Tag Archives: Self-esteem

The power of self-reflection

Self-reflection is the adventurous process of (1) becoming aware of self-judgment and developing self-motivation, (2) finding self-reliance and applying self-leadership, and (3) using self-imagination and exerting self-control.

There are available live 1-to-1 sessions on www.mathias-sager.com. Call, chat, or video-call!

Human Capital & Success in Learning

Human capital

Human capital refers to the production factors, coming from human beings, that are used to create goods and services. These include knowledge, skills, habits, and social and personality attributes (marketbusinessnews.com).


Changes to neurological pathways in the brain take place with practice. This would suggest that innate talent has no/little role to play (C. Ackerman, 2018)


Metacognition as the study of mental processes is about “thinking about thinking” and “learning how to learn” (Flawell, 1979).

Expert learners

Expert learners are more aware of/able to monitor systematic cognitive processes and therefore have more knowledge and better problem solving capabilities (Laureate education).


Self-efficacy comes from own believes and attitudes that are stronger than social discouragement (Adapted from Bandura, 1997).

Efficacy judgments

Self-efficacy is influenced by four factors: Verbal persuasion (encouragement), vicarious experiences (role models), performance outcomes (motivational lifts), and physiological feedback (arousal) (Bandura, 1977; Redmond, 2010).

Motivation success

Motivation success will increase if the individual attributes his/her successes & failures to internal, unstable factors over which he/she has control (e.g., effort) (Weiner, 1974).

Just World Hypothesis

To make meaning of the world, people tend to have a need for believing that the world is fair. However, people often are less generous about other people than about themselves (M.J. Lerner, 1980).


Leadership & (Em-)Power(-ment)

From our ‘80% Percent is Psychology’ session, Wednesday, January 16th, 2019. Thanks all for the great discussions!

  • Force causes counter-force; and transactional leadership likely results in compliance only; It is transformational leadership based on inspiration and collaboration that increases most follower’s involvement and true commitment.
  • It is not the acquisition of power (whether it be positional or personal), but the mindset through which it is employed which determines the nature and effectiveness of leadership.
  • Agile leaders are able to cope with uncertainty and complex issues. Based on self-awareness, they are willing to ask for help and transfer experiences and values to different areas of the business, which is inspiring and developing others too.
  • Representativeness posits that leaders need to demonstrate how they are similar to their followers and then succeed by representing the values of the group. Leaders themselves may be required to adapt to followers to ensure continued representation.
  • Leadership and follower diversity is an important contributor to organization’s success (DuBrin, 2016). Unfortunately, gender stereotypes still cause a preference for men in ‘power’ roles. •Acceptance of inequality doesn’t stem from a passive stance, but rather an active endorsement that allows to justify and perpetuate the status quo.
  • System Justification Theory (SJT) states that an underlying ideology is motivating the justification of social order in a way that contributes to the often-unconscious belief of inferiority most strongly among individuals of underprivileged groups. Although it is a myth that Western Societies are characterized by equality of opportunity, studies found that a majority’s belief in equality helps to justify a meritocratic ideology, i.e., that it is, given we all start with the same possibilities, fair that individual differences are rewarded. The motive to legitimize economic inequality is further blocking critical thinking capacities with severe consequences for the economic and psychological well-being of marginalized persons (Godfrey & Wolf, 2015).
  • It’s a good description for Authentic Leadership too: “Your true character is most accurately measured by how you treat those who can do ‘nothing’ for you.” – Mother Teresa

An Inspiring Article about Self-efficacy, Enthusiasm, Motivation, and Perseverance (Sharing “Is Shoyo Hinata Delusional?” https://crushingonthemoon.wordpress.com/2018/07/01/thoughtful-moments-6-is-shoyo-hinata-delusional/)

Great article about self-efficacy, enthusiasm, motivation, and perseverance, … and the anime character Shoyo Hinata. See the original and more on the blog Crushing the Moon (https://crushingonthemoon.wordpress.com/2018/07/01/thoughtful-moments-6-is-shoyo-hinata-delusional/)

Is Shoyo Hinata Delusional?

