Running Head: PESSIMISM AND SELF-ESTEEM 1

The Relation Between Low Self-Esteem and Pessimistic Tendencies

Jacob M. Clark

Glen Allen High School

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Abstract

Pessimism is the mindset that everything in the world has a negative outcome. Often

times it is accompanied by a fixed mindset, where one is stuck in believing that what they were

born with is all that they have to offer. However, pessimists have always confused researchers as

to what truly causes pessimism. The nature vs. nurture argument seeks to explain most

psychological ideas, but pessimists and optimists are so far and few between that it is hard to

decipher how one truly forms their mindset. Is it environmental or is it modeled by those that

came before?

Self-esteem is quite similar to that of pessimistic and optimistic tendencies. One can

either have low or high self-esteem, however, self-esteem doesnt typically determine someones

entire viewpoint of the world. Self-esteem however, often fluctuates during adolescence because

of environmental factors, surrounded and so dependent on others viewpoints on themselves

when all that truly matters is ones opinion of themselves. Yet, self-esteem often seems to be

affected by pessimistic or optimistic attitudes. So, can self-esteem affect ones outlook on the

world and create permanent views of society?

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Introduction

What causes somebody to be a pessimist? What is the difference in mindset of someone

that is optimistic? Is there any correlation between self-esteem and pessimistic tendencies? In

todays society, it is looked down upon to be pessimistic. Everyone from job employers to

teachers are looking for people that are in an optimistic frame of mind and those that are in a

pessimistic mindset are often left out. The nature vs. nurture argument points to different things

causing ones mindset to form, and while it might be difficult for one to change their pessimistic

mindset once it has already taken root, it is not an impossible task. Self-esteem however, is

completely different. Self-esteem is all about how you view yourself compared to others, and

often times it can go hand in hand with mindset. Negative mindset often time means there are

negative self-opinions. Because adolescents often have fluctuating self-esteem, pessimistic

tendencies often form from these self-esteem fluctuations, however, these pessimistic tendencies

are able to be overcome in early adulthood before a pessimistic tendency becomes solidified in

someones lifestyle. The purpose of this paper is to investigate those relations between

pessimistic tendencies and whether those tendencies can be caused by low self-esteem or vice

versa. This paper also plans to look at what can be done to reverse someones pessimistic

mindset into an optimistic frame.

Pessimism

Pessimism is a mental attitude in which one has a negative attitude about the outcome of

the world. Often referred to as the glass half empty kind of attitude, pessimists find themselves

growing in numbers, which isnt necessarily a good thing. So what causes pessimism, is it one

born into this attitude, or can situational outcomes cause one to have a pessimist outlook, and is

it able to be overcome?
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Multiple studies point to the situational approach to pessimism. The situational approach

essentially means that pessimism can stem from situation where the individual fails to overcome

a negative mindset of the situation. According to Robinson-Whelen, adults who are in a caretaker

position (such as hospice) tend to focus more on the negative outcomes of life rather than the

positives. Those not in these caretaker positions however find themselves in much happier

positions leading to an implied situational pessimistic attitude. However, the study also pointed

to younger thinkers approaching a situation in black and white compared to adults who tend

to have an array of experiences to draw from (Robinson-Whelen, Kim, MacCallum, Kiecolt-

Glaser, 1997). Robinson-Whelen also came to the conclusion that pessimism in adulthood is

more likely to focus on negative outcomes of that situation only rather than fester in ones mind

to create a negative outcome of the world. Compared to adults, children, however, take a much

different approach. In childhood, situations rather can take the form of self-esteem. When tested

to find a correlation between self-esteem and pessimism, those that are found to have lower self-

esteem levels during adolescence tend to have higher levels of pessimism in mid adulthood

(around 30-40). When tested at ages 12, 18, and 33, those that consistently scored lower on a

self-esteem inventory both at ages twelve and eighteen achieved scores indicative of higher

levels of pessimism. Those who fluctuated between high and low self-esteem tended to also

score higher on levels of pessimism. However, those that had medium to high levels of self-

esteem scored higher on levels associated with optimism (Heinonen, Rikknen, Keltikangas-

