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I explore Mandeville’s account of moral judgement and its implications for the understanding of hypocrisy. According to Mandeville, we have a psychological need to like ourselves sufficiently, so as to carry on with our lives. Because our self-liking necessarily depends on the opinions others form of us, we are extraordinarily sensitive to praise and condemnation. The practice of moral judgement exploits this sensitivity. Hypocrisy is an intrinsic element of this practice.

Identity and self-esteem are important concepts in the development and understanding of individual's self-perception. Perceptions and opinions of significant others influence the construction of adolescents' representations of self and the formation of identity, which, in turn, can be a strong predictor of self-esteem. The significance of our research is reflected in the examination of subjective choices and commitment to roles, values and goals in the domains of religion, occupation, politics and relationships, which can all affect self-esteem. Hence, this paper aims to examine the relationship between identity and self-esteem, more precisely, the impact of identity on self-esteem. The study involved 487 adolescents who completed two questionnaires: the Extended Objective Measure of Ego Identity Status (EOMEIS-2), which contains four statuses: Achievement, Foreclosure, Diffusion identity and Moratorium, and the Self-Liking Self-Competence Scale (SLSC) used for the assessment of self-esteem, consisting of two dimensions: Self-liking and Self-competence. Correlation analysis of four identity statuses and two dimensions of self-esteem showed a positive correlation of Self-competence and Self-liking with Achievement identity, and a negative correlation of the two dimensions of self-esteem with the Foreclosure, Diffusion identity and Moratorium. In order to analyze the influence of identity on self-esteem in more detail, a regression analysis was performed. When it comes to the dimensions of Self-competence and Self-liking, the most significant predictor is Achievement identity, while Moratorium and Foreclosure identity are less impactful predictors, with a negative sign. The results are interpreted in terms of the influence of identity on the level of self-esteem, as well as the importance of support from others, such as parents and peers. Finally, we provide guidelines for further research of the connection between identity, self-esteem and other concepts which play a significant role in the process of developing the concept of self.

Neusklađeni pojam o sebi povezan je s različitim psihičkim poteškoćama poput depresije i anksioznosti te spoznaje u tom području imaju značajne doprinose unutar savjetodavne i kliničke prakse. Od kraja 20. stoljeća provedena su mnoga istraživanja te su rezultati vezani uz povezanost neusklađenosti u realnom i idealnom ja s depresivnošću prilično jednoznačni. No, rezultati o povezanosti neusklađenosti u realnom i traženom ja sa socijalnom anksioznošću daju kontradiktorne nalaze. Znatno je manje radova koji tu vezu potvrđuju, a dio daje suprotne rezultate koji ukazuju na to da je ta neusklađenost više vezana uz depresivnost nego uz socijalnu anksioznost. Kako još uvijek postoji znatan broj radova koji tu vezu potvrđuju, te je uočeno da postoje velike razlike u definiranju značajnog drugog u odnosu na kojeg se procjenjuje traženo ja, provedeno istraživanje razjašnjava nedosljednosti u dosadašnjim spoznajama. Cilj istraživanja bio je ustanoviti postoji li razlika u vezi neusklađenog realnog ja i traženog ja s depresivnošću i anksioznošću ovisno o tome tko je značajni drugi – roditelj ili vršnjak. Pretpostavljeno je da je samokompetentnost posredujuća varijabla u vezi između neusklađenosti u realnom i traženom ja od strane roditelja i depresivnosti te samosviđanje u vezi između neusklađenosti u realnom i traženom ja od strane vršnjaka i socijalne anksioznosti. Istraživanje je provedeno na uzorku od 543 srednjoškolca iz Zagreba i Zagrebačke županije korištenjem upitnika za mjerenje depresivnosti, socijalne anksioznosti, neusklađene slike o sebi i samopoštovanja. Postavljene hipoteze testirane su korištenjem stupnjevite regresijske analize i medijacijske analize. Nalazi istraživanja potvrđuju pozitivne povezanosti između svih neusklađenosti i psihičkih poteškoća, kao i između dviju dimenzija samopoštovanja, a negativne između neusklađenosti i poteškoća s dimenzijama samopoštovanja. Pokazalo se da su neusklađenost u realnom i idealnom te traženom ja od strane roditelja značajne odrednice depresivnosti uz samokompetentnost kao posredujuću varijablu. Neusklađenost u realnom i traženom ja od strane vršnjaka značajna je odrednica socijalne anksioznosti, a još je značajnija u predikciji socijalne anksioznosti neusklađena realna i idealna slika o sebi uz posredujuću varijablu samosviđanja. The discrepancy in self-concept is associated with various psychological consequences such as depression and anxiety, and the knowledge in this area has significant contributions within counselling and clinical practice. Since the late 20th century, many researche have been conducted, and the results associated with the correlation of discrepancy in actual and ideal self and depression are quite unequivocal. On the other hand, the findings about the correlation of discrepancy in actual and ought-self and social anxiety are contradictory. There are significantly fewer papers that confirm this correlation, and some give the opposite results, that this discrepancy