Author: peregrineprincess

Shoyo Hinata anime motivation self-efficacy

Shoyo Hinata is a tiny boy with huge dreams. He knows that volleyball is a sport dominated by extremely tall players, and yet at just over 5′ 4″ he wants to become a national champion more than anything. However, he has almost no experience whatsoever with volleyball. Still, he’s determined to work his hardest and fight his way to the national stage. Hinata’s seemingly endless enthusiasm, motivation, and perseverance is his most defining as well as his most endearing trait. This boy has proved that he won’t stop or give up, even when the challenge he faces seems impossible. Although some of the other Haikyu!! characters took more time for me to appreciate (I’m looking at you, Kageyama) I fell in love with Hinata’s boundless energy and cheerfulness immediately.

There’s a psychological construct known as self-efficacy, which basically tells us that our belief in our ability to accomplish a task greatly increases our likelihood of achieving it. In short, seemingly impossible challenges can be conquered if we just believe in ourselves. Hinata’s endless optimism is basic self efficacy–it’s what allows him to improve at such a rapid rate. As long as this wannabe volleyball star has faith in himself, we as an audience feel happy and reassured that he can in fact reach his goal. Hinata’s enthusiasm and determination gives us hope.

[please read more in the original article ….]

Shoyo Hinata is not clinically delusional. But he shows us that sometimes, letting ourselves become a bit deluded is the only thing that will help us achieve the impossible.

[please read more in the original article ….]

Global Talent Gender Gap



  • The case for gender egalitarianism
  • Prestige economies and cultural tightness
  • Functional literacy and inclusiveness
  • Strength-based approaches to fostering “female” leadership styles
  • Humanitarian principles and global egalitarian mindset


The case for gender equality

Although women represent half of the population in education and global workforce at career start and mid-level management, men outnumber women in all sectors’ leadership positions. The role of female talents in future leadership is a critical challenge [1] for the growth of economies [2]. A study among a big sample across 26 countries found that work-life balance, commitment, and turnover thoughts are related to perceived job autonomy that is, for women, mediated by present gender egalitarianism [3].

Prestige economies and cultural tightness

Prestige governs economies, causing countries with high expenditure in research and development to have comparatively fewer female members (e.g., Japan with 11.6% female researchers, and only 9.7% professors), while low-expenditure nations (e.g., the Philippines and Thailand employ female researchers beyond 45%) [4]. To stay with the example of Japan, nations with similar challenges related to vocational stereotypes, job availability constraints, traditional bias and a collective mindset, even when not having as much government promotion of female employment as Japan, tend to have fewer women in corporate executive positions. Roibu and Roibu (2017) ascribe this to the strictness of how social and work rules are enforced [2]. Indeed, cultural tightness, i.e., the fierceness of norms, contributes to explaining why some organizations in some countries are less successful in advocating women leadership than others [5]. However, the finding of male domination in higher leadership positions seems to be more generally a phenomenon somewhat independent of nationality, culture, and even legislation for gender equality [4].

Functional literacy and inclusiveness

Fast technological change can negatively pronounce skill deterioration during work interruption, such as caused by maternity leave [6]. Also, education needs to be carefully analyzed regarding whether it is suited to improve social inclusion or whether, in contrast, aggravates competitive exclusivity [7]. For example, functional literacy programs shouldn’t be designed as a reading and writing capability only, but as emancipatory enablers that integrate reading, writing, and socio-economic and political understanding for democratic participation and the self-efficient creation of social networks and wealth [8].

Strength-based approaches to fostering “female” leadership styles

Some woman may be more sold on power-promising, rewarding, and recognizing careers [4] and learn how to play the neo-liberal corporate game. Many, on the other hand, do also keep a philanthropic attitude that might not be come to success in an economy that rewards competition [9]. Leadership styles are evolving though, and the value of emotional intelligence is bringing female leaders, albeit slowly, into pole positions [10]. Strength-based approaches to talent development can help also preserving gender-specific genuineness throughout personal careers [11].

