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

The purpose of this study was to look at the relationship between self-esteem and locus of control in well-functioning adolescents. A total of 100 adolescents (55 males and 45 females) from senior secondary school were used in the study. The participants ranged in age from 15 to 19, with a mean age of 17 years. Three instruments were used: the self-esteem test (Adenyo & Oyefoso 1985), the locus of control test (Criag, Franklin & Andrew 1984), and the Kohn, Brien-wood, pukening, and Decicco (2003). The correlational study design was applied, and the Pearson product moment statistic was used to analyze the data. The results revealed a strong positive association between self-esteem and internal locus of control [r(98) = 0.87, P.01]. The findings were addressed in respect to the studied literature, and recommendations were also given.

CHAPITRE ONE

INTRODUCTION

THE STUDY’S HISTORY

Teen pregnancy, alcohol and drug use/abuse and violence, school failure, and eating disorders are just a few of the issues that adolescents face (Callalian, & Stein 2003). Because of the magnitude and gravity of these issues, social scientists, policymakers, and parents may miss well-functioning youth: kids who perform in school, have excellent family and peer relationships, and participate in behaviors such as those listed above. Moore et al., 2004; Demon, 2004).

Adolescence has been defined as a stage in life that begins in biology and ends in society (Peterson, 1988). Indeed, adolescence can be defined as the time in a person’s life when the majority of their biological, cognitive, psychological, and social features change from what is normally regarded child-like to what is typically considered adult-like (Learner & Spainer, 1980). This period is a significant struggle for teenagers, requiring adjustment to changes in the self, the family, and the peer group. Adolescents in modern society are subject to institutional changes as well. There is a change in educational environment among young adolescents, often involving a transfer from elementary school to either junior high school or middle school; and there is a transition from high school to the realms of employment, university, or childrearing in late adolescence.

Adolescence is a time of excitement and fear, happiness and sorrow, discovery and perplexity, and breaks with the past while also connecting with the future. Adolescence can be a perplexing time for the adolescent experiencing this stage of life, for the parents who are nurturing the adolescent during his or her progression through this period, for adults charged with enhancing the development of youth during this period of life, and, with disturbing, historically unprecedented frequency, for adolescents who find themselves in the role of parents. We discovered that the vast majority of teenage studies reported on the causes and correlates of problem behaviors when we explored the literature (Shagle and Barber, 1995; Small and Luster, 1994; Pick and Palos, 1995).

Most adolescent research focuses on individual issue behaviors, with few studies examining the avoidance of numerous types of risk taking or the factors of healthy development (Moore and Glei, 1995). Positive youth development approaches aid in adolescent development and in assisting youth in reaching their full potential. This approach emphasizes that all adolescents have strengths and that when these strengths are aligned with resources for healthy development in the many environments in which adolescents live and interact, children and youth will develop in good ways.

According to research, the more positive resources and experiences that teenagers are exposed to, as well as the establishment of synergy between diverse settings, the more probable it is that they will develop positively. As a result, physical and institutional resources existing in the social environment (for example, family support) are just as important as individual assets (such as skills, abilities, self-esteem, and resiliency) in supporting optimal youth development. These resources give teenagers with routines and structure, as well as opportunities for learning, recreation, and community engagement.

Positive youth development, according to developmental scientists, includes psychological, behavioral, and social characteristics that show competence, confidence, connection, character, and loving compassion. A kid or adolescent who acquires all five of these characteristics is said to be thriving. Furthermore, developmental experts believe that these successful youth develop a sixth, which is self, family, community, and civil society contribution. These contributions or competencies might be categorized as social, academic, cognitive, health, or vocational. Interpersonal abilities (such as conflict resolution) are referred to as social competency. Cognitive talents (such as decision making) are referred to as cognitive competence. Academic competence is defined as school performance as evidenced, in part, by grades, attendance, and test results. To maintain one’s health, one must use nutrition, exercise, and rest. Work habits and career exploration are part of vocational competence. Furthermore, these teenagers have an overall favorable sense of self-worth and self-efficacy. They have favorable relationships with people and institutions, which are shown in interactions between individuals and their peers, family, school, and relationships. Respect for societal and cultural norms, the existence of standards for correct behavior, a sense of right and wrong (morality), and integrity are all characteristics of well-functioning teenagers. They also feel pity and empathy for others.

The experiences we have had and how we interpret those events shape who we are (McLean, 2007). There is rising evidence in the psychology literature that personal narratives are important for identity and well-being. Individuals who can create more coherent and emotionally expressive narratives about stressful events have lower levels of depression and anxiety (Fraittaroh 2000); adolescents who tell more redemptive life narratives, focusing on how good things came from bad, have higher levels of emotional well-being and generativist, connecting in positive ways to the next generation (Mc Adams 2001).

Importantly, families who share tales about their parents and grandparents, as well as their successes and mistakes, provide powerful role models for children. Children perceive who they are in the world not only via their own experiences, but also through the lenses of family stories, which offer a sense of identity across time (Fivush 1999). Although this theory is prevalent in the social science literature, there has been surprisingly little empirical study on how awareness of family stories affects child outcomes.

Several research have found that self-esteem has an impact on academic achievement (Clifford, 1964). According to research, self-esteem is a greater predictor of academic performance than IQ (Clifford, 1964). Aside from research, common sense tells us that our beliefs influence our feelings and behaviour. As a result, our actions have an impact on our performance. Life is, in essence, a self-fulfilling prophecy. Common sense also says that a student who is self-conscious and unaccepting of himself is unlikely to achieve academic excellence.

How can a student set ambitious goals if he or she lacks confidence in his or her own abilities? How can a student focus fully on his or her schoolwork if he or she lacks self-approval? Underachievers, according to research, are often less confident and less ambitious (Goldberg, 1960), less accepting of themselves (Shaw and Alves, 1963), and lack a sense of personal worth (Durr and Schmatz, 1964).

According to research, feeling useless can be unpleasant (Battle, 1990), and depression often impairs performance. “People who feel worthy, able, and competent are more likely to achieve their goals than those who feel worthless, impotent, and incompetent,” write Mark R. Leary and Deborah L. Downs (1999, p.112). According to research, academic achievement influences self-esteem. Academic achievement boosts self-esteem (Moore, 1996). Poor academic performance, on the other hand, tends to diminish pupils’ self-esteem (Gibby and Gibby 1967).

Furthermore, locus of control, a personality construct, refers to an individual’s perspective of the locus of events as decided internally by his or her own behavior as opposed to fate, luck, or external circumstances. It is a belief about whether the outcomes of our actions are determined by what we do (internal control orientation) or by occurrences beyond our personal control (external control orientation) (Zimbardo, 1985). In general, it appears to be psychologically good to believe that one has control over those things over which one has influence.

THE PURPOSE OF THE STUDY

The goal of this study is to see if there is a substantial beneficial association between high self-esteem and internal locus of control in healthy teenagers.

SUMMARY OF THE PROBLEM

Adolescent inferiority complexes are becoming increasingly prevalent. We frequently observe adolescents doing things against their will because the majority of their friends or peers encourage them. Because of this perspective, they blame society for their failure (external locus of control). Because the behavior was not their choice, they are likely to suffer the brunt of the blame. This way of life has an impact on their growth.

Because of this concern, the current study believes it is vital to determine whether the majority of teenagers who lack confidence in themselves will blame their failures on society or on themselves.

As a result, the current study will address the following question: Is there a significant positive association between high onself-esteem and internal locus of control?