Self-esteem is considered as an influential factor that makes foresight positive; however, people experience a variety of adversities over their lifetime that impair their self-esteem. Nevertheless, many people still have positive foresight because of the influence of resilience, which aid one in overcoming specific adversities. We examined the relationship between self-esteem, future time perspective, and resilience. Japanese high school students (N = 1427; boys = 596, girls = 831) completed a questionnaire comprising self-esteem, time perspective, and resilience scales. A series of path analyses demonstrated that self-esteem facilitated future hope and mitigated present feeling of emptiness. Furthermore, resilience mediated the relationship between self-esteem and time perspective. Self-directedness of resilience increased future hope. Additionally, being optimistic could positively influence foresight; however, there were sex differences in its function. Among boys, being optimistic increased future hope; among girls, being optimistic decreased present emptiness. These results suggest that gaining the ability to overcome adversities may affect being positive about one’s future. However, youths should be taught how to relax and think positively, not only to enhance future hope, but also to mitigate emptiness.
| Published in | International Journal of Education, Culture and Society (Volume 2, Issue 2) |
| DOI | 10.11648/j.ijecs.20170202.15 |
| Page(s) | 76-82 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Time Perspective, Resilience, Self-Esteem, High School Student
| [1] | Kerpelman, J. L., & Mosher, L. S. (2004). Rural African American adolescents' future orientation: The importance of self-efficacy, control and responsibility, and identity development. Identity, 4, 187-208. |
| [2] | Frank, L. K. (1939). Time perspectives. Journal of Social Philosophy, 4, 293-312. |
| [3] | Lewin, K. (1951). Field theory in social science: Selected theoretical papers. New York: Harper & Row. |
| [4] | Zimbardo, P. G., & Boyd, J. N. (2015). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77, 17-55. |
| [5] | Shostrom, E. L. (1968). Time as an integrating factor. In C. Buhler & F. Massarik (Eds.), The course of human life. A study of goals in the humanistic perspective. New York: Springer, 351-359. |
| [6] | Nuttin, J. R. (1964). The future time perspective in human motivation and learning. Acta psychologica, 23, 60-82. |
| [7] | De Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive–motivational concept. Journal of Personality and Social Psychology, 42, 566-571. |
| [8] | Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of personality and social psychology, 91, 188-204. |
| [9] | Chin, J., & Holden, R. R. (2013). Multidimensional future time perspective as moderators of the relationships between suicide motivation, preparation, and its predictors. Suicide and Life-Threatening Behavior, 43, 395-405. |
| [10] | Tsuzuki, M. (2012). Dynamic changing process of hope in early adolescence: Analysis of individual differences during the transition from elementary school to junior high school1. Japanese Psychological Research, 54, 253-262. |
| [11] | Marttinen, E., & Salmela-Aro, K. (2012). Personal goal orientations and subjective well-being of adolescents. Japanese Psychological Research, 54, 263-273. |
| [12] | Worrell, F. C., McKay, M. T., & Andretta, J. R. (2015). Concurrent validity of Zimbardo Time Perspective Inventory profiles: A secondary analysis of data from the United Kingdom. Journal of adolescence, 42, 128-139. |
| [13] | King, R. B., & Gaerlan, M. J. M. (2014). How you perceive time matters for how you feel in school: Investigating the link between time perspectives and academic emotions. Current Psychology, 33, 282-300. |
| [14] | Laghi, F., Liga, F., Baumgartner, E., & Baiocco, R. (2012). Time perspective and psychosocial positive functioning among Italian adolescents who binge eat and drink. Journal of adolescence, 35, 1277-1284. |
| [15] | Masten, A. S., & Reed, M. J. (2002). Resilience and development. [In] CR Snyder SJ López (Eds.), Handbook of Positive Psychology (pp. 74-88). New York: Oxford University Press. |
| [16] | Rutter, M. (1985). Resilience in the face of adversity. British Journal of Psychiatry, 147, 598-611. |
| [17] | Luthar, S. S., Cicchetti, D., & Becker. B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. |
| [18] | Boyce Rodgers, K., & Rose, H. A. (2002). Risk and resiliency factors among adolescents who experience marital transitions. Journal of Marriage and Family, 64, 1024−1037. |
| [19] | Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15, 139−162. |
| [20] | Egeland, B., Carlson, E., & Sroufe, L. A. (1993). Resilience as process. Development and psychopathology, 5, 517-528. |
| [21] | Veselska, Z., Geckova, A. M., Orosova, O., Gajdosova, B., van Dijk, J. P., & Reijneveld, S. A. (2009). Self-esteem and resilience: The connection with risky behavior among adolescents. Addictive Behaviors, 34, 287-291. |
| [22] | Jindal-Snape, D., & Miller, D. J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories. Educational Psychology Review, 20, 217-236. |
| [23] | Bonanno, G. A. (2004). Loss, trauma, and human resilience: have we underestimated the human capacity to thrive after extremely aversive events? American psychologist, 59, 20-28. |
| [24] | Benetti, C., & Kambouropoulos, N. (2006). Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Personality and individual differences, 41, 341-352. |
| [25] | Kidd, S. & Shaharr, G. (2008). Resilience in homeless youth: The key role of self-esteem. American Journal of Orthopsychiatry, 78, 163-172. |
| [26] | Dumont, M., & Provost, M. A. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of youth and adolescence, 28, 343-363. |
| [27] | Tsuzuki, M. (2006). Development of self concept in junior high school students. Kyoikugakuronshu, 48, 363-377 (in Japanese). |
| [28] | Harter, S. (1982). The perceived competence scale for children. Child Psychology, 53, 87-97. |
| [29] | Sakurai, S. (1983). Ninchisareta konpitensushakudo (Nihongoban) no sakusei. The Japanese Journal of Educational Psychology, 31, 245-249 (in Japanese). |
