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Procedia - Social and Behavioral Sciences 78 (2013) 605 – 609

PSIWORLD 2012

An evaluation of self-acceptance in adults

Cristian Vasilea*
a
Education Sciences Dept., Faculty of Letters and Sciences, Petroleum-Gas University, Bd. Bucuresti 39, Ploiesti 100680 Romania

Abstract

Contemporary research on individual differences in unconditional self-acceptance indicates that low unconditional self-
acceptance is detrimental to well-being and, in some cases, could lead to mental health issues and mental disorders.
Within this study a sample of adults (N=62; M=39.67) was investigated in order to observe the level of their unconditional
self-acceptance and the relation between: self-acceptance and gender; self-acceptance and study level. The correlation with
age was also discussed. Correlation between obtained scores and the probability of the occurrence of some disorders was
discussed. Social implications also were highlighted for the studied sample.

© 2013
© 2012The
TheAuthors.
Authors. Published
Published by Elsevier
by Elsevier B.V. B.V.
Open access under CC BY-NC-ND license.
Selectionand/or
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of PSIWORLD 2012 2012

Keywords: self-acceptance; personality; personal adjustment

1. Introduction

The term "self esteem" was first used in 1890 by William James in his Principles of Psychology, where he
suggested that the self-esteem is of two kinds: self-satisfaction and dissatisfaction. As a logical relation, the self-
esteem arises from the self-evaluation, a good level of self-esteem being related to self-acceptance.
The “looking-glass self” theory assumes that self-esteem is not just a personal assessment, but also anticipates
the others assessments about an individual. One’s “self” grows out of society's interpersonal interactions and the
perceptions of others. People shape themselves based on other people's perception, this conducting the people to
reinforce other people's perspectives on themselves (Cooley, 1902). In this regard the self-esteem acts like a
social measurement, as a leveled perception that one has about his social acceptance and valorization: one can be
satisfied because he feels valued, conversely, one’s self esteem decrease when he don’t feel socially valued.

* Corresponding author.
E-mail address: clinical_psycho@yahoo.com

1877-0428 © 2013 The Authors. Published by Elsevier B.V. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility of PSIWORLD 2012
doi:10.1016/j.sbspro.2013.04.360
606 Cristian Vasile / Procedia - Social and Behavioral Sciences 78 (2013) 605 – 609

Albert Ellis and Carl Rogers indicated that self-worth conditioning is related to psychological distress, but
unconditional self-acceptance promotes the personal adjustment and well-being (according to Flett et al., 2003).
Moreover, there are studies suggesting that people with a very high self-esteem are vulnerable individuals
because commonly they are characterized by conditional self-acceptance, which implies an excessive focus on
evaluation and comparisons with other people. These individuals are characterized also by perfectionism, as a
requirement made to themselves by their cognitions. Evidence from other studies suggests that perfectionism has
consistently been associated with maladaptive cognition and vulnerability to the experience of failure in
achievement contexts (Hall et al., 2009).
Trying to explain this paradox (both high and low self-esteem are dysfunctional), Ellis (1962, 1994) suggests
that the presence of any level of self-esteem reflects an overall assessment process of oneself, which is irrational
and thus maladaptive. Irrationality overall assessment process is unable to determine a realistic value of a human
being.
Different authors suggest that there are individual differences regarding the level to which a person anticipates
that interpersonal acceptance is conditional or unconditional. The degree to one’s social environment is
characterized by highly conditional acceptance represents an important indicator to self-esteem problems and
mental health issues (e.g., anxiety, depression, low acceptance feeling and believes) (Baldwin & Sinclair, 1996).
Studies were conducted also on the relation between irrational thoughts/attitudes and physical education activities
(Lupu, 2011).
Contemporary research on individual differences in unconditional self-acceptance indicates that low
unconditional self-acceptance is detrimental to well-being and, in some cases, could lead to some mental
disorders. There are also differences in terms of age suggesting that, for instance, for the high school students the
perceived well-being/mental health is predicted by the level of attachment with colleagues, professors, homework
overload and extra activities overload (Chraif & Anitei, 2012).

2. Research Methodology

2.1. Purpose of the research

Within this study a sample of 62 adults was investigated in order to determine the level of their unconditional
self-acceptance and the relation between: self-acceptance and gender; self-acceptance and study level. The
correlation with age was also observed.

2.2. Instruments

Unconditional Self-Acceptance Questionnaire (USAQ) was used together with basic info questionnaire
referring to subjects’ personal details: age, gender, study level. The variation of self-acceptance for the studied
sample is represented and discussed.
The USAQ is a scale starting from the individual self-esteem – a major component of cognitive schema
related to the “self” concept. A high score on USAQ indicates a high self-acceptance.

2.3. Participants

The USAQ has been applied on 62 participants, 30 men and 32 women, aged between 23 and 67 years old (M
= 39.67; SD = 8.77). Out of 62 subjects, 24 graduated high school and 38 graduated universities.
 Cristian Vasile / Procedia - Social and Behavioral Sciences 78 (2013) 605 – 609 607

2.4. Procedure

The instrument was administered by instructed operators, to groups of subjects, according to instructions. The
subjects were told about the purpose of the research, and that the information they will provide will be secured
and they are free to participate into the research.

3. Results

Statistical analysis has been conducted in Excel and SPSS. The paper presents only partial results (for the
USAQ).

3.1. Findings

An interesting similarity was found between the two genders. Using Excel worksheet, the analysis was
conducted by statistical functions and graphs. Two different variables were used, one at a time: gender and study
level (school). The subjects obtained scores between 43 and 107 (males: 43 – 107; females 48 - 105) – Fig. 1 and
2. The medium scores both by sample and by genders were over 80 (84.34 in women and 80.36 in men).
Out of 32 women, 13 obtained scores which reflects a low and very low unconditional self-acceptance, while
out of 30 men, 12 obtained scores reflecting a low and very low unconditional self-acceptance.

Fig. 1. Unconditional self-acceptance in women

Fig. 2. Unconditional self-acceptance in men

608 Cristian Vasile / Procedia - Social and Behavioral Sciences 78 (2013) 605 – 609

Making a correlation between the study level and USAQ for the studied sample, the results indicated that there
are some consistent differences in men, between those who graduated high-school and those who graduated
universities (Fig. 3).

Fig. 3. Unconditional self-acceptance variation with the study level in women

Fig. 4. Unconditional self-acceptance variation with the study level in men

 Cristian Vasile / Procedia - Social and Behavioral Sciences 78 (2013) 605 – 609 609

4. Conclusions

The medium score for the entire sample indicates a low unconditioned self-acceptance. By genders, the scores
are in the same area, indicating for most of the subjects a low unconditional self-acceptance. For further studies
we suggest an analysis between USAQ scores and the probability of the occurrence of some disorders.
An interesting result indicates for the studied sample that men who graduated university studies are more
inclined to be self-critical than those who graduated from high-school. For the women the results indicate the
same dynamics.

References
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