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This paper is based upon a small‐scale research project, which investigates the factors which primary‐aged schoolchildren perceive as causes of high and low self‐esteem. The findings indicate that schools may need to emphasise factors other than academic performance in order to raise pupils’ self‐esteem. The research was undertaken in a class of 32 year‐five children using the Draw and Write technique. The findings show that the children perceive multiple factors affecting their self‐esteem. Health issues, especially aspects of mental health, were considered very important factors in determining levels of self‐esteem. The research also showed that children are affected by the desire to improve their social status and consider this a way of increasing their self‐esteem. Affluence and the acquisition of material possessions were considered important avenues for increasing social status.

Challenges the assumption, prevalent in education and in health education, that a sense of high self‐esteem is a key ingredient for success in educational achievement and the adoption of a healthy lifestyle. Describes the measurement of self‐esteem and “street‐oriented” leisure among a cohort of about 1,000 young people aged 15 in 1987 who are the subject of the West of Scotland Twenty‐07 Study: Health in the Community. Finds that there is no relationship between self‐esteem and health behaviours such as smoking, drinking, illicit drug use and early sexual experience. Also finds that 15‐year‐olds who were most “street‐oriented” were more likely to smoke, drink, have used drugs and to be more sexually experienced than peers who were not involved in this lifestyle. Defines two groups, “lost souls”, who have “low” self‐esteem but who are neither very involved with nor very detached from school, nor very involved with or very detached from “street‐oriented” leisure; and “rebels”, who are very detached from school and who derive a sense of identity and self‐esteem from “street culture”. Observes that it is encouraging that this latter group is to some extent aware of the risks of their unhealthy behaviours. Quotes data from a similar study among 11‐year‐olds, which suggest that the categories of “lost souls” and “rebels” already exist at earlier ages. Concludes that, although the aim of fostering self‐esteem is a worthy one, it is unlikely to have the secondary effect of reducing the likelihood that young people will adopt unhealthy lifestyles.

This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training.

Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro.

The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer.

The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda.

Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.

This study longitudinally investigated the predictors and mediators of adolescent smartphone addiction by examining the impact of parental smartphone addiction at T1 on adolescent smartphone addiction at T3, as well as the separate and sequential role of adolescent self-esteem and depression at T2 as mediating factors.

This study used a hierarchical regression and the PROCESS macro (Model 6) to investigate research model by collecting 3,904 parent-adolescent pairs. Panel data were collected from three waves of the Korean Children and Youth Panel Survey (KCYPS).

First, the result showed that parental smartphone addiction at T1 significantly and positively predicted adolescent smartphone addiction at T3. Second, the serial mediation analysis revealed that the impact of parental smartphone addiction at T1 on adolescent smartphone addiction at T3 was mediated by adolescent self-esteem and depression at T2 independently and serially.

The findings enhance our comprehension of the impact of parental smartphone addiction, adolescent self-esteem and depression, on adolescent smartphone addiction.

This study aims to investigate the role of self-esteem in mediating the relationship between passive social networking usage (PSNU) and life satisfaction, as well as whether the relationships between PSNU and self-esteem/life satisfaction as well as self-esteem and life satisfaction vary by gender.

This research is conducted in compliance with the ethical standards of the American Psychological Association’s study on a subject of 304 students. Study participants are invited to participate in the survey by completing the anonymous questionnaire regarding passive social network usage, self-esteem and life satisfaction.

The findings indicate that self-esteem mediated the relationship between PSNU and life satisfaction. Furthermore, gender moderated the self-esteem and life satisfaction relationship, and such an effect was stronger for females than males.

This study, adopting a cross-sectional design and self-report scale, examined the relationship between PSNU and life satisfaction. However, the short study duration hindered establishing a cause-and-effect relationship. Credibility concerns arose from participant-induced noise variables in the self-report scale. Future research should use diverse methods to validate underlying mechanisms. Despite limitations, the study revealed self-esteem as a mediating factor, alleviating the negative impact of PSNU on life satisfaction. Both male and female users are encouraged to engage in self-education, valuing their self-esteem for heightened life satisfaction.

These findings contribute to the understanding of how passive social network usage predicts life satisfaction (mediating effect of self-esteem) based on social comparison theory and when self-esteem increases life satisfaction (moderating effect of gender) based on social role theory of gender differences.

Using five categories summarized by Bass (1990), this chapter attempts to address three key questions about charismatic leadership:

• (1)

  What are the key behavioral dimensions of charismatic leadership?

• (2)

  How does charismatic leadership differ from other forms of leadership?

• (3)

  Who may become followers of charismatic leaders and when do they become followers?

What are the key behavioral dimensions of charismatic leadership?

How does charismatic leadership differ from other forms of leadership?

Who may become followers of charismatic leaders and when do they become followers?