| [30] | Ishige, M. (2004). Relation between resilience and apathy in junior high school students. Journal of the Graduate School of Humanities and Science, 6, 243-252 (in Japanese). |
| [31] | Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74. |
| [32] | Kasho, M. (2012). Time perspective and motivation in interpersonal contexts. Japanese Psychological Research, 54, 297-309. |
| [33] | Ridgeway, C. L. (2001). Gender, status, and leadership. Journal of Social issues, 57, 637-655. |
| [34] | Wagner, D. G., & Berger, J. (1997). Gender and interpersonal task behaviors: Status expectation accounts. Sociological Perspectives, 40, 1-32. |
| [35] | Takagishi, Y., Sakata, M., & Kitamura, T. (2011). Effects of Self-Esteem on State and Trait Components of Interpersonal Dependency and Depression in the Workplace. Journal of Clinical Psychology, 67, 1-9. |
| [36] | Daniel, M., Brown, A., Dhurrkay, J., Cargo, M. D., & O'Dea, K. (2006). Mastery, perceived stress and health-related behavior in northeast Arnhem Land: a cross-sectional study. International Journal for Equity in Health, 5, 1-10. |
| [37] | Kling, K. C., Hyde, J. S., Showers, C. J., & Buswell, B. N. (1999). Gender differences in self-esteem: a meta-analysis. Psychological bulletin, 125, 470-500. |
| [38] | Bolognini, M., Plancherel, B., Bettschart, W., & Halfon, O. (1996). Self-esteem and mental health in early adolescence: Development and gender differences. Journal of adolescence, 19, 233-245. |
| [39] | Rosenberg, M. (1962). The association between self-esteem and anxiety. Journal of Psychiatric Research, 1, 135-152. |
| [40] | Dolan, S. L. (2007). Stress, self-esteem, health and work. New York: Palgrave Macmillan. |
| [41] | Kessler, R. C., Brown, R. L., & Broman, C. L. (1981). Sex differences in psychiatric help-seeking: evidence from four large-scale surveys. Journal of health and social behavior, 22, 49-64. |
APA Style
Yukihiro Takagishi, Tomoko Kuraoka, Tomohiro Ide. (2017). Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students. International Journal of Education, Culture and Society, 2(2), 76-82. https://doi.org/10.11648/j.ijecs.20170202.15
ACS Style
Yukihiro Takagishi; Tomoko Kuraoka; Tomohiro Ide. Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students. Int. J. Educ. Cult. Soc. 2017, 2(2), 76-82. doi: 10.11648/j.ijecs.20170202.15
AMA Style
Yukihiro Takagishi, Tomoko Kuraoka, Tomohiro Ide. Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students. Int J Educ Cult Soc. 2017;2(2):76-82. doi: 10.11648/j.ijecs.20170202.15
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijecs.20170202.15,
author = {Yukihiro Takagishi and Tomoko Kuraoka and Tomohiro Ide},
title = {Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students},
journal = {International Journal of Education, Culture and Society},
volume = {2},
number = {2},
pages = {76-82},
doi = {10.11648/j.ijecs.20170202.15},
url = {https://doi.org/10.11648/j.ijecs.20170202.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170202.15},
abstract = {Self-esteem is considered as an influential factor that makes foresight positive; however, people experience a variety of adversities over their lifetime that impair their self-esteem. Nevertheless, many people still have positive foresight because of the influence of resilience, which aid one in overcoming specific adversities. We examined the relationship between self-esteem, future time perspective, and resilience. Japanese high school students (N = 1427; boys = 596, girls = 831) completed a questionnaire comprising self-esteem, time perspective, and resilience scales. A series of path analyses demonstrated that self-esteem facilitated future hope and mitigated present feeling of emptiness. Furthermore, resilience mediated the relationship between self-esteem and time perspective. Self-directedness of resilience increased future hope. Additionally, being optimistic could positively influence foresight; however, there were sex differences in its function. Among boys, being optimistic increased future hope; among girls, being optimistic decreased present emptiness. These results suggest that gaining the ability to overcome adversities may affect being positive about one’s future. However, youths should be taught how to relax and think positively, not only to enhance future hope, but also to mitigate emptiness.},
year = {2017}
}
TY - JOUR T1 - Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students AU - Yukihiro Takagishi AU - Tomoko Kuraoka AU - Tomohiro Ide Y1 - 2017/03/28 PY - 2017 N1 - https://doi.org/10.11648/j.ijecs.20170202.15 DO - 10.11648/j.ijecs.20170202.15 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 76 EP - 82 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20170202.15 AB - Self-esteem is considered as an influential factor that makes foresight positive; however, people experience a variety of adversities over their lifetime that impair their self-esteem. Nevertheless, many people still have positive foresight because of the influence of resilience, which aid one in overcoming specific adversities. We examined the relationship between self-esteem, future time perspective, and resilience. Japanese high school students (N = 1427; boys = 596, girls = 831) completed a questionnaire comprising self-esteem, time perspective, and resilience scales. A series of path analyses demonstrated that self-esteem facilitated future hope and mitigated present feeling of emptiness. Furthermore, resilience mediated the relationship between self-esteem and time perspective. Self-directedness of resilience increased future hope. Additionally, being optimistic could positively influence foresight; however, there were sex differences in its function. Among boys, being optimistic increased future hope; among girls, being optimistic decreased present emptiness. These results suggest that gaining the ability to overcome adversities may affect being positive about one’s future. However, youths should be taught how to relax and think positively, not only to enhance future hope, but also to mitigate emptiness. VL - 2 IS - 2 ER -
Email: