Self-esteem

In psychology, self-esteem or self-worth includes a person's subjective appraisal of himself or herself as intrinsically positive or negative to some degree (Sedikides & Gregg, 2003).

Self-esteem involves both self-relevant beliefs (e.g., "I am competent/incompetent", "I am liked/disliked") and associated self-relevant emotions (e.g., triumph/despair, pride/shame). It also finds expression in behavior (e.g., assertiveness/timorousness, confidence/caution). In addition, self-esteem can be construed as an enduring personality characteristic (trait self-esteem) or as a temporary psychological condition (state self-esteem). Finally, self-esteem can be specific to a particular dimension (e.g., "I believe I am a good writer, and feel proud of that in particular") or global in extent (e.g., "I believe I am a good person, and feel proud of myself in general").

Measurement
For the purposes of empirical research, self-esteem is typically assessed by a self-report questionnaire yielding a quantitative result. The validity and reliability of the questionnaire are established prior to use.

Quality and level of self-esteem
Level and quality of self-esteem, though correlated, are not synonymous. Self-esteem can be high but fragile (e.g., narcissism) and low but secure (e.g., humility). However, the quality of self-esteem can be indirectly assessed in several ways: (i) in terms of its constancy over time (stability), (ii) in terms of its independence upon particular conditions being met (non-contingency), and (iii) in terms of how ingrained it is as at a basic psychological level (implicitness or automaticity).

Issues
Much debate about self-esteem centers on the definition of the term. New Age thought can provide self-serving views of the concept; other views can discount the existence or merely the usefulness of the idea.

The maintenance of a healthy degree of self-esteem is a central task within psychotherapy, where patients often suffer from excessive degrees of self-criticism, hampering their ability to function.

Self-esteem, grades and relationships
From the late 1960s to the early 1990s it was assumed as a matter of course that a student's self-esteem was a critical factor in the grades that they earn in school, in their relationships with their peers, and in their later success in life. That being the case, many American groups created programs to increase the self-esteem of students, assuming that grades would increase, conflicts would decrease, and that this would lead to a happier and more successful life. Until the 1990s little peer-reviewed and controlled research was done on this topic.


 * The concept of self-improvement has undergone dramatic change since 1911, when Ambrose Bierce mockingly defined self-esteem as “an erroneous appraisement.” Good and bad character are now known as “personality differences.” Rights have replaced responsibilities. The research on egocentrism and ethnocentrism that informed discussion of human growth and development in the mid-20th century is ignored; indeed, the terms themselves are considered politically incorrect. A revolution has taken place in the vocabulary of self. Words that imply responsibility or accountability—self-criticism, self-denial, self-discipline, self-control, self-effacement, self-mastery, self-reproach, and self-sacrifice — are no longer in fashion. The language most in favor is that which exalts the self — self-expression, self-assertion, self-indulgence, self-realization, self-approval, self-acceptance, self-love, and the ubiquitous self-esteem.(Ruggiero, 2000)

Peer-reviewed research undertaken since then has not validated previous assumptions. Recent studies indicate that inflating students' self-esteem in and of itself has no positive effect on any objective aspect of their lives. One study has shown that inflating self-esteem by itself can actually decrease grades. (Baumeister 2005)

Bullying, violence and murder
Some of the most interesting results of recent studies center on the relationships among bullying, violence and self-esteem. It used to be assumed that bullies acted violently towards others because they suffered from low self-esteem (although no controlled studies were offered to back up this position).


 * These findings suggest that the low-esteem theory is wrong. But none involves what social psychologists regard as the most convincing form of evidence: controlled laboratory experiments. When we conducted our initial review of the literature, we uncovered no lab studies that probed the link between self-esteem and aggression. (Baumeister, 2001)

In contrast to old beliefs, recent research indicates that bullies act the way that they do because they suffer from unearned high self-esteem.


 * Violent criminals often describe themselves as superior to others - as special, elite persons who deserve preferential treatment. Many murders and assaults are committed in response to blows to self-esteem such as insults and humiliation. (To be sure, some perpetrators live in settings where insults threaten more than their opinions of themselves. Esteem and respect are linked to status in the social hierarchy, and to put someone down can have tangible and even life-threatening consequences.)


 * The same conclusion has emerged from studies of other categories of violent people. Street-gang members have been reported to hold favourable opinions of themselves and to turn violent when these estimations are shaken. Playground bullies regard themselves as superior to other children; low self-esteem is found among the victims of bullies, but not among bullies themselves. Violent groups generally have overt belief systems that emphasise their superiority over others. (Baumeister, 2001)

Self-esteem and economic motivation
Adam Smith discusses self-love as an economic motivation; this idea is also present in the works of Nathaniel Branden.