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This paper is based upon a small‐scale research project, which investigates the factors which primary‐aged schoolchildren perceive as causes of high and low self‐esteem. The findings indicate that schools may need to emphasise factors other than academic performance in order to raise pupils’ self‐esteem. The research was undertaken in a class of 32 year‐five children using the Draw and Write technique. The findings show that the children perceive multiple factors affecting their self‐esteem. Health issues, especially aspects of mental health, were considered very important factors in determining levels of self‐esteem. The research also showed that children are affected by the desire to improve their social status and consider this a way of increasing their self‐esteem. Affluence and the acquisition of material possessions were considered important avenues for increasing social status.

Challenges the assumption, prevalent in education and in health education, that a sense of high self‐esteem is a key ingredient for success in educational achievement and the adoption of a healthy lifestyle. Describes the measurement of self‐esteem and “street‐oriented” leisure among a cohort of about 1,000 young people aged 15 in 1987 who are the subject of the West of Scotland Twenty‐07 Study: Health in the Community. Finds that there is no relationship between self‐esteem and health behaviours such as smoking, drinking, illicit drug use and early sexual experience. Also finds that 15‐year‐olds who were most “street‐oriented” were more likely to smoke, drink, have used drugs and to be more sexually experienced than peers who were not involved in this lifestyle. Defines two groups, “lost souls”, who have “low” self‐esteem but who are neither very involved with nor very detached from school, nor very involved with or very detached from “street‐oriented” leisure; and “rebels”, who are very detached from school and who derive a sense of identity and self‐esteem from “street culture”. Observes that it is encouraging that this latter group is to some extent aware of the risks of their unhealthy behaviours. Quotes data from a similar study among 11‐year‐olds, which suggest that the categories of “lost souls” and “rebels” already exist at earlier ages. Concludes that, although the aim of fostering self‐esteem is a worthy one, it is unlikely to have the secondary effect of reducing the likelihood that young people will adopt unhealthy lifestyles.

This study investigated the impact of leader-member exchange (LMX) on emotional exhaustion among Chinese registered construction engineers by examining the mediating role of active management by exception (AMbE) and the moderating role of self-esteem.

Using a sample of 304 registered construction engineers, the study applies the job demands-resources (JD-R) model to explore how LMX, AMbE and self-esteem interact to influence emotional exhaustion.

The findings indicate a significant negative relationship between LMX and emotional exhaustion, suggesting that higher-quality exchanges between leaders and members reduce emotional exhaustion. Additionally, AMbE was found to mediate this relationship, where high-quality LMX relationships decrease the extent of AMbE, subsequently lowering emotional exhaustion. Self-esteem was also found to moderate the relationship between AMbE and emotional exhaustion, with high self-esteem exacerbating the negative impact of AMbE and low self-esteem buffering this impact.

These results extend the JD-R model by incorporating leadership quality and management style as critical factors influencing emotional well-being. The study underscores the need for balanced management approaches that consider both supportive and corrective behaviors and highlights the importance of tailoring interventions based on individual differences in self-esteem. The findings provide valuable insights for both theory and practice in managing stress and enhancing the well-being of professionals in high-stress industries. Future research should aim to replicate these findings with larger samples to further validate and extend the results.

The purpose of this study is to investigate the causal recipes among training competencies (TC) dimensions and self-esteem in predicting employability skills (ES) perceptions. It also examines the different combinations across specific demographic characteristics and professions.

A survey was used to collect data from 225 youths aged 15–35 years, purposively selected from leadership training programmes in Brunei. A fuzzy-set qualitative comparative analysis (fsQCA) method was adopted to confirm the propositions.

The findings captured multiple combinations of TC dimensions (i.e. knowledge, skills, attitude and behaviour) and self-esteem in achieving high levels of perceived ES. The study also unveils how different levels of determinants can be more or less important for greater ES outcomes across youths' demographic characteristics and professions.

The findings will assist organisations and training providers of leadership programmes in understanding the significance of TC and self-esteem as well as its alternative routes in pursuing greater employability narratives.

This study was the first attempt to integrate ES into a configurational framework, offering a multifaceted perspective of the causal combinations of TC dimensions and self-esteem as their determinants. Taken together, the study is set within the principles of human capital theory and self-determination theory, confirming the crucial positions of TC and self-esteem in encouraging youth’s acquisition of ES, which is an increasingly pertinent, yet under-examined, area of research.

Drawing from social contagion theory, this study aims to clarify whether consumers become motivated to help a brand and its community when observing other members contributing to society. The authors also analyzed the boundary conditions and mechanisms of this process.

A mixed-method approach was used to test hypotheses. Study 1 collected survey data from Chinese automobile brand communities, which were analyzed by using partial least squares structural equation modeling. Study 2 conducted an experiment with a fictional Chinese smartphone brand community.

Results showed that brand community social responsibility influenced brand community citizenship behavior but did not directly influence brand citizenship behavior. Collective self-esteem respectively mediated the relationships between brand community social responsibility and both brand community citizenship behavior and brand citizenship behavior. Additionally, a sequential mediation mechanism was identified, where collective self-esteem and brand community citizenship behavior functioned as the first and second mediators. Furthermore, membership duration positively moderated the relationship between brand community social responsibility and collective self-esteem and moderated the mediation effects.

