Introduction
Adolescents’ sense of self-worth, an important component of mental health, is formative in many ways. The complex interplay between cultural factors and self-esteem must be comprehended as it differs greatly in various cultural settings. Self-esteem and its role in human growth can be better understood within the context of Maslow’s Hierarchy of Needs Theory. Maslow posits that a feeling of belonging and self-confidence are the antecedents of self-esteem, a basic human need. The core tenet of this idea is that people work toward self-actualization by attending to their basic needs, which include self-esteem. The importance of self-esteem is highlighted as teenagers face the difficulties of coming into their own and integrating into society. A multi-dimensional concept, self-esteem includes both a feeling of competence and a feeling of worthiness. Adolescents’ capacity to interact with people and see themselves as significant contributors to their social environment is positively correlated with their self-esteem growth. Both the outward display and the development of self-esteem are profoundly affected by the cultural context in which this process takes place.
The value that different cultures place on collectivism also plays a role in shaping teenagers’ sense of self-worth. The importance of interpersonal connections and social cohesion in Hong Kong society, which is profoundly entrenched in collectivist principles, may influence how teenagers view themselves. Individual successes are typically evaluated in relation to the group’s accomplishments due to the communal aspect of collectivism, which promotes a feeling of reliance and connectivity. Because of this, people may develop a special kind of self-esteem in which their value is closely related to their place in the group. Western societies, on the other hand, tend to value individuality highly, with an emphasis on independence and the pursuit of one’s objectives. A more autonomous assessment of one’s qualities and achievements may impact the self-esteem of Western teenagers. Recognizing the elements that foster self-esteem in different cultural contexts requires an appreciation of these cultural subtleties. Cultural values influence teenagers’ self-esteem, and a comparison of Hong Kong and Western cultures offers a great chance to investigate this. The purpose of this research is to determine whether, in contrast to the perhaps more individualistic self-esteem seen in Western teens, the collectivist stress on group cohesiveness in Hong Kong promotes a more community sense of self-esteem.
Definition And Development of Self-Esteem
Having a healthy sense of self-worth, which includes both mental and emotional components, is essential for mental health. Rahees (2022) argues that it is an ever-changing process that starts in childhood and continues all through life. Many things influence how people feel about themselves as they go through different phases of life, encounter new things, and connect with others. A positive self-image is built via good experiences like affirmation and praise, while negative ones like rejection and criticism erode a negative one. Interpersonal interactions, filial piety, and conforming to social standards are highly valued in Confucian-rooted Chinese society. Children in China develop self-perceptions and community role expectations shaped by these cultural beliefs. “Mianzi” (meaning “face”), a person’s social reputation, dignity, and the respect they get from others, is closely related to self-esteem in Chinese culture. Achieving “mianzi” is strongly associated with fitting in with society and following the rules.
Children in China internalize cultural norms and expectations and develop a sense of self-worth according to how well they measure up (Shi et al., 2022). Chinese children may benefit much from having high self-esteem if they achieve academic success, obey their elders, and get along well with their friends and family. Chinese children’s self-esteem is shaped in part by their educational system. Children in China may face an atmosphere of high stakes due to the country’s intense focus on academic success and its notoriously competitive educational system. A child’s sense of self-worth might take a boost when they and their family take satisfaction in their academic achievements. However, there are consequences to the academic pressure to succeed, such as increased worry and stress, which can have a detrimental effect on self-esteem. In addition, a feeling of mutual support and community cohesion are promoted by the collectivist aspects of Chinese culture. This may be a great support system for kids, but it also has the potential to teach them to fit in with the crowd and put group demands above their own.
