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or trait level in response to good and bad events around him. James also noted and highlighted in his research that people are selective about what kinds of events affect their self-esteem.

Self-esteem is a belief of one person he/she hold about themselves. High self-esteem people believe they are intelligent, attractive, and popular. Nevertheless high self-esteem people acknowledge that they had flaws or made mistakes in the distant past, they see their present or recent past selves in a particularly positive light, believing they have changed for the better even when concurrent evaluations suggest they have not (Ross, 2002).

(Crocker & Wolfe, 2001) proposed that good and bad events in domains of contingent self-worth raise or lower momentary feelings of self-esteem around a person's typical or trait level of self-esteem, and these fluctuations in state self-esteem have motivational consequences. When level of self-esteem is on higher site people feel good, and self-esteem is on lower site then people feel bad. Consequently, apart from that whether people typically have high or low self-esteem, they search for the emotional high linked with success in domains of contingent self-worth and struggle to avoid the emotional lows that accompany failure in these domains. Consequently, contingencies of self-worth regulate behavior.

Many research studies have verified that people those have high self esteem gets the benefits of having high trait self esteem. The clearest benefits are positive emotions, and certain self-concepts that accompany high self-esteem (Kernis, 2006). Self-esteem strongly related to the sentimental character of daily life, with high self-esteem people reporting happier events, feeling of successes, positive effect, less hopelessness, more life satisfaction, less anxiety, and fewer depressive symptoms as compare to people who are low in self-esteem.

In June 20, 2006, a 16-year old boy in Tokyo set fire to his house, killing his stepmother, brother, and sister. The reason for this act was. The boy was ashamed of his poor academic test performance and wanted to avoid scolded by his 'results-obsessed' parents (Lewis, 2006). Although an extreme case, this example illustrates how profoundly failure can affect self-esteem, emotion, motivation, and behavior. When people fail, they may be devastated emotionally; link failure to the self, thinking 'I am a failure' rather than 'I failed'; and pursue goals and behaviors to alleviate the pain of failure (Park, Crocker 2004). This is not the case in everyone's situation, however, reacts to failure in the same way. Research has reveals that people react on failure conditions according to their level of self esteem; more particularly, people those have low self-esteem (LSE) are more sensitively hurt and discouraged by failure as compare to people those have high self-esteem (HSE). People who have moderate or good level of self worth like students, are they also performing good on academic mode, whether the students did not invest their self esteem in the domain of academic competences.

However focusing on one's strengths and minimizing one's weaknesses often foster positive mood, optimism, and perseverance, when one's weaknesses interfere wit本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。