Brand community managers should conduct various social responsibility activities to elicit community and brand citizenship behaviors by cultivating ethical awareness. These activities should be tailored to the membership duration.

To the best of the authors’ knowledge, this study is the first to explore how brand community social responsibility cultivates community and brand citizenship behavior. It is also based on social contagion theory to demonstrate the sequential mediation mechanism.

Social interaction is an essential determinant of self-esteem. However, studies have rarely examined the psychological mechanisms underlying social interaction and self-esteem or variations in the relationship between these factors under different levels of familiarity between interactants. Therefore, the present study filled this research gap by investigating the relationships between online social interaction, social exclusion, self-esteem, and familiarity as well as the mediating effect of social exclusion and the moderation effect of familiarity on the relationship between social interaction and self-esteem.

We employed snowball sampling for conveniently and efficiently sampling a broad range of social media users to investigate how online social interaction affected their self-esteem through the mediating effect of social exclusion and the moderation effect of familiarity.

An analysis of 390 valid questionnaires indicated that online social interaction was positively related to self-esteem. Moreover, the results indicated that this relationship was mediated by social exclusion and moderated by familiarity.

We recommend that social media developers avoid including a “read” mark in their applications because such a mark can result in negative emotions, negative behaviors, and social problems in users.

Based on the Sociometer Theory, this study aims to develop a comprehensive framework explaining how and when negative workplace gossip triggers distinct responses, including employee silence and compulsory citizenship behavior (CCB).

Two scenario-based experiments and a field survey were conducted to examine hypotheses. Study 1 (N = 149) manipulated workplace negative gossip and assessed the mediating effects of state self-esteem. Study 2 (N = 217) manipulated workplace negative gossip and consideration of future consequences (CFC) to verify the stability of the mediating mechanism and test the moderating effect of CFC. Study 3 (N = 321) tested the whole research model.

The findings indicate that negative workplace gossip decreases state self-esteem, resulting in silence among employees with low levels of CFC, while inducing CCB through state self-esteem among employees with high levels of CFC.

This study not only extends the research of negative workplace gossip by exploring its multifaceted impact on employee responses but also highlights the role of personality traits in shaping individuals’ response strategies.

This study seeks to unravel the psychological well-being of education sector professionals by exploring the mediating role of self-esteem in the relationship between perceived organizational support and burnout among university teachers.

This survey-based study employs a relational, cross-sectional model to determine the relationship between educational technology proficiency, self-esteem and burnout behaviors. Additionally, as the study aims to determine the mediating role of self-esteem, the mediation model is employed. The study sample consists of 407 university teachers who completed evaluations in September 5–30, 2023. Alongside demographic information, data were collected using the following instruments: Perceived Organizational Support Scale, Rosenberg Self-Esteem Scale and Teacher Burnout Scale. Construct validity and path analyses were conducted using the AMOS software. Normality tests, descriptive analyses and correlation calculations were performed using SPSS software.

Results indicate that perceived organizational support negatively affects burnout and positively influences self-esteem levels. Additionally, self-esteem negatively impacts burnout and fully mediates the relationship between perceived organizational support and burnout. Hence, the effect of organizational support on burnout is mediated through self-esteem, indicating that supportive organizational practices not only mitigate burnout but also enhance teaching staff’s self-esteem. Based on these findings, organizational support strategies hold promise for reducing burnout and bolstering individual confidence and self-esteem among university teachers.

Given the intricate job structure of university teachers in the education sector and their interactions with students, stress, high expectations and a perpetually evolving learning environment can impact their psychological well-being. In this context, perceived organizational support, burnout, and self-esteem emerge as pivotal factors shaping the work lives of university teachers. While previous studies have explored the relationship between perceived organizational support and self-esteem as well as self-esteem and burnout among academics, this study determines how self-esteem plays a mediating role in establishing a link between the two variables.

The paper aims to extend the work–home resources model by identifying self-esteem as the mechanism and marital power as the moderator on the relationship between challenge/hindrance stressors and work-to-family enrichment (WFE).

This paper conducted a three-phase paper survey. Path analytic models were used to test the hypotheses using Mplus 8.10.

Challenge stressor (workload) enriches employees’ family through increased self-esteem, while hindrance stressor (role conflict) threatens WFE through decreased self-esteem. Marital power strengthens the positive relationship between self-esteem and enrichment as well as the indirect relationships between job stressors and WFE.

This study reveals how and when job stressors increase WFE.

Using five categories summarized by Bass (1990), this chapter attempts to address three key questions about charismatic leadership:

• (1)

  What are the key behavioral dimensions of charismatic leadership?

• (2)

  How does charismatic leadership differ from other forms of leadership?

• (3)

  Who may become followers of charismatic leaders and when do they become followers?

What are the key behavioral dimensions of charismatic leadership?

How does charismatic leadership differ from other forms of leadership?

Who may become followers of charismatic leaders and when do they become followers?

By focusing on Weber’s original view of charisma, we suggest that his three dimensions of charismatic leader behaviors underlie most contemporary approaches. By considering these three dimensions in more detail, we demonstrate how this view allows for different views of leadership and is distinguishable from management. Finally, by extending Weber’s view and by identifying two types of charismatic leaders who differ in their power motives, we suggest how the characteristics of followers and the context influence followers’ acceptance of charismatic leaders as legitimate. Some implications for leadership effectiveness are discussed.