Self-esteem in the context of Self

The concept of human development expands upon the notion of economic development to include social, political and even ethical dimensions. Since the mid-twentieth century, international organisations such as the United Nations and the World Bank have adopted human development as a holistic approach to evaluating a country’s progress that considers living conditions, social relations, individual freedoms and political institutions that contribute to freedom and well-being, in addition to standard measures of income growth.

The United Nations Development Programme defines human development as "the process of enlarging people's choices", such choices allowing people to "lead a long and healthy life, to be educated, to enjoy a decent standard of living", as well as "political freedom, other guaranteed human rights and various ingredients of self-respect". Thus, human development is about much more than economic growth, which is only a means of enlarging people's choices. Some organizations, such as the Catholic Church and the Organization of American States, use the term "integral development" to reflect something wider than "economic" development.

Human female sexuality encompasses a broad range of behaviors and processes, including female sexual identity and sexual behavior, the physiological, psychological, social, cultural, political, and spiritual or religious aspects of sexual activity. Various aspects and dimensions of female sexuality, as a part of human sexuality, have also been addressed by principles of ethics, morality, and theology. In almost any historical era and culture, the arts, including literary and visual arts, as well as popular culture, present a substantial portion of a given society's views on human sexuality, which includes both implicit (covert) and explicit (overt) aspects and manifestations of feminine sexuality and behavior.

In most societies and legal jurisdictions, there are legal bounds on what sexual behavior is permitted. Sexuality varies across the cultures and regions of the world, and has continually changed throughout history, and this also applies to female sexuality. Aspects of female sexuality include issues pertaining to body image, self-esteem, personality, sexual orientation, values and attitudes, gender roles, relationships, activity options, and communication.

A need is a deficiency at a point of time and in a given context. Needs are distinguished from wants. In the case of a need, a deficiency causes a clear adverse outcome: a dysfunction or death. In other words, a need is something required for a safe, stable and healthy life (e.g. air, water, food, land, shelter) while a want is a desire, wish or aspiration. When needs or wants are backed by purchasing power, they have the potential to become economic demands.

Basic needs such as air, water, food and protection from environmental dangers are necessary for an organism to live. In addition to basic needs, humans also have needs of a social or societal nature such as the human need for purpose, to socialize, to belong to a family or community or other group. Needs can be objective and physical, such as the need for food, or psychical and subjective, such as the need for self-esteem. Understanding both kinds of "unmet needs" is improved by considering the social context of their not being fulfilled.

Procrastination is the act of unnecessarily delaying or postponing something despite knowing that there could be negative consequences for doing so. It is a common human experience involving delays in everyday chores or even putting off tasks such as attending an appointment, submitting a job report or academic assignment, or broaching a stressful issue with a partner. It is often perceived as a negative trait due to its hindering effect on one's productivity, associated with depression, low self-esteem, guilt, and feelings of inadequacy. However, it can also be considered a wise response to certain demands that could present risky or negative outcomes or require waiting for new information to arrive; for instance, procrastinating on a suicide intent can serve the agent’s interests.

From a cultural and social perspective, students from both Western and non-Western cultures are found to exhibit academic procrastination, but for different reasons. Students from Western cultures tend to procrastinate in order to avoid doing worse than they have done before or failing to learn as much as they should have, whereas students from non-Western cultures tend to procrastinate in order to avoid looking incompetent or demonstrating a lack of ability in front of their peers. Different cultural perspectives of time management can impact procrastination. For example, in cultures that have a multi-active view of time, people tend to place a higher value on making sure a job is done accurately before finishing. In cultures with a linear view of time, people tend to designate a certain amount of time on a task and stop once the allotted time has expired.

In the psychology of self, one's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question "Who am I?".

The self-concept is distinguishable from self-awareness, which is the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions. Self-concept also differs from self-esteem: self-concept is a cognitive or descriptive component of one's self (e.g., "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g., "I feel good about being a fast runner").

