Relationship Between Self-esteem And Locus Of Control Among Well Functioning Adolescents

Relationship Between Self-esteem And Locus Of Control Among Well Functioning Adolescents

Abstract

This study delved the relationship between tone- regard and locus of control among well- performing Adolescents. A aggregate of 100 Adolescents( 55 males and 45 ladies) named from elderly secondary academy were used. The actors were within the age range of 15- 19 times with a mean age of 17 times. Three set of instrument comprising tone- regard test( Adenyo & Oyefoso 1985) Locus of control test( Criag, Franklin & Andrew 1984) and Kohn, Brien- wood, pukening & Decicco( 2003) were used. Correlational exploration design was espoused while Pearson product moment statistic was used for data analysis. Chancing showed that a significant positive relationship live between high tone- regard and internal locus of control( r( 98) = 0.87, P<.01). Chancing was bandied in relation to the literature reviewed and recommendations were also made.

Chapter One

Preface

Background Of The Study

Adolescents witness numerous problems, including teen gestation, alcohol and medicine use/ abuse and violence, academy failure and eating complaint( Callalian, & Stein 2003). The extent and soberness of these problems may beget social scientists, policy makers and parents to overlook youth who are well performing teens that exceed in academy, have positive family and peer connections, and have minimum participation in actions similar as stated over.( Demon, 2004; Moore etal., 2004).

Adolescent has been described as a phase of life beginning in biology and ending in society( Peterson, 1988). Indeed, adolescent may be defined as the period within the life span when utmost of a person’s natural, cognitive, cerebral and social characteristics are changing from what’s generally considered child- suchlike to what’s considered adult- suchlike( Learner and Spainer, 1980). For adolescents ’, this period is a dramatic challenge, one taking adaptation to changes in the tone, in the family, and in the peer group. In contemporary society, adolescent experience institutional changes as well. Among youthful adolescents, there’s a change in academy setting, generally involving a transition from abecedarian academy to either inferior high academy or middle academy; and in late nonage there’s a transition from high academy to the worlds of work, University or childrearing.

Adolescent is a time of excitement and of anxiety, of happiness and of troubles, of discovery and of bafflement, and of breaks with the history and yet of links with the future. nonage can be a confusing time – for the adolescent passing this phase of life; for the parents who are nurturing the adolescent during his or her progression through this period; for grown-ups charged with enhancing the development of youth during this period of life, and with disturbing, historically unknown frequence – for adolescents who themselves find themselves in the part of parents. When we searched the literature it came clear that the vast maturity of adolescent exploration reported on the causes and supplements of problem actions( Shagle and Barber, 1995; Small and Luster, 1994; Pick and Palos, 1995).

utmost exploration on adolescent focuses on specific problem actions, whereas many studies examine the avoidance of multiple forms of threat taking or the determinants of positive development( Moore and Glei, 1995). Positive youth development approach helps in enhancing adolescent development, and for helping youth reach their full eventuality. This approach recognizes that all adolescents have strengths and that children and youth will develop in positive ways when these strengths are aligned with coffers for healthy development in the colorful settings in which adolescent, live and interact.

exploration indicates that the further exposure that adolescents have to positive coffers and gests and where community between multiple settings can be established – the more likely it’s that they will develop, appreciatively. thus, physical and institutional coffers present in the social terrain( for illustration, family support) are just as essential for promoting positive youth development as are individual means( similar as chops, bents, tone- regard and resiliency). These coffers give adolescents with routines and structure, as well as openings for literacy, recreation, and engagement with individualities and their communities.

