Relationship of Self-Esteem to Objective Success: Is it a Cause or Cons

It has been stipulated that self-esteem is one of the most studied concepts in social psychology. In the now classic study Pygmalion in the Classroom by Rosenthal and Jacobsen, it highlights how teachers' unfounded beliefs about their students became objective realities of the students performance (Baumeister, Campbell, Krueger, & Vohs, 2003, p. 2). Early studies like this one has ignited the pursuit to find ways to increase self-esteem and encourage instillment, or creation, of self-esteem to guarantee future success. Because it is so popularly studied, results of studies investigating variables associated with self-esteem often significantly vary. In our individualistic culture, having high-self esteem is a coveted state. Through multiple studies exploring this topic, perhaps a conclusion can be made about the relationship between self-esteem and success. Is self-esteem a predictor of success or a result of achieving the success? A previous study called "Predictors of situational disengagement in the academic setting," the authors Stephan, Caudroit, Boichà ©, and Sarrazin (2011) examined the predictors of discounting or devaluing negative feedback in a physical education class in France. By comparing the grades received in class (of which the participants were informed) and the reports of the students type of motivation, as well as their perceived competence in the subject (p.446). The researchers measured the level of disengagement and perceived competence following receiving the individual grades. They identified three different kinds of motivation is from the self-determination theory: intrinsic motivation, extrinsic motivation, and amotivation, or absence of motivation (p.444). If an unsatisfactory grade was receiv... ...eral self-esteem to school achievement. Personality and Individual Differences, 45, 599-564. Ramsdal, G.H. (2008). Differential relations between two dimensions of self-esteem and the Big Five? Scandinavian Journal of Psychology, 49, 333-338. Stephan, Y., Caudroit, J., Boichà ©, J., Sarrazin, P. (2011). Predictors of situational disengagement in the academic setting: The contribution of grades, perceived competence, and academic motivation. British Journal of Educational Psychology, 81, 441-455. Stumpp, T., Muck, P.M., Hà ¼lscheger, U.R., Judge, T.A., & Mair, G.W. (2010). Core self-evaulations in Germany:Validation of a German measure of its relationship with career success. Applied Psychoology: An International Review, 59, 674-700. Zhang, M., & Cross, S.E. (2011). Emotion is memories of success and failure: A cultural perspective. Emotion, 11, 866-880. Relationship of Self-Esteem to Objective Success: Is it a Cause or Cons It has been stipulated that self-esteem is one of the most studied concepts in social psychology. In the now classic study Pygmalion in the Classroom by Rosenthal and Jacobsen, it highlights how teachers' unfounded beliefs about their students became objective realities of the students performance (Baumeister, Campbell, Krueger, & Vohs, 2003, p. 2). Early studies like this one has ignited the pursuit to find ways to increase self-esteem and encourage instillment, or creation, of self-esteem to guarantee future success. Because it is so popularly studied, results of studies investigating variables associated with self-esteem often significantly vary. In our individualistic culture, having high-self esteem is a coveted state. Through multiple studies exploring this topic, perhaps a conclusion can be made about the relationship between self-esteem and success. Is self-esteem a predictor of success or a result of achieving the success? A previous study called "Predictors of situational disengagement in the academic setting," the authors Stephan, Caudroit, Boichà ©, and Sarrazin (2011) examined the predictors of discounting or devaluing negative feedback in a physical education class in France. By comparing the grades received in class (of which the participants were informed) and the reports of the students type of motivation, as well as their perceived competence in the subject (p.446). The researchers measured the level of disengagement and perceived competence following receiving the individual grades. They identified three different kinds of motivation is from the self-determination theory: intrinsic motivation, extrinsic motivation, and amotivation, or absence of motivation (p.444). If an unsatisfactory grade was receiv... ...eral self-esteem to school achievement. Personality and Individual Differences, 45, 599-564. Ramsdal, G.H. (2008). Differential relations between two dimensions of self-esteem and the Big Five? Scandinavian Journal of Psychology, 49, 333-338. Stephan, Y., Caudroit, J., Boichà ©, J., Sarrazin, P. (2011). Predictors of situational disengagement in the academic setting: The contribution of grades, perceived competence, and academic motivation. British Journal of Educational Psychology, 81, 441-455. Stumpp, T., Muck, P.M., Hà ¼lscheger, U.R., Judge, T.A., & Mair, G.W. (2010). Core self-evaulations in Germany:Validation of a German measure of its relationship with career success. Applied Psychoology: An International Review, 59, 674-700. Zhang, M., & Cross, S.E. (2011). Emotion is memories of success and failure: A cultural perspective. Emotion, 11, 866-880.