Ecological System Theory
Confucian Values on Self-Esteem
Confucianism, a culturally ingrained ideology, significantly shapes the Chinese value system, social organization, and interpersonal interactions. An individual’s sense of control over their life, competence in reaching their objectives, and involvement in supportive relationships are the three pillars upon which Self-Determination Theory rests, according to which strong self-esteem develops. According to Li et al. (2020), under the Confucian framework, people develop a sense of competence and relatedness through the hierarchical structure of relationships and the emphasis on filial piety. The significance of honoring and following the rules set down by one’s parents, elders, and society authorities is emphasized by the Confucian principle of filial piety. Those who follow these rules see the completion of filial responsibilities as a way to boost their confidence and competence. If one believes they are competent, they will be more likely to satisfy the expectations of their family and wider social network, which in turn boosts their self-esteem. Conventional Confucian principles do not place a premium on autonomy in the sense that it is understood in the Self-Determination Theory. Prioritizing the needs of the group over individual autonomy, Confucianism emphasizes communal harmony and obedience to cultural standards. Autonomy, in this view, comes less from acting on one’s impulses and more from carrying out one’s assigned societal duties. This is in line with the Confucian principle that people discover meaning and purpose via their interconnections with others. Yet, it may provide a difficulty when seen through the perspective of the Self-Determination Theory.
An important cultural factor in determining relatedness is the Confucian idea of ren, which may be translated as kindness or compassion. Harmonious interactions, characterized by empathy, compassion, and understanding, are encouraged by Ren (Agyeiwaah & Zhao, 2023). Confucian principles help fulfill the basic psychological desire for relatedness within the framework of the Self-Determination Theory by encouraging a robust feeling of interdependence. Confucian ideas emphasize the importance of family, community, and social ties as a whole. These links provide a safety net that encourages good relatedness, which in turn boosts self-esteem. The cultivation of competency and self-esteem is a key component of Education, another area profoundly affected by Confucian principles. Academic success is seen as an important indicator of competency in Confucian thought, which places a premium on learning and the quest for knowledge. Academic achievement, according to Datu et al. (2021), is frequently associated with social expectations and familial pride, which in turn can have a substantial influence on an individual’s self-esteem. In Confucian-influenced communities, where schooling is highly competitive, students may feel pressured to do well academically as a means of gauging their ability and boosting their self-esteem.
Parental beliefs/expectation
Parents’ values and expectations have a significant impact on their children’s sense of self-worth in Hong Kong culture. An appropriate theoretical framework to examine this interaction is the Cognitive Dissonance Theory (Leung & Shek, 2019), which states that an individual’s sense of self-worth depends on the congruence of their thoughts, feelings, and actions. Academic performance is frequently seen as an important yardstick for success in Hong Kong’s cutthroat school system. Confucian principles place a premium on Education, and as a result, parents often have high standards for their children’s schoolwork. When children absorb these views and try to match their actions (such as studying hard and doing well in school) with what their parents expect of them, the Cognitive Dissonance Theory comes into play. According to Wang et al. (2023), a child’s sense of self-worth is boosted when there is congruence between their academic performance and what their parents anticipate of them. The values and expectations of parents in Western nations, especially those with a strong individualistic culture, often center on encouraging children to think for themselves, develop their critical thinking skills, and find happiness in their own lives. According to the Cognitive Dissonance Theory, Western teenagers who have a healthy dose of self-confidence are more prone to behave in a way that reflects their individualistic beliefs. Adolescents’ positive self-esteem is boosted when their activities are in line with their parents’ expectations, which might include making independent decisions, following personal hobbies, and expressing their distinctive individuality.
Cognitive dissonance can occur when a child’s goals are at odds with their parents’ expectations, which can happen when they are under pressure to comply. There is a generational divide in Hong Kong, where parents’ and children’s goals may diverge due to changes in societal values brought about by the city’s fast development (Wong et al., 2018). When this happens, the kid may feel pressured to conform to society’s expectations rather than follow their values. A child’s sense of self-worth might take a hit if they feel their parents don’t get or accept them for who they are and what they stand for, which is a form of cognitive dissonance. In addition, parents in Hong Kong may have inflated expectations of their children’s social interactions and compliance due to the city’s collectivist cultural milieu. Parents may place a premium on their children’s social skills, conformity to society standards, and filial piety-related attributes. When children act in accordance with these expectations, Leung and Shek (2017) state that they may have a feeling of harmony between their actions and their parents’ values if they keep healthy connections and show respect for cultural standards. Because they feel they are living up to their families and society’s standards, this alignment boosts their self-esteem.