is more related to depression than to social anxiety. Given the fact that there is still a significant number of papers that confirm this correlation, and it has been noticed that there are large differences in defining the significant other in relation to which the ought-self is evaluated, the conducted research attempted to clarify the lack of consencus in the present knowledge. It has been noted that in the existing papers the ought-self has been defined as the expectations what we should be in relation to our significant others. However, nowhere are these significant others clearly defined. The main purpose of this paper is to determine whether there is a difference in correlation of discrepant actual and ought-self with depression and anxiety depending on who the significant other is - the parent or the peer. In this respect, apart from the descriptive aspect (self-concept), we have also studied the evaluative aspect of selfconcept, i.e. self-esteem, and we checked what is happening with self-esteem when there is a discrepancy in self-concept. We assume that in both situations when there is a discrepancy between the self-concept and ought-self, the self-esteem decreases, but not the same component of self-esteem is decreased. According to Tafarodi and Swann (2001), self-esteem consists of self-liking, which is socially conditioned and is related to appearance, character, social identity, etc., and self-competence associated with performance and perception of ability. Our main premise is that the discrepancy between the actual and the ought-self, when the significant other is the parent, is associated with decreased self-esteem in terms of perception of one's own competence and when it comes to peers with decreased self-liking.The basic expected contribution of this paper is the expansion of Higgins' theory of selfdiscrepancy in terms of clarifying the ought-self construct and connecting the entire theory with self-esteem. With this work we also checked the importance of differentiating the dimension of self-esteem. The practical contribution of this research is to apply the knowledge in planning interventions and counselling work with adolescents and their families. Methodology The research was conducted on a sample of 543 high school students from Zagreb and the Zagreb County after obtaining a principal's approval for conducting research in a particular school. The participants completed the Self Concept Questionnaire – Conventional Version (Watson, 2001), BDI II (Beck, Steer and Brown 1996), Liebowitz Social Anxiety Scale -LSASSR (Liebowitz, 1987), translated and validated in preliminary research, for the purpose of this research, and SLCS-R (Tafarodi and Swann, 2001) in the order listed. All respondents completed two versions of the ought-self assessment on the scale from Self Concept Questionnaire-Conventional Version (Watson, 2001), one from the perspective of the parent and one from the peer perspective. The set hypotheses were tested using a stepwise regression analysis and mediation analysis. Results The research results confirm that self-discrepancy, the dimension of self-esteem and emotional consequences are interrelated. We have confirmed the existence of a positive correlation between all discrepancies and psychological difficulties, as well as between the two dimensions of self-esteem to each other, and the negative between the self-discrepancy and difficulties with the dimensions of self-esteem. It has been shown that all self-discrepancies are significant determinants of depression and that the discrepancy in actual and ideal-self and actual and ought-self by the parent better predict depression than the discrepancy between actual and ought-self by peers. As we expected, the predictivity of discrepancy between actual and ought-self by peers is more pronounced than the discrepancy between the actual and ought-self by parents for social anxiety. On the other hand, there was no anticipated predictive value of discrepancy between the actual and ought-self by parent. For the prediction of social anxiety, it was found that the discrepancy between the actual and ideal-self is more significant than the expected discrepancy in actual and ought-self by peers. Self-competence is found to be a mediating variable in relation between the discrepancy in actual and ought-self by parents and depression, as wll as in relation between the discrepancy in actual and ideal-self with depression. On the other hand self-liking is mediation variable in relation between the actual and the ideal-self with social anxiety. Conclusion It has been shown that defining the significant other as a peer or a parent in assessing the discrepancy in actual and ought-self plays an important role in defining this variable as a determinant of depression or social anxiety. Based on the results obtained in social anxiety, the important determinant is the discrepancy between the actual and ought-self by the peers, but not by the parent. In depression, both variables are significant determinants, but the discrepancy between the actual and ought-self by the parent has greater predictability. All this, and the mediating role of self-competence and self-liking in explaining the correlation of selfdiscrepancy, depression and social anxiety, in addition to complementing Higgins' selfdiscrepancy theory and pointing to the importance of differentiating the dimension of selfesteem, may have interesting contribution in dealing with depressive and anxious individuals, especially those in the adolescence period.

