Over 5,000 high-school students of different social, religious, and national backgrounds were studied to show the effects of family experience, neighborhoods, minority groups, etc. on their self-image and response to society. Originally published in 1965. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Selfesteem is very important in modern and contemporary Western psychology. This concept has had a profound influence on personality, social psychology, and crosscultural studies. Self-esteem is an important construct that underlies and often helps to explain human thoughts, feelings, and behavior. This book discusses the perspectives and influences of self-esteem, and provides a review on improvement strategies for those who suffer from low self-esteem.

This book examines identity theory’s centrality within social psychology and its foundations within structural symbolic interaction, highlighting its links not only to other prominent sociological subfields, but also to other theoretical perspectives within and beyond sociology. The book provides a synthetic overview outlining the intellectual lineage of identity theory within structural symbolic interactionism, and how the “Indiana School” of identity theory and research, associated especially with Sheldon Stryker, relates to other symbolic interactionist traditions within sociology. It also analyses the latest developments in response to the push to integrate identity theory, which initially focused on role identities, with the study of personal, group and social identities. Further, it discusses the relationship between identity theory and affect control theory, providing a sense of the many substantive topics within sociology beyond social psychology for which the study of identity has important, sometimes underappreciated implications. The book concludes with a chapter summarizing the interrelated lessons learned while also reflecting on remaining key questions and challenges for the future development of identity theory.

Self-esteem is an academic and popular phenomenon, vigorously researched and debated, sometimes imbued with magical qualities, other times vilified as the bane of the West's preoccupation with self. Though thousands of articles have been devoted to the topic, and bookshops work to feed the public's appetite for advice on revealing, enhancing and maintaining self-esteem, conflicting claims and findings have placed the field in disarray. In a very real sense, self-esteem is a victim of its own popularity. This book seeks to add clarity to a concept earlier examined by such notable self theorists as Morris Rosenberg but eminently worthy of re-examination and extension. We do this by asking some leading thinkers on self-esteem theory, measurement and application to assess what we know about self-esteem, and link it to important aspects of society and the human experience.

Summarizing and integrating the major empirical research of the past twenty years, this volume presents a thorough review of the subject, with a special focus on what sets people with low self-esteem apart from others. As the subject is central to the understanding of personality, mental health, and social adjustment, this work will be appreciated by professionals and advanced students in the fields of personality, social, clinical, and organizational psychology.

First published in 1987, Biological-Psychosocial Interactions in Early Adolescence explores the mutually - influential relations between biological and psychosocial variables as the basis for development in the early portions of the adolescent period and, in fact, across the entire life span. The volume introduces key conceptual and methodological issues that are raised by the study of biological-psychosocial interrelations. It provides key foundations for the research conducted in major laboratories in USA back in 1980s. It also provides the results from these laboratories and their progress at that time. This book will be an essential read for scholars and researchers of psychology, behavioural science, and sociology.

Challenging current notions in self-esteem literature, this volume offers new insights into efficacy, agency, and self-esteem as well as the influence of these constructs on psychological well-being. The contributions by prominent researchers contain substantial new theoretical and empirical research that focuses on a wide range of personality and motivational phenomena.

This volume reflects the renewal of interest in `Self' and `Identity' among social scientists. It adopts an interdisciplinary approach to explore different perspectives across the lifespan, from the neonate to the elderly adult.

In this book, Bergeron demonstrates the negative emotional and pedagogical repercussions that result from American educators’ embrace of self-esteem and the dogma surrounding its acceptance. Critically interpreting the meaning of self-esteem in education, he challenges "common sense" assumptions surrounding this notion and questions the historical, political, philosophical, and pedagogical forces that have shaped this psychological construct in education. Interrogating the pedagogical practices linked to student empowerment, self-determination, and social agency in the classroom, Bergeron discusses the ways in which the promise of self-esteem has backfired, particularly for marginalized and impoverished students.