Jrvinen, 2005). Because teenagers have a lack of experiences to draw from in regards to helping

themselves overcome self-esteem or situational issues in general, teenagers and young adults

tend to fester on pessimistic thoughts rather than viewing these situations as temporary. Using

this same logic, older adults are able to use their repertoire of experiences in order to overcome
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negative outcome experiences, therefore adults are less likely to look at the world in a pessimist-

optimist lens, rather they tend to focus on a realist lens.

Self-Esteem and how its viewed in the teenage brain

Self-Esteem is defined as a global feeling of self-worth or adequacy as a person or in

simple terms, the opinion one holds about themselves (Lyubomirsky, Tkach, DiMatteo, 2006).

Because self-esteem has such a large outcome on adolescence world outlooks, it is important to

look at certain aspects of self-esteem to see whether they affect adolescence opinions of the

world. When looking at education, there is evidence to support a negative correlation between

personal self-esteem (GSE) and academic self-esteem (ASE). Students with lower general self-

esteem were more likely to be academically successful than their counter parts with higher

general self-esteem. Also, those with lower academic self-esteem tend to have [negative]

academic outcomes, while academic performance has an outcome on academic self-esteem, it

was found that academic performance had no effect on general self-esteem especially in young

men, yet large academic achievements tend to be included in a students opinion of themselves.

While low academic self-esteem does not show a correlation with overall pessimism, there is a

correlation between low academic achievers and defensive pessimism. These defensive

pessimists use this type of coping in order to protect themselves from the consequences of

failure (Pullmann, Allik, 2008).

Contrasting the idea above, general self-esteem can play a role in predicting ones

possible outcome in certain aspects of education, such as testing. In a three-part study, it was

determined that as a stressful situation approached, those with lower self-esteem predicted

themselves as having a negative outcome on a situation compared to their counterparts with

higher self-esteem. In two parts of this study, self-esteem played a major role in determining the
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outcome of the situation for certain students. In part two of the study, students were preparing

themselves for feedback from an examination, where students were asked on four different time

intervals to predict their score. It was found that at time one, students predicted themselves to

have higher and less accurate scores, while at times two, three and four, students consistently

lowered their score but were more accurate in their predictions. In part three of this study, self-

esteem was evaluated as a potential cause for this decrease in score predictions from study two.

It was found that individuals with higher self-esteem showed no change in their estimates, and

in the same logic individuals with lower self-esteem lowered their estimates, drastically

particularly between times three and four. While these low self-esteem individuals tended to

lower their scores, their score predictions tended to be lower than their true score because of

the increasing anxiety as time to feedback [drew] closer. While these individuals with low self-

esteem tend to poorly predict their outcomes, these predictions were concluded to have no

effect on their performance on the original examination (Shepperd, Ouellette, Fernandez, 1996).

Students with low self-esteem tended to show pessimistic tendencies as feedback time drew

nearer, yet these tendencies tend to point more in a direction of defensive pessimism rather than

overall pessimism.

However, general self-esteem has a more lasting impression on adolescence in their

journey to adulthood. In one study, adolescents were followed as a part of a longitudinal study in

which their self-esteem would be tested at ages fourteen, eighteen, and twenty-three. It was

found that boys tended to increase in self-esteem as adolescence went on, yet girls tended to

continually decrease during the same time period. Researchers tend to attribute this to boys

being given autonomy at an earlier stage than girls, as well as personality differences between

genders, such as a strong correlation between boys and self-focused characteristics, such as
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controlling of anxiety level. Of course there were outliers in this data, where some boys

decreased in self-esteem and some girls increased, however, this data needed to be further

analyzed by researchers. (Block, Robins, 1993). During this same time period, it was determined

that those who fluctuated between high and low levels of self-esteem achieved scores indicative

of higher levels of pessimism. in mid-adulthood. It was also found that those with low self-

esteem tend to be more pessimistic during their adulthood and vice-verse with high self-esteem

(Heinonen et al., 2005). Because of this, there is a strong correlation between low self-esteem

and higher levels of pessimism later in adulthood.