Humanitarian principles and global “female” mindset

The human species can change its mindset, and a female leadership style based on humanitarian principles might be precisely the fit for an increasingly globalized and cooperating world [12]. Millennial women are expected to have a high interest to play a global role [13]. Already existing transnational women’s movements [10] may additionally help to boost self-esteem to create more egalitarian local and global environments.



[1] Andrews, S. (2017). Leadership, EQ, and Gender: Global Strategies for Talent Development. TD: Talent Development, 71(2), 7.

[2] Roibu, I., & Roibu, P. A. (. (2017). The Differences between Women Executives in Japan and Romania. Oradea Journal Of Business And Economics, Vol 2, Iss 1, Pp 81-90 (2017), (1), 81.

[3] Halliday, C. S., Paustian-Underdahl, S. C., Ordonez, Z., Rogelberg, S. G., & Zhang, H. (2017). Autonomy as a key resource for women in low gender egalitarian countries: A cross-cultural examination. Human Resource Management, 57(2), 601-615.

[4] Morley, L. (2014). Lost Leaders: Women in the Global Academy. Higher Education Research And Development, 33(1), 114-128.

[5] Toh, S. M., & Leonardelli, G. J. (2013). Cultural constraints on the emergence of women leaders: How global leaders can promote women in different cultures. Organizational Dynamics, 42(3), 191-197. doi:10.1016/j.orgdyn.2013.06.004

[6] Jung, J. H., & Choi, K. (2009). Technological Change and Returns to Education: The Implications for the S&E Labor Market. Global Economic Review, 38(2), 161-184. doi:10.1080/12265080902891461

[7] Appleby, Y., & Bathmaker, A. M. (2006). The new skills agenda: increased lifelong learning or new sites of inequality?. British Educational Research Journal, 32(5), 703-717.

[8] Kagitcibasi, C., Goksen, F., & Gulgoz, S. (2005). Functional adult literacy and empowerment of women: Impact of a functional literacy program in Turkey. Journal Of Adolescent & Adult Literacy, 48(6), 472-489.

[9] Morley, L. (2016). Troubling intra-actions: gender, neo-liberalism and research in the global academy. Journal Of Education Policy, 31(1), 28-45.

[10] David, E. (2010). Aspiring to leadership …… a woman’s world? An example of developments in France. Cross Cultural Management: An International Journal, (4), 347. doi:10.1108/13527601011086577

[11] Garcea, N., Linley, A., Mazurkiewicz, K., & Bailey, T. (2012). Future female talent development. Strategic HR Review, (4), 199. doi:10.1108/14754391211234913

[12] Werhane, P. H. (2007). Women Leaders in a Globalized World. Journal Of Business Ethics, (4), 425. doi:10.1007/s10551-007-9516-z

[13] Stefanco, C. J. (2017). Beyond Boundaries: Millennial Women and the Opportunities for Global Leadership. Journal Of Leadership Studies, 10(4), 57-62. doi:10.1002/jls.21505

