Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-09T15:15:02.120Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of self-esteem in the regulation of students’ mental states

Published online by Cambridge University Press:  13 August 2021

M. Kartasheva ,
A. Klimanova ,
A. Prokhorov ,
A. Chernov  and
M. Yusupov
M. Kartasheva*
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Klimanova
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Prokhorov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Chernov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
M. Yusupov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

Studied the role of self-esteem in the regulation of mental states in the educational activities of students.

Objectives

The aim of the research is to reveal the interrelationships of states’ substructures (mental processes, experiences, behavior) with the level of self-esteem of students.

Methods

The study involved 69 students of the 1st and 2nd year, all humanities. The study was carried out in various situations of educational activity: at lectures, seminars, exams. Used the methods to study mental states, style of self-regulation and self-esteem.

Results

Found that as the level of self-esteem increases, the intensity of mental states’ substructures also increases, and vice versa. As a result of ANOVA use, found that the regulatory properties “independence” (p <0.001) and “ability to program actions” (p <0.002) exert the greatest influence on the interaction of mental states and self-esteem. In lectures, seminars students with a low level of self-esteem mostly experience states of low intensity. Students with an average level of self-esteem are characterized by positive states of an increased level of intensity: from cheerfulness and anticipation to interest and fun. Students with high self-esteem experience mental states different in modality, intensity. As the level of self-esteem increases, the intensity of mental states’ substructures manifestation increases, and vice versa.

Conclusions

Average self-esteem is most optimal for the regulation of mental states. In the case of high self-esteem, the most optimal states are experienced when the subject is highly independent. Low self-esteem students, experience the least intense states. This work was supported by the RFBR grant № 20-013-00076.

Disclosure

No significant relationships.

Keywords

self-esteemmental stateregulationstudent
Type
Abstract
Information
European Psychiatry , Volume 64 , Special Issue S1: Abstracts of the 29th European Congress of Psychiatry , April 2021 , pp. S726 - S727
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.