By focusing on Weber’s original view of charisma, we suggest that his three dimensions of charismatic leader behaviors underlie most contemporary approaches. By considering these three dimensions in more detail, we demonstrate how this view allows for different views of leadership and is distinguishable from management. Finally, by extending Weber’s view and by identifying two types of charismatic leaders who differ in their power motives, we suggest how the characteristics of followers and the context influence followers’ acceptance of charismatic leaders as legitimate. Some implications for leadership effectiveness are discussed.

The purpose of this paper was to empirically integrate the structural and perceptual control programs in the identity theory. This integration involved examining how the structural concepts of prominence and salience moderate the impact that the perceptual control process of nonverification has role-specific self-esteem.

We use survey data from normative and counter-normative conditions in the parent and spouse identities to test a series of structural equation models. In each model, we test the direct impacts of prominence, salience, and nonverification on worth, efficacy, and authenticity. We also test interaction effects between prominence and nonverification as well as salience and nonverification on the three self-esteem outcomes.

Out of the 24 possible interaction effects, only three were significant. By contrast, the expected positive effects of prominence on worth were supported among all identities, while the expected positive effects of salience on self-esteem were supported only among normative identities. Also as expected, the negative effects of nonverification on self-esteem were supported, though most strongly among counter-normative identities.

Our findings indicate that the structural and perceptual control concepts have independent effects on self-esteem. Thus, future research should incorporate both programs when examining identity processes on self-esteem. However, depending on the normativity or counter-normativity of the identities of interest, research may find it useful to focus on concepts from one program over the other.

This paper is a test of integration of the two research paradigms in the identity theory, which addresses the micro–macro problem in a unique way.

This study aims to examine differences in regret between individuals with high vs low self-esteem that follows from negative appraisals for unsuccessful consumer decisions that are either congruent or not with perceived norms. This study also tested the mediating role of decision responsibility and the ability of psychological repair work in regulating regret.

Hypotheses were tested through four experimental studies using student and international panel samples across different consumer decision scenarios to generalize the findings of the study.

This study shows that high self-esteem individuals regret less a bad decision when it is congruent (normal) than when it is incongruent (abnormal) with the prevalent norms, while lower self-esteem individuals tend to regret equally both normal and abnormal decisions. This study further shows that this effect is driven by internal responsibility attributions. Finally, the results also suggest that high self-esteem people are more efficient than low self-esteem people in regulating regret, but only when the decision is abnormal.

The present research has important contributions to both regret and self-esteem literature. First, this study explored the role of self-esteem on regret, an individual variable that has been studied relatively little in regret literature. Second, this study has shown, consistent with recent findings, that decision congruence with the norms is a more suitable predictor of regret than whether the decision involves action or inaction. Finally, this study showed that stimulating individuals to self-enhance by engaging in psychological repair work led individuals to regulate regret, consistent with regret regulation theory.

Supervisor phubbing is an increasingly common behavior depicted by supervisors despite the significance of supervisor–subordinate interactions. This study explores the impact of this behavior on workplace incivility and workplace presenteeism and analyzes the mediating role of self-esteem and the moderating role of power distance.

Data were collected from employees belonging to IT sector. The research was cross-sectional in nature and the data were collected using a structured questionnaire.

The findings indicate a significant impact of supervisor phubbing on self-esteem, workplace incivility and workplace presenteeism. Additionally, results reveal the mediating role of self-esteem between supervisor phubbing and workplace presenteeism. However, the moderating effect of power distance on the relationship between supervisor phubbing and self-esteem was not supported.

The research contributes to the existing literature and theory, especially in the area of supervisor phubbing and communications management. The study suggests a need for comprehensive approach that involves both organizational policies and individual behavior change.

This study examines whether the auditor's self-esteem and narcissism affect sharing their knowledge with their colleagues and, if practical, increase or decrease knowledge sharing.

This study uses a questionnaire to measure the employed variables: self-esteem, narcissism and knowledge-sharing. The study's statistical population includes auditors membered in the Association of Iranian Certified Public Accountants (AICPA), through which the statistical sample is 153 auditors chosen to analyze the collected information. Finally, the survey-based approach is employed to test the association between variables.

The results showed a positive and significant relationship between the positive dimension of self-esteem and knowledge sharing of auditors. In contrast, the effect of the negative dimension of self-esteem and narcissism on knowledge sharing is negative and significant.

According to the importance of particular personality traits in audit staff and their impact on improving the efficiency and performance of auditors, audit firms are recommended to employ audit staff suitable for their organizational objectives by taking some psychological tests during recruitment.

The findings expand knowledge sharing and create a new perspective in related research since this is among the pioneer studies investigating the impact of personality traits of individual auditors, particularly narcissism and self-esteem, on encouraging them to share knowledge.