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Sources of Self-Worth in U.S. College Students: A Grounded Typology

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Title: Sources of Self-Worth in U.S. College Students: A Grounded Typology
Language: English
Authors: Perry L. Glanzer, Jessica Martin, Elizabeth Bounds, Karen K. Melton, Theodore F. Cockle, Sarah A. Schnitker
Source: Journal of College Student Development. 2024 65(5):507-526.
Availability: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Concept, Self Esteem, Mental Health, Well Being, Undergraduate Students, Student Attitudes, Achievement, Recognition (Achievement), Interpersonal Relationship, Helping Relationship, Religious Factors, Moral Values, Selective Admission, Private Colleges, Public Colleges, Religious Colleges
DOI: 10.1353/csd.2024.a940718
ISSN: 0897-5264
1543-3382
Abstract: In light of the mental health crisis facing American college students, it has become vital to determine how students derive their self-worth. This endeavor is particularly important because research has found that internal sources of worth correlate with better mental health than self-worth derived from externally contingent sources. Although past work has identified various sources, it did not set forth a comprehensive theory of college student worth sources. Thus, this study engaged a grounded approach to begin that process. We interviewed 142 undergraduate students at eight geographically diverse, four-year institutions and asked, "What makes you feel worthwhile or valuable?" A grounded theory analysis surfaced eight distinct sources of worth ranging along a continuum from more external to more internal sources, including (a) accomplishments or accomplishing, (b) affirmation from others, (c) relationships or relationship support, (d) helping others, (e) relationship with God, (f) contributing to making a difference, (g) innate worth, and (h) virtue (outside of helping others). In addition, we found that most of these only became sources of worth when combined with particular virtues or practices. Thus, we propose a grounded typology that recognizes these nuances. We then make suggestions for how student affairs practitioners can foster internally contingent self-worth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456911
Database: ERIC
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  Data: Sources of Self-Worth in U.S. College Students: A Grounded Typology
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  Data: <searchLink fieldCode="AR" term="%22Perry+L%2E+Glanzer%22">Perry L. Glanzer</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Martin%22">Jessica Martin</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Bounds%22">Elizabeth Bounds</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+K%2E+Melton%22">Karen K. Melton</searchLink><br /><searchLink fieldCode="AR" term="%22Theodore+F%2E+Cockle%22">Theodore F. Cockle</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+A%2E+Schnitker%22">Sarah A. Schnitker</searchLink>
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  Data: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
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  Data: 20
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  Data: 10.1353/csd.2024.a940718
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  Data: 0897-5264<br />1543-3382
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  Data: In light of the mental health crisis facing American college students, it has become vital to determine how students derive their self-worth. This endeavor is particularly important because research has found that internal sources of worth correlate with better mental health than self-worth derived from externally contingent sources. Although past work has identified various sources, it did not set forth a comprehensive theory of college student worth sources. Thus, this study engaged a grounded approach to begin that process. We interviewed 142 undergraduate students at eight geographically diverse, four-year institutions and asked, "What makes you feel worthwhile or valuable?" A grounded theory analysis surfaced eight distinct sources of worth ranging along a continuum from more external to more internal sources, including (a) accomplishments or accomplishing, (b) affirmation from others, (c) relationships or relationship support, (d) helping others, (e) relationship with God, (f) contributing to making a difference, (g) innate worth, and (h) virtue (outside of helping others). In addition, we found that most of these only became sources of worth when combined with particular virtues or practices. Thus, we propose a grounded typology that recognizes these nuances. We then make suggestions for how student affairs practitioners can foster internally contingent self-worth.
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  Data: 2025
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        Value: 10.1353/csd.2024.a940718
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      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 507
    Subjects:
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Mental Health
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      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Achievement
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Religious Factors
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      – SubjectFull: Private Colleges
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      – SubjectFull: Religious Colleges
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