Parenting practices
Culture, society, and economics all have a role in shaping how parents in Hong Kong bring up their children. Education and the cultivation of certain character qualities compatible with Confucian principles are at the center of the Hong Kong parenting scene. Hong Kong parents are well-known for devoting substantial time and money to their children’s Education, starting at a young age. We are devoted to this cause because we know that doing well in school is a precursor to a prosperous and successful life (Leung, 2020). It is a widespread practice to enroll children in extracurricular activities, employ tutors, and keep a careful eye on their academic performance. The importance that Hong Kong society places on Education is reflected in this micro-level approach to parenting. Respect for authority, diligence, and filial piety are three classic Confucian principles that have a significant impact on parenting in Hong Kong. Many parents inculcate these values in their children by doing things like establishing strict rules for conduct, stressing the significance of family relationships, and rewarding youngsters for following instructions. Academic achievement is important, but so is developing the kind of character that people think is necessary for peace in society and one’s own life. Confucianism has a large-scale impact on social standards, but parents have a particularly important role in passing these beliefs on to their children through their everyday actions.
In Hong Kong, however, due to cultural dynamics, parenting practices are fluid and subject to change. Shek and Dou (2020) assert that rapid industrialization, globalization, and more exposure to Western influences have all contributed to changes in parenting methods. Parents are starting to realize how crucial it is to support their kids’ academic achievement in addition to their critical thinking, creativity, and emotional intelligence. This illustrates the move toward a more integrated parenting approach that combines traditional knowledge with cutting-edge concepts. Furthermore, the competitive nature of Hong Kong’s educational system has given rise to a trend known as “tiger parenting,” which refers to an assertive and demanding style to parenting. Tiger guardians are eminent for their strict teach, tall desires, and faithful commitment to their kids’ victory. Whereas this perspective may not precisely speak to most Hong Kong guardians, it does highlight the challenges and desires that families confront in a society that values scholastic achievement.
Expectations and Practices of Instructors
The Social Comparison Hypothesis has an effect on instructors’ desires and activities in Hong Kong, which in turn influences how understudies learn. This hypothesis holds that people assess themselves by comparing them to others, which a person’s self-esteem is affected by both how they see themselves in connection to others and how others see them. The Social Comparison Theory, according to Liu et al. (2020), gives teachers insight into how their expectations and actions affect students’ academic progress and sense of self. Many instructors in Hong Kong hold their students to extraordinarily high standards due to the fierce rivalry among the institutions. As to the Social Comparison Theory, students’ self-esteem may be negatively affected by expectations placed on them when they compare their performance to that of their peers. When children are constantly comparing themselves to their classmates, instructors may be unwittingly contributing to a poisonous learning environment. Setting high goals for themselves may encourage some children to flourish academically. Nonetheless, excessive comparison may lead to low self-esteem and feelings of inadequacy in certain individuals, especially if they feel inferior to their peers (Cho & Chan, 2020). Students’ self-esteem increases when they compare themselves to other people. This is particularly true when educators use techniques like feedback and praise. How instructors acknowledge and reward their students may have an impact on how those students see themselves in relation to their peers. If teachers just provide attention to and praise high performers, students who don’t measure up may lose confidence. On the other hand, an inclusive and balanced approach to recognizing varying degrees of performance may lead to a more pleasant and helpful learning environment, in keeping with the concepts of Social Comparison Theory.
The “Pygmalion effect” or “teacher expectancy effect” is another way that instructors’ expectations might affect their pupils’ self-esteem. The Social Comparison Theory lends credence to this effect, which implies that pupils excel when their instructors hold them to a high standard. The inverse is also true: poor academic achievement could result from having low expectations. In the classroom, teachers unconsciously convey their expectations through feedback, non-verbal clues, and the difficulty level of the material. These expectations become part of the student’s identity and shape their sense of self-worth (Lee et al., 2019). Students participate in social comparisons because teachers practice grouping and classroom dynamics. Classifying kids according to their grades could establish a social hierarchy, which might impact their self-perception. Student’s self-esteem might take a hit if they are constantly compared to their peers in homogenous groups, even if this kind of grouping can help with targeted Education. Teachers should be aware of these dynamics and work to create a classroom climate that encourages students to work together rather than compete.
