect.
  • Esteem presents the normal human desire to be accepted and valued by others.
  • Imbalances at this level can result in low self-esteem or an inferiority complex.
  • Esteem represents the normal human desire to be accepted and valued by others.
  • The "lower" version of esteem is the need for respect from others.

• Adolescent Socialization

  • Researchers have used three general approaches to understanding identity development: self-concept, sense of identity and self-esteem.
  • The final major aspect of identity formation is self-esteem, which is one's thoughts and feelings about one's self-concept and identity.
  • Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence.
  • "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence.The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience.
  • As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends.

• Maslow's Hierarchy of Needs

  • Maslow uses the terms Physiological, Safety, Love and Belonging, Esteem, and Self-Actualization to describe the general stages that human motivations move through.
  • Therefore, the human that lacks food, love, esteem, or safety would consider the greatest of those needs to be food.
  • Esteem is the normal human desire to be accepted and valued by others.
  • Imbalances at this level can result in low self-esteem or an inferiority complex.
  • Esteem needs can intersect with motivation in the workplace.

• Prestige

  • Prestige refers to the reputation or esteem associated with one's position in society, which is closely tied to their social class.
  • Prestige refers to the reputation or esteem associated with one's position in society.

• Socioemotional Development in Adolescence

  • Three general approaches to understanding identity development include self-concept, sense of identity, and self-esteem.
  • Self-esteem consists of one's thoughts and feelings about one's self-concept and identity.
  • In the United States, children who are raised female are often taught that their sense of self is highly linked to their relationships with others; therefore, many adolescent girls enjoy high self-esteem when engaged in supportive relationships with friends.
  • High self-esteem is often derived from their ability to successfully influence their friends.

• Status Inconsistency

  • Staus consistency occurs when somebody has similar levels of property, prestige, and class -- for example, a Supreme Court justice is held in high esteem, is able to enact their will, and is likely to have accumulated wealth.
  • Teachers are often held in high esteem and exert power over students and in local policy, but they tend to have low incomes and little accumulated wealth.

• Multi-Factor Between-Subjects Designs

  • Twelve subjects were selected from a population of high-self esteem subjects and twelve subjects were selected from a population of low-self esteem subjects.
  • Therefore, there were six subjects in each of the four esteem/outcome combinations and 24 subjects in all.
  • As you can see, the only significant effect is the Outcome x Esteem (O x E) interaction.
  • Clearly the effect of "Outcome" is different for the two levels of "Esteem": For subjects high in self-esteem, failure led to less attribution to oneself than did success.
  • By contrast, for subjects low in self-esteem, failure led to more attribution to oneself than did success.

• Occupation

  • Occupational prestige refers to the esteem in which society holds a particular occupation.
  • Its status depends upon the high esteem in which professors are held.
  • Being a funeral director is not a high status job, however, because Americans do not tend to hold the occupation in high esteem it has low occupational prestige.
  • The social class associated with a particular occupation can change over time as the esteem in which the occupation is held changes.