To truly love a child

I have lost the child

Of a lonely man

Not in an accident nor war

A suffering psyche of scar

Has lost peace to seed

Fear’s possessive greed

Of a mother’s doubt what could be

If she were free

To truly love


I have won the children

Of all world’s men

Not by fighting back to win

A loving heart within

Has found peace to share

Forgiveness to take care

Of a father’s knowing what can be

Because he’s free

To truly love

Dr. Wayne W. Dyer: Inspiration for the Leader in All of Us


Father of Motivation and Sage of Maui

The life and work of author and speaker Dr. Wayne W. Dyer, who died at the age of seventy-five in 2015, provides the opportunity to reflect on leadership from a holistic perspective beyond a specific organizational setting or national politics. Dyer’s many best-selling books on the practical psychology of personal development towards a positive transformation for all of humanity [1] brought him the nickname of the Father of Motivation by his fans [2]. Writing and meditating on Maui on Eastern Philosophies like Taoism, the Sage of Maui covers the self-conscious wisdom category of the self-help genre [3]. Like in the book ‘Wisdom of the Ages,’ Dyer’s messages focus on virtuous love, inspiration, and patience as found in Confucian, Christian, and Thoreauvian teachings [4]. Having written ‘Erroneous Zones,’ one of the most famous books of all time [5], and if leadership is about influence, Wayne Dyer was an enormous leader in influencing masses around the globe [6]. Although not limited to an organizational goal setting context, the topics Dyer was promoting represent the core of the study of leadership and address change, motivation, inspiration, and influence [7].

A practical, humorous, personal, and sometimes too self-confident leader?

As a Welch proverb puts it aptly: “The hand will not reach for what the heart does not long for” [8], p. 38. In that sense, Dyer’s messages speak empathically to the core desires of people through practical, humorous [9], and personal [6] stories, presented as inviting offerings rather than pushing rules. Practical intelligence is of high importance for leaders [7]. Indeed, Dyer focused on outcome rather than intellectualization [13], one possible reason why he chose the career of an independent writer rather than continuing his university job, which he saw limited to producing papers for the sake of a small self-serving academic community [14]. It was Dyer’s high self-confidence that allowed him to, for example, tell “the shocking truth” he was so convinced about publicly [10] and therefore intuitively take required risks to advance his growth as a leader [11]. Dyer got accused of plagiarism of Albert Ellis’ Rational Emotive Therapy (RET) [12]. However, he did seemingly ignore what other people think of him [4] and unwaveringly continued his mission.

Life transitions and openness to experience

Assertiveness is the candid expression of one’s desires, opinions, and feelings and may help to get the recognition that is a powerful human motivator [7]. Wayne Dyer’s public exposure of his style in writing and speaking may have also reflected a personality tendency of extraversion. In the US, extraversion is a personality trait showcased to create a societal image of openness and friendliness [15]. It is therefore difficult to say how much Dyer’s demonstration of extraversion is part of his working brand to reach the goal of spreading his messages as much as possible, and how much, in comparison, he enjoyed his extended writing retreats on Maui from a more introvert perspective. In any case, according to his children’s accounts, he naturally loved to lecture and entertain others with his vast knowledge [16]. Extraversion and openness to experience are personal characteristics that strongly relate to leadership effectiveness [17]. Wayne Dyer’s openness to experience may be well seen in his demonstration of mindfulness that allowed him to accept new and demanding situations, to further develop his self-image, to promote changes, and to let go of attachments [18]. Dyer went through different career transitions and lived over time with three wives and eight children [3]. He also underwent a spiritual transformation in his “meaning stage” of life. These may be lessons of what Dyer framed in his film ‘Shift’ as “What was true in the morning has become a lie in the afternoon” [19].

Between charismatic mentorship and rescuer syndrome?

Regardless of the leadership position, it seems that the opportunity to help others’ personal growth, rather than sources of satisfaction like power, salary and status [7] represented the main motive of meaningfulness for Wayne Dyer throughout his life. Dyer spent parts of his childhood in foster homes. However, he described himself as seeing and remembering mainly the positive aspects, what helped him already at the age of three to help others in overcoming their despair [10]. It may be this “naturally” developed talent of soothing others distress that adds a charismatic quality [20] to Dyer’s personality. In his thirties, Dyer visited his father’s grave and could resolve his anger towards that person who had left a wife with small children in a difficult situation. This pivotal event of forgiveness might not only have unlocked Dyer’s potential as a writer [10] but may have been necessary not to let the urge to mentor other people become a self-serving compensation for emotional and psychological issues; which would also be known as the rescuer syndrome [21].