Bu çalışmanın amacı psikolojik dayanıklılığın yordayıcısı olarak kendini sevme ve öz yeterliliğin rolünün incelenmesidir. Bu araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın evreni 2018-2019 eğitim-öğretim yılında İstanbul ili Başakşehir ilçesindeki liselerde öğrenim görmekte olan öğrencilerden oluşmaktadır. Biri özel biri resmi olmak üzere iki Anadolu lisesinde yapılmıştır. Bu okullardan araştırmaya gönüllü olarak katılan 180 kız, 250 erkek toplam 430 öğrenci örneklem olarak alınmıştır. Araştırmada öğrencilere `Ergen Psikolojik Dayanıklılık Ölçeği, Kendini Sevme ve Öz Yeterlilik Ölçeği` ile araştırmacının hazırlamış olduğu kişisel bilgi formu uygulanmıştır. Araştırmada okul türü ve cinsiyetin psikolojik dayanıklılık, kendini sevme ve öz yeterlilik üzerindeki etkisini hesaplamak için ilişkisiz örneklemler t testi, yaş ve sınıf düzeyinin psikolojik dayanıklılık, kendini sevme ve öz yeterlilik üzerindeki etkisini hesaplamak için varyans analizi ve Tukey HSD çoklu karşılaştırma testi kullanılmıştır. Kendini sevme ve öz yeterliliğin psikolojik dayanıklılık üzerindeki rolünü hesaplamak için de çoklu regresyon analizi kullanılmıştır.Araştırmaya katılan öğrencilerin çoğunun anne babası sağ ve birliktedir. Öğrencilerin içinde bulundukları sınıf düzeyi değiştikçe psikolojik dayanıklılık ve öz yeterlilik anlamlı bir farklılık göstermezken, kendini sevme anlamlı farklılık göstermiştir. Psikolojik dayanıklılık, öz yeterlilik ve kendini sevme ölçek puanları cinsiyet, yaş ve okul türüne göre anlamlı farklılıklar göstermediği bulunmuştur. Kendini sevme ve öz yeterliliğin psikolojik dayanıklılığı anlamlı bir şekilde yordadığı görülmekte, kendini sevmenin psikolojik dayanıklılık üzerinde daha önemli bir yordayıcı olduğu gözlenmektedir. Öğrencilerin içinde bulundukları okul türü, cinsiyet ve yaş incelendiğinde anlamlı bir farklılık olmadığı görülmüştür. Sonuç olarak; öğrencilerin kendini sevme ve öz yeterlilikleri onların psikolojik dayanıklılıklarını etkilemektedir. The aim of this study was to investigate the relationship between self-liking and self-competence as a predictor of psychological resilience. The aim of this study was to determine the role of self-efficacy and self-efficacy as a predictor of psychological resilience. The population of the research consists of high school students studying in Başakşehir district of Istanbul province in 2018-2019 academic year. Since it is not possible to reach the entire universe, two Anatolian high schools, one of which is a private one, are selected. A total of 430 students, 180 females and 250 males, who volunteered to participate in the study were taken as the sample. In the study, `Adolescent Psychological Endurance Scale, Self-Liking and Self Competence Scale` and personal information form prepared by the researcher were applied to the students. The aim of this study was to determine the effect of self-liking and self-competence as a predictor of psychological resilience. In the study, unrelated samples t test was used to calculate the effect of school type and gender on psychological endurance, self-liking and self-competence, variance analysis and Tukey HSD multiple comparison test were used to calculate the effect of age and class level on psychological endurance, self-liking and self-competence. Multiple regression analysis was used to calculate the effect of self-liking and self-competence on psychological resilience.Parents of the students participating in the research live together. While the level of psychological resilience and self-competence did not show a significant difference as the grade level of the students changed, self-liking showed a significant difference. When the type of school in which the students were located was examined, it was found that there was no significant difference. It was seen that the gender of the students did not make a significant difference. The age groups of the students were determined to be close to each other. Self-liking and self-efficacy significantly predict psychological resilience, and self-love seems to be a more important predictor of psychological resilienceAs a result; self-liking and self-competence of students affect their psychological resilience. 103