Exaggeration is the representation of something as more extreme or dramatic than it is, intentionally or unintentionally. It can be a rhetorical device or figure of speech, used to evoke strong feelings or to create a strong impression.

Amplifying achievements, obstacles and problems to seek attention is an everyday occurrence Inflating the difficulty of achieving a goal after attaining it, can be used to bolster self-esteem.

A self-serving bias is any cognitive or perceptual process that is distorted by the need to maintain and enhance self-esteem, or the tendency to perceive oneself in an overly favorable manner. It is the belief that individuals tend to ascribe success to their own abilities and efforts, but ascribe failure to external factors. When individuals reject the validity of negative feedback, focus on their strengths and achievements but overlook their faults and failures, or take more credit for their group's work than they give to other members, they are protecting their self-esteem from threat and injury. These cognitive and perceptual tendencies perpetuate illusions and error, but they also serve the self's need for esteem. For example, a student who attributes earning a good grade on an exam to their own intelligence and preparation but attributes earning a poor grade to the teacher's poor teaching ability or unfair test questions might be exhibiting a self-serving bias. Studies have shown that similar attributions are made in various situations, such as the workplace, interpersonal relationships, sports, and consumer decisions.

Both motivational processes (i.e. self-enhancement, self-presentation) and cognitive processes (i.e. locus of control, self-esteem) influence the self-serving bias. There are both cross-cultural (i.e. individualistic and collectivistic culture differences) and special clinical population (i.e. depression) considerations within the bias. Much of the research on the self-serving bias has used participant self-reports of attribution based on experimental manipulation of task outcomes or in naturalistic situations. Some more modern research, however, has shifted focus to physiological manipulations, such as emotional inducement and neural activation, in an attempt to better understand the biological mechanisms that contribute to the self-serving bias.

A difficult conversation is a dialogue addressing sensitive, controversial, or emotionally charged topics, often with the potential for conflict, discomfort, or disagreement. Broadly, a difficult conversation is anything an individual finds hard to talk about. These types of conversations often require navigating complex social, emotional, and cognitive factors and active listening skills in order to foster productive communication and avoid misunderstandings, escalation, or relationship damage. In many cases, they may also require addressing power dynamics, historical context, or cultural differences in order to facilitate effective communication and avoid perpetuating harmful patterns of interaction.

Difficult conversations are often characterised by the presence of competing goals, values, or interests between the parties involved. They also have the potential for triggering deep-seated emotions, beliefs, or personal vulnerabilities, making them uncomfortable and hard to initiate. Even everyday topics can provoke anxiety, especially when self-esteem or close connections are at risk. People often perceive a conflict between honesty and kindness in difficult conversations, overestimating the harm of truth-telling, although careful honesty can strengthen trust. Fear of anger, shame, or saying the wrong thing also frequently prevents open dialogue, particularly around sensitive issues such as race.

Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind (or understanding others' perspectives), self-esteem, emotion regulation, friendships, and identity development.

Social emotional development sets a foundation for children to engage in other developmental tasks. For example, in order to complete a difficult school assignment, a child may need the ability to manage their sense of frustration and seek out help from a peer. To maintain a romantic relationship after a fight, a teen may need to be able to articulate their feelings and take the perspective of their partner to successfully resolve the conflict. However, it is also interrelated with and dependent on other developmental domains. For example, language delays or deficits have been associated with social-emotional disturbances.

Self-esteem can be defined as how favorably individuals evaluate themselves. According to Leary, self-esteem is the relationship between one's real self and one's ideal self, feeding off of favorable behaviors. It refers to an individual's sense of their value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes themselves. Self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that includes cognitive and behavioral aspects as well as evaluative or affective ones. There are several different proposals as to the functions of self-esteem. One proposal is that it satisfies the inherent need to feel good about oneself. Another is that it serves to minimize social rejection. Self-esteem is also known as a way for a person to remain dominant in relationships. Self-esteem is known to protect people from potential fear that arises from the prospect of death (terror management theory). Motivating individuals towards their goals, high self-esteem fosters effective coping, while low self-esteem tends to result in avoidance.