Can others influence our sense of self-esteem

While self-esteem is a concept based entirely in our own minds, Hermans, an expert on

an idea referred to as Dialogical Self seeks to explain the incorporation of others in our opinion

of ourselves. Essentially, the idea proposed by Herman states that in making decisions one

will examine themselves from other points of view, whether it be their peers or society

(Hermans, 2003). This inclusion of others into our own opinions our ourselves seems to point to

the conclusion that the entire idea of self-esteem can be regulated by others, rather than limiting

ourselves to regulate self-esteem.

A study completed in a general education classroom seems to point to the conclusion that

Hermans alluded to in the Dialogical Self idea. The whole goal of the study was to find if those

who believed that they were subject to negative remarks from others experienced negative self-

talk and lower self-esteem. In the study, students were asked to complete a self-talk inventory

and a significant others statement inventory. In the significant others inventory, students were

asked to report what they perceive others as saying about them (others include Parents, teachers,

fellow students). Burnett came to the conclusion that those who believe they are subject to
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positive remarks from others have more positive self-talk and higher self-esteem while those

who believe they are subject to negative remarks experienced the opposite (Burnett, 1996).

In completing the outlined study above, Burnett seems to come to the same conclusion

that Hermans did years later in that at some points, we all incorporate others into our opinion of

ourselves. However, it seems to point in the direction that human do this at an early age and by

adolescence, we are able to maintain our opinions about ourselves individually.

Overcoming a pessimistic mindset and the idea of yet

How does one overcome a pessimistic mindset then, since it stems from situations? Is it

as easy as saying three positive things a day to change the way the brain functions, or does it

require more work in order to truly become an optimist? Carol Dweck, a psychologist seems to

suggest that simply including yet in someones vocabulary, someones outlook on life can

drastically change. While Dwecks idea is only applied in academic environments, this idea of

yet can be applied to other aspects of lifestyle. The idea of yet says that those who havent

passed something in an academic environment received a grade of not yet (instead of a failing

grade). Students who received a failing grade become stuck in a fixed mindset rather than

viewing it as an opportunity to grow (Dweck, 2014). This idea of yet rather changed three

different schools and how the students in those districts view their education. These three schools

(two in New York City and one on a Native American reservation in Seattle) were consistently

scoring below the mandated level set forth by common core. Those schools implemented this

idea and received rather interesting results when scoring on tests. Students in the yet

environment significantly outscored students in their districts by margins that havent been seen

on this level. (Dweck, 2014). Because these students had been taught to focus on the process of

learning rather than the outcome, these students viewed their education as a measure of growth
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rather than a situation where they are consistently stuck. If the idea of yet is taken out of the

academic environment, and applied to self-esteem and pessimistic lifestyle standards, individuals

will be able to view their life as a process rather than a system of outcomes. Self-esteem can only

be taken so far because the body has limits. At the breaking point of the body, someone should

either seek professional help or accept their current image, understanding that pursuing

perfection can cause more harm for someone than good. In terms of pessimism though, there is

always room for growth. If one views life as a process, not only will the individual develop a

growth mindset, but if the individual succeeds in the process, then their mindset will more than

likely shift to become positive.

Seligman, an expert on the idea of optimism also implies that the way someone talks to

themselves can impact their mindset and viewpoint of the world. The way that someone deals

with failures determines how one frames their mindset (Seligman, 2011). The difference

between optimists and pessimists is the framing of this self-talk, and if one changes this negative

self-talk then one can experience a positive mindset. For example, pessimists frequently use

never and always to explain their failures while optimists tend to use next time when

explaining their failures (Seligman, 2011). It is implied that because the optimist always frames

their mindset for improvement, the pessimist needs to develop a growth mindset in order to

change their frame of view. While Seligman implies that optimism is the best frame of mind in

order to lead a successful life, he does state that pessimists have desirable qualities as well.

