Self-esteem

The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.

Objective: Intimate partner violence represents a prevalent issue for women and is strongly correlated with mental health difficulties. Previous research has primarily concentrated on identifying factors that can anticipate intimate partner violence, specifically individual and interpersonal factors. This investigation examines the structural associations between autonomy and IPV among Iranian women who have encountered such violence, shedding illumination on the intricate factors contributing to IPV and potential avenues for intervention. Methods:  The research method is a correlation, and the structural equation modeling method was used to test the proposed model. The statistical population was all women referred to counseling clinics in Bandar Abbas City in 2023. Data were collected from a sample of 306 Iranian women who had undergone IPV via purposive sampling method, utilizing a domestic violence questionnaire (Mohseni Tabrizi et al., 2013), basic psychological need satisfaction scale (La Guardia et al., 2000), and Rosenberg self-esteem scale (Rosenberg, 1979). Results: The findings corroborated the appropriate fit of the proposed model and disclosed that autonomy exerted noteworthy direct and indirect effects on IPV, which were mediated through self-esteem. Conclusion: The findings show that with the increase in women's autonomy, intimate partner violence decreases, and self-esteem plays a moderating role in the relationship between these two variables. These outcomes provide valuable novel insights into the intricate dynamics of IPV and hold promise for the development of targeted interventions aimed at preventing IPV and supporting the well-being of affected individuals.

The present study seeks to compare life satisfaction, happiness and self-esteem of female athletes and non-athletes aged 20 to 65 years in Tabriz. The present study is a causal-comparative study. The statistical population of the present study was all female athletes and non-athletes in the age range of 20-65 years in Tabriz. From this statistical population, 349 female athletes and 135 non-athletes were selected as a sample using Morgan Table and cluster random sampling method. Cooper-Smith standard self-esteem, Satisfaction with Life Scale (SWLS) and Oxford Happiness (OHI) questionnaires were used in this study. The results of independent t-test, one-way analysis of variance and Friedman test showed that women athletes have higher life satisfaction, happiness and self-esteem than non-athletes. Also, with increasing duration of sports activities, women’s rate of happiness is also on the rise, and the first five years of exercise have had the greatest impact on women's self-esteem.

Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq. Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24. Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance. Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.

Self-esteem refers to a sense of intrinsic worth that does not consider superiority over others. Awareness of the significance of self-esteem leads to a greater commitment to its enhancement, and understanding its effects highlights its importance. This research categorizes the effects of self-esteem according to Nathaniel Branden, who is regarded as the father of self-esteem, into three areas: Cognitive, moral, and behavioral, and then analyzes them through the lens of Islamic teachings using a descriptive-analytical method to provide a foundation for critiquing his views. Branden believes that self-expression, acceptance of others' definitions, and individualism are effects of self-esteem; however, these effects are not supported by the teachings of the Quran and Hadith. For instance, sometimes a lack of self-expression indicates transcending one’s superficial self and reaching a higher self, which is a result of self-esteem. Similarly, an individual may consciously refuse to accept others’ definitions despite having high self-esteem for reasons such as humility or the aim of combating the ego. Additionally, not being individualistic and prioritizing the interests of others over oneself can sometimes indicate the maturity of a dignified individual, whereby the false self is sacrificed for the true self, which does not contradict self-worth and dignity.