In social psychology, self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their certainty of their own self-knowledge. However, the self-assessment motive could be seen as quite different from the other two self-evaluation motives. Unlike the other two motives, through self-assessment people are interested in the accuracy of their current self view, rather than improving their self-view. This makes self-assessment the only self-evaluative motive that may cause a person's self-esteem to be damaged.

Amour-propre (French: [amuʁ pʁɔpʁ]; lit. 'self-love') is a French term that can be variously translated as "self-love", "self-esteem", or "vanity". In philosophy, it is a term used by Jean-Jacques Rousseau, who contrasts it with another kind of self-love, which he calls amour de soi.

Confidence is the feeling of belief or trust that a person or thing is reliable. Self-confidence is trust in oneself. Self-confidence involves a positive belief that one can generally accomplish what one wishes to do in the future. Self-confidence is not the same as self-esteem, which is an evaluation of one's worth. Self-confidence is related to self-efficacy—belief in one's ability to accomplish a specific task or goal. Confidence can be a self-fulfilling prophecy, as those without it may fail because they lack it, and those with it may succeed because they have it rather than because of an innate ability or skill.

Metamotivation is a term coined by Abraham Maslow to describe the motivation of people who are self-actualized and striving beyond the scope of their basic needs to reach their full potential. Maslow suggested that people are initially motivated by a series of basic needs, called the hierarchy of needs. Maslow states, "Self-actualizing people are gratified in all their basic needs (of belongingness, affection, respect, and self-esteem)". Once a person has successfully navigated the hierarchy of needs thus satisfying all their basic needs, Maslow proposed they then travel "a path called growth motivation".

Maslow believed that a distinction must be made between the motives of those who operate at or below the level of self-actualization (ones still striving for their basic needs, or ones who have met their basic needs but still live without purpose), and those who are self-actualized who are also with significant purpose, as their motivations differ significantly. Deficiency needs (drives or D-needs) motivate people to satisfy physiological needs such as hunger, sex, love, whereas being needs (B-needs) propel a person beyond self-actualization and drive them to fulfill their inherent ultimate potential.

Roy Frederick Baumeister (/ˈbaʊmaɪstər/; born May 16, 1953) is an American social psychologist who is known for his work on the self, social rejection, belongingness, sexuality and sex differences, self-control, self-esteem, self-defeating behaviors, motivation, aggression, consciousness, and free will.

Verbal abuse (also known as verbal aggression, verbal attack, verbal violence, verbal assault, psychic aggression, or psychic violence) is a type of psychological/mental abuse that involves the use of oral or written language directed to a victim. Verbal abuse can include the act of harassing, labeling, insulting, scolding, rebuking, or excessive yelling towards an individual. It can also include the use of derogatory terms, the delivery of statements intended to frighten, humiliate, denigrate, or belittle a person. These kinds of attacks may result in mental and/or emotional distress for the victim.

Verbal aggression and abuse affects all populations, cultures, and individuals. These actions are psychologically damaging and are considered forms of emotional and physical harm to the victim. This type of behavior leaves individuals feeling poorly about themselves and can lead to them developing numerous negative health issues and disorders such as suicidal thoughts, depression, poor physical health, anxiety, obsessive-compulsive behaviors, personality disorders, and aggression.

In the context of caregiving, neglect is a form of abuse where the perpetrator, who is responsible for caring for someone who is unable to care for themselves, fails to do so. It can be a result of carelessness, indifference, or unwillingness and abuse.

Neglect may include the failure to provide sufficient supervision, nourishment, or medical care, or the failure to fulfill other needs for which the victim cannot provide themselves. The term is also applied when necessary care is withheld by those responsible for providing it from animals, plants, and even inanimate objects. Neglect can carry on in a child's life falling into many long-term side effects, including physical injuries, developmental trauma disorder, low self-esteem, attention disorders, violent behavior, and death.