Implications and suggestions
The parent-child bond is one area where shifting cultural values might have a major influence. A more relaxed and communicative parent-child interaction is possible, say Jenina et al. (2022), when parenting styles depart from rigid adherence to conventional ideals. Parents who choose a more contemporary approach may talk to their kids more, which helps them develop a feeling of independence and uniqueness. Nevertheless, a careful equilibrium must be maintained to prevent the loss of cultural values that are frequently firmly established in familial ties as a result of the transition. Changes in methodology can bring up exciting new opportunities and new difficulties in the field of Education. The good news is that modern educational theories support a shift towards more student-centered and holistic methods, which in turn foster emotional intelligence, creativity, and critical thinking. Rather than focusing on cramming for tests, this change can help kids become more well-rounded individuals ready to face the challenges of today. Some students, parents, and teachers may be resistant or skeptical of these new methods since they aren’t sure they’ll fit in with the current exam-focused culture (Tao et al., 2019). This has far-reaching consequences for how society as a whole defines success. Academic excellence has always been associated with success in Hong Kong. The necessity of a holistic education that encompasses personal growth, social competence, and emotional stability is being emphasized by the reevaluation of success brought about by shifting cultural norms and parenting styles. This change in perspective questions the current way of thinking and demands a rebalancing of society’s expectations, acknowledging that there are many other routes to achievement besides excelling in academics.
Considering these consequences, there are a number of recommendations that might help pave the way for more equitable cultural values, parenting styles, and educational methods. Parents, teachers, and lawmakers must maintain constant communication and work together. In order to resolve issues or misunderstandings regarding the changing methods in Education, Zhu et al. (2021) state that open communication channels can assist. Stakeholders can be educated about the advantages of a more comprehensive approach to Education through the implementation of educational programs and workshops. It is also important to update teacher education programs so that current educators have the tools they need to incorporate best practices into their classrooms. During professional development opportunities, educators may learn how to create inclusive classrooms, use technology effectively, and use student-centered practices. To make sure the changeover goes well and that kids benefit as much as possible, this investment in teacher training is essential. Parents also have a significant impact on their children’s cultural views and parenting styles, according to Hui and Chau (2009). As they face the challenges of modern parenting, parents may find support and information through parenting education programs. Parents may foster a well-rounded attitude that embraces both traditional values and current viewpoints by highlighting the significance of open communication, understanding, and adaptation.
Conclusion
A person’s mental health relies on their self-esteem, which includes their emotional and mental health. As a living, evolving process, it starts in infancy and keeps on going strong until old age. A healthy self-image develops in response to positive reinforcement, like compliments and encouragement, while a healthy self-esteem declines in response to negative reinforcement, like criticism and rejection. There has to be a careful balancing act between facing obstacles and failing and getting the help and affirmation you need to get back up on your feet for your feeling of self-worth to remain healthy. A child’s cultural views, parenting styles, and teachers’ expectations all play a role in shaping their sense of self-worth. Ecological System Theory offers a holistic view of the complex development of self-esteem, while Maslow’s Hierarchy of Needs Theory highlights the significance of self-esteem throughout the teenage stage. Chinese culture promotes self-esteem via Confucian principles like competence and filial devotion. The Cognitive Dissonance Theory explains the congruence between teenage self-esteem and parental expectations. According to the Social Comparison Theory, students’ self-esteem might be affected by the high expectations and competitive school system in Hong Kong, which forces them to constantly compare themselves to others. We emphasize the importance of a balanced approach that merges traditional values with current viewpoints, and we address the repercussions of these shifting cultural ideas and behaviors. The recommendations stress the need for continuing communication, professional development for educators, and parents’ education initiatives to ease the transition and provide children with a well-rounded education.
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