Holistic leadership: inspirational motivation, trust, and loving service

Like Einstein and Emerson, Wayne Dyer believed in the Transcendentalist ideas [3] of the human soul being able to intuitively connect to the spiritual truth that creates a collective consciousness [22], itself capable of reconstructing the world [23]. Wishing to lead a God-realized life [24] and occasionally named a self-help guru [25] and pied piper of the movement [5], Dyer could be suspect of suffering self-perceptions of grandiosity [20]. However, Dyer believed, and that’s the position of equality that might have been so appealing to his diverse readers, that the divine realm is available to all [1]. Such an uplifting vision is inspirationally motivating and contributes to a new-genre leadership style that emphasizes an environment of trust and feelings beyond what is necessarily found in transformational leadership [26]. Dyer may be an example of one of the newest leadership theories, that is authentic leadership, and which is true to its values [27]. As a friendly, amiable, assertive, and serving ‘soft leader’ [28], Dr. Wayne W. Dyer lived the messages he taught [6]. It is loving service and unselfish love that makes holistic leadership [29].



[1] About Dr. Wayne Dyer. (n.d.). Retrieved from https://www.drwaynedyer.com/about-dr-wayne-dyer/

[2] Percival, J. (2004). Desire vs intent. Nursing Standard, 19(7), 27.

[3] Valiunas, A. (2010). The Science of Self-Help. New Atlantis: A Journal Of Technology & Society, 2885-100.

[4] Bauman, A., Post, M., & Cooper, P. (2000). Catching Up With…Wayne Dyer. Runner’s World, 35(9), 15.

[5] Rogers,  J.  (2015, September 1). Wayne Dyer, author of ‘Erroneous Zones’, dies at 75. Retrieved from http://www.spokesman.com/stories/2015/sep/01/wayne-dyer-author-of-erroneous-zones-dies-at-75/

[6] Inam, H. (2015, August 31). Wayne Dyer On Leadership. Retrieved from https://www.forbes.com/sites/hennainam/2015/08/31/wayne-dyer-on-leadership/#5a62d3ea3012

[7] DuBrin, A. J. (2015). Leadership: Research Findings, Practice, and Skills (8th ed.). Cengage Learning.

[8] Zufelt, J. M. (2016). Leadership vs Pushership. Leadership Excellence Essentials, 33(9), 37.

[9] Robbins, T. (2015b). Dr. Wayne Dyer interview with Tony Robbins | Power Talk! | Part 2 of 2 [Video file]. Retrieved from https://www.youtube.com/watch?v=aXpBW4w9ZnY

[10] Robbins, T. (2015a). Dr. Wayne Dyer interview with Tony Robbins | Power Talk! | Part 1 of 2 [Video file]. Retrieved from https://www.youtube.com/watch?v=JBYO4M_c9UY

[11] Singh, A. (2009). Leadership Grid between Concern for People and Intuition. Leadership & Management In Engineering, 9(2), 71-82. doi:10.1061/(ASCE)1532-6748(2009)9:2(71)

[12] Wayne Dyer. (n.d.). In Wikipedia. Retrieved February 1, 2018, from

[13] Manifesting What You Want. (2016). IDEA Fitness Journal, 13(7), 111.

[14] Dyer, W. (2015) I Can See Clearly Now, Hay House, Inc.

[15] King, F. (2012). RUNNING DEEP: Quiet: The Power of Introverts in a World That Can’t Stop Talking, by Susan Cain. NATIONAL REVIEW -BRISTOL CONNECTICUT THEN NEW YORK-, (11). 45.

[16] Anders, N. (2016) Wayne Dyer: Himmel auf Erden ist kein Ort, es ist eine Entscheidung.: Zusammenführung der 55+ höchsten Lebensweisheiten von Dr. Wayne Dyer (German Edition). Freiheit. JETZT! Kindle file.

[17] DeRue, D. S, Nahrgang, J. D., Wellman, N., & Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and meta-analytic test of their relative validity. Personnel Psychology, 64, 7-52.