資料, 本研究では、中学生から60代の高齢者という幅広い年齢層を対象に、日本における自尊心の年齢差について検討した。先行研究から、日本における自尊心は児童期に高く、青年期に低下し、成人期に上昇することが示されていた。しかし、この知見は自己好意を測定する1項目の分析に基づいており、その測定の信頼性は複数項目を用いた尺度による分析と比べて相対的に低くなっている可能性があった。したがって本研究では、先行研究の知見の妥当性を高めるために、日本における幅広い年齢層を対象に自己好意を測定しており、各性別・年齢層のサンプルサイズも十分に大きい先行研究とは異なるデータを分析した。その結果、先行研究と一致して、自尊心は青年期で低く、その後成人期に上昇し続けることが示された。本研究は、自尊心が発達過程でどのように変化するかを明らかにし、相対的に介入の必要性が高い時期を示している。, The present research examined age differences in self-liking across a broad range of population, from middle school students to the elderly in their 60s in Japan. Previous research has indicated that levels of self-esteem are high in childhood, decrease in adolescence, but increase during adulthood in Japan. However, this is based on research using one-item measurement for self-liking, which may have relatively low reliability. Therefore, to increase the validity of the previous findings, we analyzed another dataset that measured self-liking among a broad range of the population in Japan. This dataset had large sample sizes for each generation and gender. Results showed that levels of self-esteem were low among adolescents, but inclined during adulthood, which is consistent with the previous findings. The current research contributes to a better understanding of how self-esteem changes across lifetime and providing an insight into when interventions might be particularly crucial.

International audience; Research on body image suggests that social comparison with the thin ideal has a number of negative consequences for women. To date, however, little is known on how social comparison with the thin ideal affects the accessibility of positive thoughts and feelings about the self (implicit self-liking). To examine this issue, one hundred and twenty-six young women from two countries, Canada and France, were exposed either to fourteen photographs of the thin ideal or to the same images airbrushed to make the models look slightly larger. They next completed a lexical decision task with positive self-related transitive verbs as stimuli (e.g., ‘To like myself’). As expected, women exposed to the thin-ideal models took longer to correctly identify self-liking verbs compared to women who were exposed to slightly larger models. No effects were found on other positive verbs, and there were no effects of the country. The results suggest that social comparison with the thin ideal reduces implicit self-liking among young women.

Self-esteem refers to one’s general sense of worthiness as a person. Literature stresses that low self-esteem in adolescence is a risk factor for negative outcomes in important life domains. Research also suggests that people in different cultures (e.g., collectivism vs. individualism) may have various perceptions and evaluations about themselves due to distinct self-constructions. Poland is a country that used to be collectivist but now is undergoing the process of social and economic system transformation, which is taking Polish culture closer to individualistic countries. This study investigated Polish adolescents’ level of global self-esteem as well as the two dimensions of self-esteem (i.e., self-liking and self-competence) in a cross-cultural perspective by comparing the results with an individualistic country (Italy) and a collectivistic country (China). The Rosenberg Self-Esteem Scale (RSES) was administered to Polish, Italian, and Chinese adolescents. The results showed that: (1) Polish adolescents scored lower both on global self-esteem and self-competence than their Chinese and Italian counterparts; (2) gender did not play a significant influence in the global self-esteem or in the two dimensions; and (3) there were significant interactions between gender and the global self-esteem and the two dimensions: Italian boys reporting higher levels of global self-esteem, self-liking and self-competence than Italian girls, and Polish boys reporting lower level of self-liking than Polish girls. The findings of this study indicate that self-esteem in Polish adolescents is also influenced by culture-specific issues that cannot be limited to the individualism-collectivism framework. Implication for professionals and researchers are discussed.

