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Note that self-esteem is generally a stable characteristic of
adults, so it is not easily manipulated as an outcome in
experimental designs. Blascovich and Tomaka (1993: 117)
indicate that "experimentally manipulated success or failure is
unlikely to have any measurable impact when assessed against
a lifetime of self-evaluative experiences". It is also unrealistic to
think that self- esteem can be "taught"; rather, it is developed
through an individual's life experiences.
Based on the above theories, it can be concluded that self-
esteem is the experience that we are appropriate with as an
individual’s evaluation, reflected appraisals, social
comparisons, self-confidence, self-attributions, and
psychological centrality which is realistic and appreciative
about the value we place on ourselves and our abilities, and it’s
about the language of who we are, it’s about psychological
health, motivations, personal identity, favorable opinions of
oneself as personal worthiness. The aspects of self-esteem are
as follows: general self-esteem, social self-esteem, home and
parents’ self-esteem, and school or academic self-esteem.
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