[18] Day, D. )., & Gregory, J. ). (2017). Mindfulness as a Prerequisite to Effective Leadership; Exploring the Constructs that Foster Productive Use of Feedback for Professional Learning. Interchange, 48(4), 363-375. doi:10.1007/s10780-017-9307-0

[19] Waghmare, H. [Good Health 24/7] (2015). The Shift – Wayne Dyer – Positive Attitude – English [Video file]. Retrieved from https://www.youtube.com/watch?v=yfT8Ts6wPFs&t=732s

[20] Doyle, M. E., & Smith, M. K. (2001). Classical models of managerial leadership: Trait, behavioural, contingency and transformational theory. Retrieved from http://www.infed.org/leadership/traditional_leadership.htm

[21] De Vries, M. K. (2013). Are you a mentor, a helper or a rescuer?. Organizational Dynamics, 42(4), 239-247. doi:10.1016/j.orgdyn.2013.07.001c

[22] Williamson, A., & Null, J. W. (2008). RALPH WALDO EMERSON’S EDUCATIONAL PHILOSOPHY AS A FOUNDATION FOR COOPERATIVE LEARNING. American Educational History Journal, 35(1/2), 381.

[23] Barney, J. B., Wicks, J., Otto Scharmer, C., & Pavlovich, K. (2015). Exploring transcendental leadership: a conversation. Journal Of Management, Spirituality & Religion, 12(4), 290-304. doi:10.1080/14766086.2015.1022794

[24] Altersitz, K., Bechtel, B., & Mullin, D. W. (2010). ‘Father of Motivation’ offers advice for the self-actualized life. Ocular Surgery News, 28(4), 15.

[25] A Tribute To Dr. Wayne W. Dyer. (2015). Leadership Excellence Essentials. p. 5.

[26] Bonau, S. (2017). How to become an inspirational leader, and what to avoid. Journal Of Management Development, 36(5), 614-625. doi:10.1108/JMD-03-2015-0047

[27] Billsberry, J., & North-Samardzic, A. (2016). Surfacing Authentic Leadership: Inspiration from “After Life”. Journal Of Leadership Education, 15(2), 1-13.

[28] Rao, M. (2013). Soft leadership: a new direction to leadership. Industrial & Commercial Training, 45(3), 143-149. doi:10.1108/00197851311320559

[29] Dhiman, S. (2017). Holistic leadership : a new paradigm for today’s leaders. New York : Palgrave Macmillan, 2017.

Escaping (Psycho-)Logic Traps for Better Solutions

mathias-sager-pschologic trap escape 2

Summary. Social traps are situations in which individuals take rational (and often egoist) short-term decisions that, however, lead to negative collective results in the long-term. Some psycho-(logic) traps involve an isolating and limiting view on available behavioral choices. Because everyone needs to feel competent to take future action, the failure trap lets people deny their potential for further learning and engage in task-irrelevant actionism. The sunk cost fallacy is such an example in which, due to already made investments, there is a reluctance to change the unsuccessful course of behavior. Most social issues are not unfortunate events; they have to do with whether we base our solution design on observations rather than assumptions, and whether we accept our duty to act as if we trusted others, although there is always evidence for peoples untrustworthiness. Rather than limiting our fight for survival on individual competition, we can act as institutional entrepreneurs, guiding groups, and societies towards a better future.

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Rage Against the Externalized Self


Summary. Inabilities to accept (and therefore recognize) our dark feelings are leading us to externalize our shadow (as Jungians would say) to others, for example to a therefor loved partner. Especially vulnerable narcissists defend themselves against shameful helplessness in cases of separation with a partner (and therefore with a part of themselves) by negating their helplessness. To avoid frustration, rage, and violent defenses in case of uncontrollable separation it is, therefore, to some extent, essential to learning to live with (learned) helplessness.