Pessimists have hardheaded realism, viewing the world in a realistic sense to prevent high

standards, and this can be beneficial to everyone. Optimism is important because it builds

perseverance qualities in order to overcome detrimental situations, something that a pessimist

will dwell on rather than move on after an appropriate amount of reflection. Pessimism is useful
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for gauging the possible negative outcomes of future events while too much optimism can

lead an optimist to lost control of their view of a situation (Seligman, 2011). Seligman seems

to imply the same idea that Dweck, the idea of yet seems to change how one views the world.

Like Dweck, Seligman seems to point to optimists believing life is a process while pessimists

seem to view life and the world as a system of outcomes that cant be changed. Seligman,

however, points to the specific language that is used by pessimists, and how this language seems

to build a fixed mindset rather than building a growth mindset which is essential to developing

more optimistic thoughts.

When applying both Seligman and Dwecks idea of constant improvement to a

pessimists life, it is important to create an environment in which failure is acceptable, but it is

encouraged to achieve positive results. The current problem with society is that failure is looked

at is consistently bad rather than a positive opportunity to grow. While encouraging growth

mindset is key to framing an optimistic mindset, it is important to leave room for some

pessimistic tendencies, since overly optimistic thoughts tend to lead to a loss realistic viewpoints

of outcomes.

Basing of the idea of the small things, Achor completed a study in a tax office which

measured pessimistic and optimistic tendencies and how pessimistic tendencies can be changed.

The basis of the study revolved around taking simple steps in order to retrain someones brain in

order to focus on positive thoughts. In this study, during peak tax season, tax managers in New

York were asked to complete one of five tasks every day for three weeks. These tasks included

writing something that someone was grateful for, writing a positive message for someone else,

meditating in the workspace for ten minutes, exercising for ten-twenty minutes, or writing down

something positive that happened in the past twenty-four hours. The group that was asked to
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complete the task was compared to a group that didnt complete these tasks. The experimental

and control group were evaluated on a scale gauging their well-being, engagement in the activity,

and their senses of helplessness after completing activities (also known as the life satisfaction

scale). The results were as expected, where those that completed the activities were more

optimistic than those who didnt complete the activities. Those that completed the activities also

experienced what is referred to by Achor as happiness advantage which is similar to the idea

expressed by both Seligman and Dweck. This happiness advantage is simply the ability to

overcome challenging situations which according to Achor, can only be experienced by

optimists (Achor, 2012). Achor tested the same subjects four months later, and the experimental

group experienced the exact same benefits, however, the experimental group experienced higher

scoring on the life satisfaction scale compared to the original test. Achors study shows that even

taking simple steps to combat negative mindsets can lead to positive results. The happiness

advantage that is referred to by Achor is in essence the same idea that is referred to by both

Seligman and Dweck, and all three researchers point to a similar, simple path to getting to this

optimistic frame of the world.

Conclusion

The whole idea of pessimism is one that is often created by situations that mostly are

temporary, however, pessimists tend to dwell on the failures of these situations rather than taking

appropriate time to reflect and move on. While bits of pessimism allow optimists to think

realistically rather than not see potential negative outcomes, one should not allow themselves to

create a total pessimist mindset as in the future it can lead to negative health effects. Since it was

found that self-esteem had an effect on whether or not pessimism forms, there should be more

effort going forward to promote high self-esteem (Heinonen, Rikknen, Keltikangas-Jrvinen,

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2005). In the future, workplace and school environments should promote ways in order to not

only promote high self-esteem, but opportunities/ideas to help promote optimistic mindsets. If

workplaces and schools work to promote optimistic mindsets, you might find that the average

human lifespan increases because of the longevity of optimistic minded people. While many

people desire an optimistic mindset, doses of pessimism are acceptable because it teaches one to

have realistic expectations of the world.

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