Assessing self-esteem and resilience empowers schools to nurture students' self-confidence and ability to bounce back from setbacks. Building resilience equips students with essential life skills, enhancing their adaptability and emotional strength to thrive academically and personally.
Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life.
Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain.
Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.
The CYRM has been designed as a screening tool to explore the resources (individual, relational, communal and cultural) available to individuals that may bolster their resilience. The measure was designed as part of the International Resilience Project (IRP), of the Resilience Research Centre, in collaboration with 14 communities in 11 countries around the world. This survey should be assigned if the 'Student Resilience Survey' is deemed inappropriate to allocate to your intended year/class.
This scale is extensively used in cross-cultural studies in up to 53 different nations. It is a 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self. Low self-esteem is significantly related to depression, suicide ideation, victimisation, delinquency, eating disorders and low happiness. This survey is therefore a highly valued indicator of a student's mental health; allowing staff to identify and, as a result, direct help to any student who registers as having low self-esteem.
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves.
The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes.
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves.
The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes.
Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes.
Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement.
The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioural, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome