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Learned Helplessness (LH) and the Need to Promote Hope


Learned helplessness and some psychological disorders

Dogs who experienced repeatedly unavoidable electro shocks learned that they have no control over escaping from such painful events [1], and henceforth developed a cognitive deficit in the form of generalizing the helplessness expectation to other situations [2]. This phenomenon is also considered reduced incentive motivation [3]. Mental patterns of learned helplessness (LH) resemble those of post-traumatic stress disorder (PTSD), which associate with depression [4]. LH is mentioned as the animal correspondent of depression [5]. Indeed, LH was found to be a primary cause of both PTSD and major depressive disorder (MDD) [6]. Depression includes the symptoms of feeling helplessness, but it is not its (sole) source. Non-depressed people can learn helplessness as well. Interestingly, ‘normal’ people may over-optimistically assess their level of control and therefore less likely notice uncontrollability as more realistically reasoning individuals with depressive tendencies do [7].


For what could appear as inappropriate passivity in refugees who are not seeking help and not filing timely registration from the new government, for example, can be explained by LH theory. Survivors of traumatic persecution have learned that they cannot expect help from their violent or passive government, an uncontrollable fact that caused the learning of helplessness that now is applied to the new country’s government as well [6]. LH is characterized by attributions that are more personalized, constant, and of global nature and is directly associated with more severe PTSD and MDD symptoms. The relative importance of a situation to a person’s identity is further mediating this relationship [8]. This way, LH explains why a persecuted refugee may not display the knowledge of pro-actively managing the required legal administration even in a new context that would, in contrast to the former learned one, offering help to do so [6].

Related theories and hope

Towards the end of the last century, the finding that hopelessness can lead to depression caused researchers like Seligman to re-focus from helplessness to hopelessness and finally to a hope-promoting view that was intended to prevent helplessness and related pathologies of hopelessness depression [2]. For individuals who assume a performance-oriented motivation, prompts of hope and self-esteem are important to let them believe in their ability and become actively engaged, e.g., in learning and other challenging tasks. In contrast, according to goal achievement theory, subjects with a mastery-(learning-)orientation behave actively regardless of their degree of self-confidence. [9]. Models of regulation posit that learners self-regulate (i.e., manage, monitor, and motivate) their resources either towards process or achievement goals [10]. However pronounced and efficient these strategies may be though; the effects of hope finally beat any deficits in self-regulation [9].

Social-cognitive approach

A more positive outlook on relationships reduced the detrimental correlation between PTSD and dysfunctional goal orientation such as performance-avoidance. While mastery development is achieved through social comparison, performance-avoiding students see peer comparison as a threat. Therefore, motivation to get help and to learn can be increased by the adoption of a social-cognitive framework that is supportive of a positive relational outlook fostering help-seeking experiences [11].

Photo credit: Pexels (pixabay.com)

