Envy mediates the relation between low academic self-esteem and hostile tendencies

Rentzsch, Katrin; Schröder–Abé, Michela; Schütz, Astrid

doi:10.1016/j.jrp.2015.08.001

Cited by 40 publications

(38 citation statements)

References 73 publications

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“…Results of this study showed that anger, hostility and bullying victims were significantly higher in the lowest self-esteem group compared with highest self-esteem group among girls and boys. Previous research studies found similar results (Rentzsch, Schroder-Abe & Schutz, 2015;Taylor, Davis-Kean & Malanchuk, 2007). It could be explained by the assumption that adolescents with low self-esteem behave aggressively in order to increase their own self-esteem (Yavuzer et al, 2014).…”

Section: Discussionsupporting

confidence: 54%

“…It could be explained by the assumption that adolescents with low self-esteem behave aggressively in order to increase their own self-esteem (Yavuzer et al, 2014). Also, adolescents with low self-esteem may exhibit hostile tendencies because of the feelings of envy, especially in highly competitive contexts (Rentzsch et al, 2015). School is a quite competitive environment and students spend a great part of their day in school or taking school-related activities.…”

Section: Discussionmentioning

confidence: 99%

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Differences in anger, aggression, bullying among adolescents in different self-esteem groups

Valiūnė

Perminas

2016

GJGC

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The purpose of the study was to compare anger, aggression, bullying among adolescents in three self-esteem groups. Rosenberg Self-esteem scale and Buss & Perry Aggression questionnaire were used for the study. Bullying was measured with questions: How often have you been bullied by other students? How often have you bullied someone? 575 adolescents participated in the study. Results showed that the scores of physical aggression, anger, hostility, bullying victims were significantly higher in lowest self-esteem group compared with middle and high self-esteem groups among girls. It was found that the scores of anger were significantly higher in lowest self-esteem group compared with middle and high self-esteem groups among boys. The scores of hostility were significantly higher in lowest self-esteem group compared with middle and highest self-esteem groups among boys. Also the hostility was significantly higher in middle self-esteem group compared with the highest self-esteem group among boys. The scores of bullying victims were significantly higher in lowest self-esteem group compared with highest self-esteem groups among boys. The results indicated that the issue of adolescent anger related problem such hostility, bullying victims, self-esteem must be underlined in educational and counseling programs. Keywords: anger; aggression; bullying; self-esteem; adolescence.

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Differences in anger, aggression, bullying among adolescents in different self-esteem groups

Valiūnė

Perminas

2016

GJGC

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“…In fact, it has been shown that individuals' self-worth with respect to certain attributes more strongly relates to how others value these attributes rather than how individuals' themselves do so (Santor & Walker, 1999). In another study, envy was particularly likely and led to more hostile tendencies, when the comparison domain was particularly competitive, and thus, arguably more statusrelevant (Rentzsch, Schröder-Abé, & Schütz, 2015). Therefore, envy seems especially likely for attributes that observers respect, admire, and perceive as allowing control over important resources, or-put more abstractly-attributes that define and confer social status 1 .…”

Section: Benign and Malicious Envy As Distinct Emotional Reactions Tomentioning

confidence: 98%

How Do People Respond to Threatened Social Status?

Crusius¹,

Lange²

2016

Envy at Work and in Organizations

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Envy can motivate to strive for self-improvement, but can also lead to hostile behavior. These diverging outcomes of upward comparisons reflect two kinds of envy: benign envy, motivating to level oneself up, and malicious envy, motivating to level others down. We argue that these pathways of envious responding relate to the pursuit of prestige and dominance as two ways of achieving social status and posit that they can clarify determinants of benign versus malicious envy. We review evidence on envy moderators on the dispositional level related to reactions in the face of status threat, such as basic motivational tendencies and grandiose narcissism. Furthermore, we describe how status-related moderators on the social level, such as perceived pride in the superior other, may shape envious responding. We outline how a socialfunctional approach to envy-conceptualized as a status-related emotion-can contribute to a more complete understanding of the diversity of envious behavior.

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“…Self-image is a strong motivating factor and it is quite clear that students' personality characteristic like self-image is considered as important factor in considering ways to promote the integration of the disable students in the academic surrounding. Rentzsch, Schröder-Abé , & Schütz, (2015) found that students with low academic self-image may exhibit hostile tendencies because of feelings of envy, especially in highly competitive contexts. That is why it is so important to find ways to promote the students self-image.…”

Section: Discussionmentioning

confidence: 99%

Academic Students' Attitudes toward Students with Learning Disabilities

Gonen

Grinberg

2016

Journal of Education and Training Studies

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Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different scales were used: (1) Students' Attitudes scale toward students with learning disability; (2) Students' Self-image scale. Results: 1. the student attitudes scale were found to be relatively high. 2. A significant positive relationship was found between students' attitudes and their self-image. 3. More positive attitudes were found among those students who have friend with learning disabilities. Conclusion: The results of this study indicate the necessity of reinforce students self-image and to encourage the students to socialize with students who have LD, in order to strengthen the positive and favorable attitudes of students at the academy, which will positively have impact on the success of the integration of students with learning disabilities into the community and society.

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Envy mediates the relation between low academic self-esteem and hostile tendencies

Cited by 40 publications

References 73 publications

Differences in anger, aggression, bullying among adolescents in different self-esteem groups

Differences in anger, aggression, bullying among adolescents in different self-esteem groups

How Do People Respond to Threatened Social Status?

Academic Students' Attitudes toward Students with Learning Disabilities

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