Bu araştırmada Instagram bağımlılık düzeyleri ile kişilik özellikleri ve kendini sevme arasındaki ilişki ve Instagram bağımlılık düzeylerinin cinsiyet, yaş, sınıf düzeyi, günlük internet kullanımı ve fakülteye göre farklılıklar gösterip göstermediğinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda 2015-2016 eğitim yılında Düzce Üniversite'sinde öğrenimine devam eden 752 öğrenci örneklem olarak seçilmiştir. Bu öğrencilerin 519'unu bayan (%69) ve 233'ünü erkek (%31) öğrenciler oluşturmuştur. Araştırmada veri toplama aracı olarak Instagram Bağımlılık Ölçeği, Kendini Sevme Ölçeği ve Beş Faktör Kişilik Ölçeği kullanılmıştır. Verilerin analizinde demografik değişkenlerin Instagram bağımlılığına ve alt faktörlerine etkisini incelemek için t-testi ve ANOVA; Instagram bağımlılığı, kişilik özellikleri, kendini sevme ve günlük internet kullanımı arasındaki korelasyonu incelemek için Pearson korelasyon katsayısı; ve cinsiyet, yaş, günlük internet kullanımı, kişilik özellikleri ve kendini sevme değişkenlerinin Instagram bağımlılığını yordama düzeylerini incelemek için çoklu doğusal regresyon analizi yapılmıştır. Araştırma sonucunda Instagram bağımlılığının cinsiyet ve sınıf düzeyine göre anlamlı bir farklılık göstermediği, fakülteye göre ise anlamlı farklılaştığı belirlenmiştir. Buna göre işletme fakültesi öğrencilerinin bağımlılık düzeyleri eğitim, fen-edebiyat, mühendislik ve tıp fakültesi öğrencilerinden anlamlı olarak daha yüksektir. Ayrıca tıp fakültesi öğrencilerinin bağımlılık düzeyi diğer tüm fakültelerden anlamlı olarak daha düşüktür. Araştırmada elde edilen bir diğer bulguya göre Instagram bağımlılığı ile kendini sevme, özdenetim ve yumuşakbaşlılık arasında negatif, nörotizm ve günlük internet kullanımı arasında pozitif korelasyon bulunmaktadır. Ayrıca kendini sevme ile nörotizm arasında negatif, dışadönüklük, yumuşakbaşlılık, özdenetim ve deneyime açıklık arasında pozitif korelasyon bulunmaktadır. Son olarak Instagram bağımlılığını yordayan değişkenleri tespit etmek amacıyla yapılan regresyon analizi sonucuna göre, kendini sevme ve yumuşakbaşlılık negatif, günlük internet kullanımı pozitif yordamaktadır. Bu üç değişkenin toplam varyansın %10'unu açıkladığı görülmüştür.Anahtar Kelimeler: Instagram Bağımlılığı, Kendini Sevme, Beş Faktör Kişilik Özellikleri The purpose of the study was to investigate the relationship between self-liking, big five personality and Instagram addiction and also to examine whether gender, age, grade level, daily internet use and faculties make a significant difference on Instagram addiction levels of the students. In accordance with this purpose, the study group consists of 752 students enrolled in Duzce University in 2015-2016 school year. Among them, 519 (%69) were females and 233 (%31) were males. Instagram Addiction Scale, Self-Liking Scale and Big Five Inventory were used as data collection tools. In the analyses, t test, ANOVA, Pearson correlation coefficient and multiple linear regression were used. As a result of the study, it was found that Instagram addiciton levels of the students were not differantiated according to gender and grade levels, but students from different faculties had significantly different scores on Instagram addiction scale. According to this finding, Instagram addiction levels of the students from management faculty was significantly higher than the students from education, arts and sciences and engineering faculties. Also medical students had significantly lower addiction scores than students from all other faculties. Another finding suggest that Instagram addiction is negatively correlated with self-liking, conscientiousness and agreeableness, and it was positively correlated with neuroticism and daiy internet use. Further, there was a significant correlation between self-liking and all the personality traits which was negatively with neuroticism and positively with extraversion, agreeableness, conscientiousness and openness to experience. Lastly, regression analysis indicated that only significant predictors of Instagram addiction were self-liking and agreeableness negatively, and daily internet use positively. These variables explained %10 of the total variance of Instagram addiction.Keywords: Instagram Addiction, Self-liking, Big Five Personality Traits. 119

To report on (1) psychometric properties of the Rosenberg Self-Esteem Scale (SES) studied in adolescents with ADHD, (2) correlations of SES with ADHD scale scores, and (3) change in patient-reported self-esteem with atomoxetine treatment. ADHD patients (12-17 years), treated in an open-label study for 24 weeks. Secondary analyses on ADHD symptoms (assessed with ADHD-RS, CGI, GIPD scales) and self-esteem (SES) were performed. One hundred and fifty-nine patients were treated. A dichotomous structure of the SES could be confirmed. Reliability and internal consistency were moderate to excellent. Highest coefficients were found for the correlation between SES and GIPD scores. Self-esteem significantly increased over time, accompanied by an improvement of ADHD symptoms and related perceived difficulties. The Rosenberg SES was shown to be internally consistent, reliable, and sensitive to treatment-related changes of self-esteem. According to these findings, self-esteem may be an important individual patient outcome beyond the core symptoms of ADHD.