خودارجدهی

تعریف انگلیسی

The concept of self-esteem encompasses various notions. One of these concepts is self-esteem. The concept of "self-esteem" is more than an intrinsic valuable feeling; it is likely a fundamental human right. Self-esteem is an experiential aspect that individuals adapt to their lives and life needs. Specifically, self-esteem is confidence in one's ability to think, confidence in coping with life challenges, and confidence in the right to tranquility, feeling of worthiness, deservingness, having one's needs, and benefiting from the fruits of one's efforts. Self-esteem is not a free gift but rather an asset over time that indicates an achievement. Self-esteem plays an essential role in the process of life, which is necessary for natural and healthy growth and has survival value. Self-belief gives us self-esteem. If individuals do not believe in themselves or have weak self-esteem, they do not reach the stage of self-belief.

Self-esteem increases during youth, adulthood, and midlife and peaks at the age of 60. Then it decreases in old age and near death. However, the rate of decline is usually partial and remains relatively stable in the later years of life. Health-related limitations and disabilities, lower control beliefs, and increased loneliness are more likely to challenge self-esteem through self, bringing common and often severe challenges to weaken relatively strong self-esteem. In addition to the late-life period, which may lead to lower self-esteem, adolescence may also be affected, especially in adolescent girls who compare themselves to those portrayed in the media.

Self-esteem provides independence and stable freedom, as valuing beliefs around self-esteem brings about independence and stable freedom based on self-esteem. Sustainable and real freedom is based solely on stable values and is otherwise shaky and shaky, just as independence is. When beliefs are not valuable and valid and lack dignity, dependence and humiliation ensue.

Self-esteem is one of the factors that affect motivation and is also a powerful source of emotional distress relief. Low self-esteem is a potential risk factor for depression, especially if it interacts with a third variable (such as social support, maternal depression, stressful events, and victimization) to increase vulnerability.

In marital issues, loving couples tend to rely on each other for well-being and self-esteem. The initial level of self-esteem of each partner predicts the initial level of satisfaction with the joint relationship and changes in the self-esteem of each partner predict changes in satisfaction with the joint relationship. These effects do not differ by gender.

Based on the concept of activating breadth and depth and the extraordinary processing of imaginative and manipulated objects in an unfamiliar and heterogeneous environment, individuals with both exceptional curiosity and internal direction are broader than those who only have one of these two characteristics or have none. Thus, internalizing self-esteem enables the individual to venture into adventure and pursue new and different activities. The internalization of self-esteem, which becomes the basis of the individual's capacity for new activities, is in fact another interpretation that takes shape at the eighth level of creativity based on the cognitive transformation system in the third period. Such conditions, alongside "adolescent egocentrism," lead to an emotional emergence in which the individual finds himself capable of carrying out corrective activities. Adolescents pass through a phase during which they give unlimited power to their own thoughts and nurture a victorious future vision in their minds, seeing the creation of a change in the world based on thought as a real transformative act in itself.

In general, self-esteem, which is one of its concepts, has a fundamental place in the realm of creativity. Examining the relationship between self-esteem and creativity based on Cooper Smith's Self-Esteem Inventory and the Torrance Collection shows that the relationship between self-esteem and creativity (both classical and non-classical) is unstable and ambiguous. This study did not provide a solid ground to suggest that the self-esteem of creative individuals is superior to that of non-creative individuals. The self-esteem of creative individuals, as far as it relates to self-esteem, may sometimes decline, and this decrease stems from weakness in self-esteem. In such circumstances, there is a kind of conflict between the inherent characteristics of creativity and the components and elements of self-esteem; that is, if the self-esteem of a creative individual decreases, it is due to the inherent characteristics of creativity. Therefore, the mentioned research results show the existence of a similarity in self-esteem among creative and non-creative individuals.

Attachment or the feeling of social acceptance and support, which leads to emotional security in individuals, are essential elements in the formation of self-esteem. If traits such as objectivity, theoretical valuation, instant responsiveness, adaptability, and confrontation with tradition are accepted among creative individuals, it seems that these traits conflict with attachment and security-enabling environmental support; just as traits such as command, effort, observance of etiquette, and group participation strengthen attachment seeking and environmental support, resulting in the growth of individual self-esteem. Therefore, weakness in self-esteem in creative individuals under certain circumstances will not be surprising.

Many gifted students suffer from learning disabilities due to (the sense of damaged self) esteem. Because such a situation contradicts with their sense of flawlessness and coexists with their perfectionism, it should be noted that the emotional aspect of education for this group of gifted students is a pure and unique need in every educational institution, and this group of students requires more emotional attention; as prolonged periods of academic failure damage their self-esteem and gradually conditions arise where an inner belief takes shape: (some things about me are wrong). These students usually suffer from other frustrations, one of which is the fear of failure. Intelligent students with learning disabilities who have not learned compensatory strategies for learning disabilities may expect failure, or even suffer from fear of failure accompanied by anger and failure in task performance. Fear and anxiety reduce self-esteem. Low self-esteem and weak self-belief are characteristics of low-achieving gifted students.

An individual's intelligence is confirmed by oneself or others. Others include parents, teachers, and any significant person in their life. Individuals who do not feel validated for their intelligence may suffer from some difficulties in terms of low perfectionism or negative self-esteem.