Self-esteem and Empathy of Greek Children and Adolescents with Visual Impairments

Soulis, Spyridon Georgios; Andreou, Yiannoula; Xristodoulou, Pinio

doi:10.18848/2327-0020/cgp/v12i02/40056

Cited by 2 publications

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“…The empirical data revealed that the self-esteem of adolescents with visual impairments is significantly different from self-esteem of "healthy" adolescents, and the degree of visual impairments has great importance. This fact corresponds to the results of several studies (Soulis and Christodoulou (2010);Fotiadou, Christodoulou, Soulis, Tsimaras, and Mousouli (2014); Zhuravleva (2016) etc. ).…”

Section: Discussionsupporting

confidence: 91%

“…Several researchers report about the lack of relations between self-esteem and the degree of visual impairment in childhood and adolescence (Lifshitz, Hen, & Weisse, 2007;Griffin-Shirley & Ness, 2005). Results of other studies argue that the degree of visual impairment might have a great impact on self-esteem, contributing to its decline (Soulis & Christodoulou, 2010;Fotiadou, Christodoulou, Soulis, Tsimaras, & Mousouli, 2014;Zhuravleva, 2016).…”

Section: Self-esteem Of Adolescents With Visual Impairments In the Context Of The Formation Of Hardinessmentioning

confidence: 99%

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Self-Esteem of Teens with Visual Impairments as a Predictor of Hardiness

Miklyaeva

Gorkovaya

2018

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<p>The paper discusses the problem of visually impaired teens’ hardiness and its predictors. The results shows that teenagers with visual impairments do not differ from “healthy” peers in terms of hardiness, however, their self-esteem is different to teens with normal vision. Predictors of hardiness are: idealized representations of own health and well-being for blind adolescents; actual self-esteem of happiness and persprctive self-esteem for teenagers with low vision; actual self-esteem of happiness and mirrored self-esteem for “healthy” adolescents.</p>

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Section: Discussionsupporting

confidence: 91%

Section: Self-esteem Of Adolescents With Visual Impairments In the Context Of The Formation Of Hardinessmentioning

confidence: 99%

Self-Esteem of Teens with Visual Impairments as a Predictor of Hardiness

Miklyaeva

Gorkovaya

2018

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“…Several studies have shown that students with visual impairment scored lower on their self-esteem in comparison with their counterparts without visual impairment (Lopez-Justicia, Pichardo, Amezcua, & Fernandez, 2001;Soulis, & Christodoulou, 2010;Soulis, Andreou, & Xristodoulou, 2012) and based on the present investigation which found that emotional self-regulation significantly predicted self-esteem of students with visual impairment, the finding has implication for the education of students with visual impairment. To make them acquire good self-esteem and academic self-efficacy beliefs, they need to be exposed to cognitive reappraisal strategies.…”

Section: Implications Of the Studysupporting

confidence: 65%

Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

Onuigbo¹,

Anyanwu²,

Adimora³

et al. 2019

GJHS

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BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

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Self-esteem and Empathy of Greek Children and Adolescents with Visual Impairments

Cited by 2 publications

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Self-Esteem of Teens with Visual Impairments as a Predictor of Hardiness

Self-Esteem of Teens with Visual Impairments as a Predictor of Hardiness

Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

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