In general, it is ben eficial and adaptive to have high self-esteem; however, contingent self-esteem depending on approval is not so advantageous. This article presents research on a Polish version of the Contingent Self-Esteem Scale (CSES), which measures contingent self-esteem. The CSES was administered on a total of 1,199 participants; a range of other instruments were also used to establish the validity of the CSES. The CSES proved to have acceptable internal consistency and validity and factor analyses revealed that it contains four factors: vulnerability to negative opinions, dependence on physical attractiveness, dependence on opinions, and dependence on self-standards. Contingent self-esteem was positively correlated with neuroticism, agreeableness, ruminating, anxiety, and maladaptive perfectionism; it was negatively correlated with general self-esteem and self-efficacy. Mediational analyses confirmed the hypothesis that low general self-esteem causes high rumination about oneself, which in turn is related to high contingent self-esteem.
Aim: This study investigates the impact of assertiveness training on assertiveness and self-esteem of high school students. Method: The study employs Quasi-experimental design where 130 participants aged 13-17 years were selected randomly and assigned into two groups as experimental (N-65) and control group (N-65). Tools: For this aim Assertiveness scale (AS) and Self-esteem questionnaire (RSE) were used. Training: During the treatment phase, the experimental group received assertiveness training of 5 weeks comprising two sessions per week, and each session took 45 minutes. After treatment both experimental and control groups are measured with post-tests. Results: The results show that assertiveness training has significantly increased the assertiveness and decreased the aggression and submission in the experimental group. Also the training has significantly increased the self-esteem of students. Conclusion: The obtained findings revealed an increase in the rate of self-esteem and assertiveness and decrease in the aggression and submission of students. Hence it proved that assertiveness training is significantly effective on the assertiveness, aggression, submission and self-esteem of students.
There is a growing body of research investigating the relationships among gratitude, self-esteem, and subjective well-being. However, there remains a scarcity of research examining the impact of self-esteem on the relationship between gratitude and subjective well-being within Arabic context. In this study, 300 Arabic speaking adults completed measurements of gratitude, self-esteem, satisfaction with life, and positive and negative experiences. Participants’ ages ranged between 18 and 54 years with a mean age of 29.67 years (SD = 8.91). The correlation results revealed that there were significant positive relationships between gratitude, self-esteem, satisfaction with life, and positive experience, while there were significant negative relationships between gratitude, self-esteem, satisfaction with life, and negative experience. The results also showed that gratitude and self-esteem directly predicted subjective well-being. Additionally, using structural equation modeling, self-esteem exerted a mediation effect on the relationship between gratitude and subjective well-being. The results suggest that enhancing self-esteem could assist adults who have gratitude to experience greater subjective well-being. Using the source of self-esteem, researchers and professionals could improve one’s subjective wellbeing by employing various gratitude activities.