Background/Purpose: This study is aimed at providing a comprehensive acknowledgement of various factors that play a significant role in developing, shaping and affecting the self-esteem in children, and identifying relationships among its fundamental factors and their effects on studies conducted on children's self esteem, including social economic status (SES). Method: A thorough and properly organized research was conducted across ( various platforms) to extract and analyze reliable and comparable data on children psychology, their self-esteem needs, underlying characteristics and changes in personality and behaviors in different children. The study resulted in a literature review and meta-analysis (including regression analysis) that investigated fundamental selfesteem factors and importance of their effects on children's personalities. Results: A total of 20 studies were selected out of which 16 had only general age categorization instead of specific age references (of children). Hence, Children were divided in categories due to lack of this data. They were grouped in preschool, kindergarten and grade 1 according to the availability of respective data and age range. Literature review and meta-analysis were combined to reach the final conclusion. Limitations to methods and research base were identified. Age of children was found to be the most significant factor in the development of self-esteem needs and its affects impacted children more as their age grew. Different studies found different continuous variables to be affecting esteem differently, however, certain factors including age factor produced similar results. Conclusion: All selected studies on children's self esteem showed positive correlation and similar relationship to effects of different underlying factors, age, SES, sample sizes and methods for data collection. Studies also happened to be most affected by age and sample sizes and showed dramatic effects on overall results with even slight changes in their respective values. Int J Psychol Behav AnalIJPBA, an open access journal

The purpose of this article is to investigate the use of harsh disciplinary methods by parents as corrective techniques for their children, and the resulting behavioral aspects in the affected children. Sociodemographic predictors are tested for estimating the impact of harsh disciplining by parents. A primary survey of a sample of 1,751 children 10 to 12 years of age across 12 provinces of Assiut Governorate in Egypt is considered. The analysis is carried out using exploratory factor analysis and confirmatory factor analysis. Structural equation modeling is used for testing the significance of the seven predictors. The findings show that harsh disciplining is significantly affected by the age, education level, income level, and marital status of parents. Harsh disciplining is evident for different dimensions: "beating for discipline," "beating while children grow up," "beating with a stick can discipline children," and "children should not be listened to." Some parents believe that beating will help in correcting the behavior of their children and in instilling desirable attitudes in them. This approach has ill effects, but it can only be corrected by addressing the poor economic conditions and education of the parents.

No abstract

No abstract

No abstract