[1] Seligman, M. E., & Weiss, J. M. (1980). Coping behavior: Learned helplessness, physiological change and learned inactivity. Behaviour Research And Therapy, 18(5), 459-512. doi:10.1016/0005-7967(80)90011-X
[2] Nunn, K. P., & Thompson, S. L. (1996). The pervasive refusal syndrome: Learned helplessness and hopelessness. Clinical Child Psychology And Psychiatry, 1(1), 121-132. doi:10.1177/1359104596011011
[3] Maier, S. F., & Seligman, M. E. (1976). Learned helplessness: Theory and evidence. Journal Of Experimental Psychology: General, 105(1), 3-46. doi:10.1037/0096-3445.105.1.3
[4] Bargai, N. )., Shalev, A. )., & Ben-Shakhar, G. ). (2007). Posttraumatic stress disorder and depression in battered women: The mediating role of learned helplessness. Journal Of Family Violence, 22(5), 267-275. doi:10.1007/s10896-007-9078-y
[5] Greenwood, B. N., & Fleshner, M. (2008). Exercise, learned helplessness, and the stress-resistant brain. Neuromolecular Medicine, 10(2), 81-98. doi:10.1007/s12017-008-8029-y
[6] White, B. R. (2016). Using Learned Helplessness to Understand the Effects of Posttraumatic Stress Disorder and Major Depressive Disorder on Refugees and Explain Why These Disorders Should Qualify as Extraordinary Circumstances Excusing Untimely Asylum Applications. Buffalo Law Review, 64(2), 413-463.
[7] Schwartz, B. (1981). Does helplessness cause depression, or do only depressed people become helpless? Comment on Alloy and Abramson. Journal Of Experimental Psychology: General, 110(3), 429-435. doi:10.1037/0096-3445.110.3.429
[8] Reiland, S. A. (2017). Event Centrality as Mediator Between Attributions and Mental Health Outcomes. Journal Of Aggression, Maltreatment & Trauma, 26(6), 574-589. doi:10.1080/10926771.2017.1308981
[9] Sideridis, G. )., & Kaplan, A. ). (2011). Achievement goals and persistence across tasks: The roles of failure and success. Journal Of Experimental Education, 79(4), 429-451. doi:10.1080/00220973.2010.539634
[10] Rezaee, R., & Mosalanejad, L. (2015). The effects of case-based team learning on students’ learning, self regulation and self direction. Global Journal Of Health Science, 7(4), 295-306. doi:10.5539/gjhs.v7n4p295
[11] Ness, B. M., Middleton, M. J., & Hildebrandt, M. J. (2015). Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans. Journal Of American College Health, 63(7), 448-458.

Individual and Collective Products and Producers of Society


Content 1. Development of agentic power, 2. Forethought, intentionality, reactiveness, and self-reflection, 3. Collective efficacy: shared belief in agency, 4. Applied collective agency

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Circular Causality of Global and State Self-Esteem


The traditional self-esteem paradigm does not take into account sufficiently the idea of bottom-up causality from state self-esteem (e.g., contextual academic achievement, social status, and appearance) to trait self-esteem (i.e., global self-esteem; e.g., a relatively stable personality characteristic, such as narcissism). This is problematic as it cannot explain, and is contradicted by, many studies showing that development throughout the lifespan is influenced by state self-esteem and self-experiences.

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Face Situations in Contemporary Japan (A Qualitative Research)



Self-esteem seems to play a significant role in one’s quality of life. A key factor positively influencing self-esteem is the possibility to freely choose one’s relationships. Japanese tend to report comparatively low self-esteem levels, what may be due to modesty considerations though too. The prevalent East Asian concept of ‘face’ reflects one’s evaluation of how the self is seen by others, while the concept of self-esteem represents the own notion of the self. This article did qualitatively investigate what current and emerging situations in Japan are that require (new) responses from Japanese to maintain their face and to positively cultivate self-esteem. The interviews conducted revealed that losing face seems to involve a shame creating publication of a person’s inadequacy to meet social expectations that are formally or informally agreed respectively ingrained in the culture. Participants expressed some difficulties even for Japanese to interpret what in a particular relationship would be considered common sense and what adequate communication styles are. Social status and seniority are increasing one’s face value. Such value can be lent to others in the form of shared reputation and trust. The concept of face, rather than about self-esteem, seems to be about the maintenance or increase of social relational value. In conclusion, the learning and application of well adaptive communication and coping styles are required to successfully manage mixed low and high contexts in changing private and workplace situations in Japan.

Continue reading Face Situations in Contemporary Japan (A Qualitative Research)

Evaluation of social psychology as a science


Characteristics of social behavior

Social psychology is studying a wide range of complex social behavior regarding, e.g., aggression, attitudes, attribution, gender roles, group processes, health and helping behavior, intergroup relations, leadership and motivation, personality, relationships, and social influences (Richard, Bond, and Stokes-Zoota, 2003), just to name a few. It is key that “Humans are a cultural species,” as Heine and Norenzayan (2006) aptly put it.

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