Experimental scientists have suggested that positive youth development encompasses cerebral, behavioral and social characteristics that reflect capability confidence, connection, character and minding compassion. A child or adolescent who develops each of these five features is considered to be thriving. also, experimental scientists believe that these thriving youth develop a sixth one, which is donation to tone, family, community, and civil society. These benefactions or capability can be viewed in specific areas, including social, academic, cognitive, health and vocational. Social capability refers to interpersonal chops( similar as conflict resolution). Cognitive capability refers to cognitive capacities(e.g. decision timber). Academic capability refers to academy performance as shown, in part by academy grades, attendance, and test scores. Health capability involves using nutrition, exercise, and rest to keep oneself fit. Vocational capability involves work habits and studies of career choices. Moreso, these adolescents ’ parade an internal sense of overall positive tone worth and tone- efficacity. They’ve positive bonds with people and institutions that are reflected in exchanges between the individual and his or her peers, family, academy, relationship. Well performing adolescents ’ parade respect for societal and artistic morals, possession of norms for correct actions, a sense of right and wrong( morality) and integrity. They also have a sense of sympathy and empathy for others.

Who we’re is largely defined by the gests we’ve had and how we understand those gests ( McLean, 2007). There’s growing substantiation in the cerebral literature that the narratives of one’s own particular experience are critical for identity and well- being. individualities who are suitable to produce further coherent and emotionally suggestive narratives about stressful events latterly show lower situations of depression, and anxiety( Fraittaroh 2000); adolescents who tell life narratives that are more redemptive, fastening on how good effects surfaced from bad, show advanced situations of emotional well- being and advanced situations of generativist, connecting in positive ways to the coming generation( Mc Adams 2001).

Importantly, families that partake stories, about parents and grandparents, about triumphs and failures, give important models for children. Children understand whom they’re in the world not only through their individual gests but also through the pollutants of family stories that give a sense of identity through literal time( Fivush 1999). Although this idea resonates in the social wisdom literature, there’s unexpectedly little empirical exploration examining how knowledge of family stories is related to child outgrowth.

Several studies show that tone- regard influences academic performance( Clifford, 1964). Research has shown that tone- regard is a better predictor of academic success than measured intelligence( Clifford, 1964). Research away; common sense dictates that our studies impact our passions and actions. Our geste accordingly influences our performance. Life is basically a tone- fulfilling vaticination. Common sense also dictates that a pupil who has tone- mistrustfulness and lacks tone- acceptance is doubtful to attain academic excellence.

How can a pupil establish grueling pretensions if he or she lacks a sense of tone- capability or tone- efficacity? How can a pupil concentrate completely on studies if he or she lacks tone- blessing? Indeed, exploration does show that intellectuals are generally less confident and less ambitious( Goldberg, 1960), lower tone accepting( Shaw and Alves, 1963), and warrant sense of particular worth( Durr and Schmatz, 1964).

Research also shows that feeling empty can be saddening( Battle, 1990) and depression generally inhibits performance. As stated by MarkR. Leary and DeborahL. Downs( 1999p. 112) “ People who feel good, suitable and competent are more likely to achieve their pretensions than those who feel empty, impotent and unskillful ’’. Research also shows that academic achievement influences the position of tone- regard. Successful academic performance enhances tone- regard( Moore, 1996). also, poor academic performance tends to erode scholars ’ position of tone- regard( Gibby and Gibby 1967).

likewise, Locus of control, which is a personality construct, refers to an existent’s perception of the locus of events as determined internally by his or her own geste vs. fate, Luck or external circumstances. It’s a belief about whether the issues of our conduct are contingent on what we do( internal control exposure) or on eventsoutside our particular control( external control exposure)( Zimbardo, 1985). In general, it seems to be psychologically healthy to perceive that bone has control over those effects, which one is able of impacting.

Purpose Of Study

The purpose of this study is to determine whether there will be a significant positive relationship between high tone- regard and internal locus of control among well performing adolescents.

Statement Of Problem

The problem of inferiority complex among adolescents is getting intimidating. frequently times, we see adolescents doing effects against their want because utmost of their musketeers or peers supported that. This station makes them to condemn society for their failure( external locus of control). Because the action wasn’t their desire, there’s every tendency that they will bear the blame. This pattern of life affects their development.

Due to this solicitude, the present study suppose it necessary to know whether utmost of the adolescents who warrant confidence in themselves will attribute their failures to society or themselves.

thus, the present study will give answer to this question; Will there be a significant positive relationship between high tone- regard and internal locus of control?