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Kim J, Liu R. A tale of tails: Nonlinear effects of ability rank on adolescent psychological well-being. SOCIAL SCIENCE RESEARCH 2023; 111:102856. [PMID: 36898794 DOI: 10.1016/j.ssresearch.2023.102856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 01/28/2023] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
Previous literature has documented the effect of cognitive ability on adolescent psychological well-being. This study extends this line of research by revealing the nonlinear effect of a student's ability rank within the peer group on adolescent depression. Using a nationally representative longitudinal survey of U.S. adolescents, we leverage a quasi-experimental research design to show that controlling for absolute ability, students with lower ability ranks are more likely to develop depressive symptoms. Moreover, this effect is nonlinear and more pronounced at the top and bottom of the ability distribution. We further examine two mediation mechanisms: social comparison and social relations. Results show that social comparison partly mediate the ability rank effect on depression at the top and bottom of the ability distribution; social relations, particularly care from teachers, partly mediate the rank effect at the top of the ability distribution. Findings may help design targeted initiatives to address adolescent depression.
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Affiliation(s)
- Jinho Kim
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea; Center for Demography of Health and Aging, University of Wisconsin-Madison, Madison, WI, USA.
| | - Ran Liu
- Department of Educational Policy Studies, University of Wisconsin-Madison, Madison, WI, USA
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McManus KC, Pillow DR, Coyle TR. Narcissism and academic performance: A case of suppression. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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3
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The mediating role of test anxiety in the evolution of motivation and achievement of students transitioning from elementary to high school. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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4
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Morina N. Comparisons Inform Me Who I Am: A General Comparative-Processing Model of Self-Perception. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 16:1281-1299. [PMID: 33615898 PMCID: PMC8564255 DOI: 10.1177/1745691620966788] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
People's self-concept contributes to their sense of identity over time. Yet self-perception is motivated and serves survival and thus does not reflect stable inner states or accurate biographical accounts. Research indicates that different types of comparison standards act as reference frames in evaluating attributes that constitute the self. However, the role of comparisons in self-perception has been underestimated, arguably because of lack of a guiding framework that takes into account relevant aspects of comparison processes and their interdependence. I propose a general comparative model of self-perception that consists of a basic comparison process involving the individual's prior mental representation of the target dimension, the construal of the comparison standard, and the comparison outcome representing the posterior representation of the target dimension. The generated dimensional construal is then appraised with respect to one's motives and controllability and goes on to shape emotional, cognitive, and behavioral responses. Contextual and personal factors influence the comparison process. This model may be informative in better understanding comparison processes in people's everyday lives and their role in shaping self-perception and in designing interventions to assist people overcome undesirable consequences of comparative behavior.
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Schauffel N, Schmidt I, Peiffer H, Ellwart T. Self-concept related to information and communication technology: Scale development and validation. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2021. [DOI: 10.1016/j.chbr.2021.100149] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
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6
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Mammadov S. Big Five personality traits and academic performance: A meta-analysis. J Pers 2021; 90:222-255. [PMID: 34265097 DOI: 10.1111/jopy.12663] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 07/09/2021] [Accepted: 07/12/2021] [Indexed: 11/27/2022]
Abstract
OBJECTIVE AND METHOD This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance. RESULTS The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school. CONCLUSION These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.
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Affiliation(s)
- Sakhavat Mammadov
- The Department of Leadership, Technology, & Workforce Development, Valdosta State University, Valdosta, GA, USA
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Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-020-09583-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Herrera L, Al-Lal M, Mohamed L. Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group. Front Psychol 2020; 10:3075. [PMID: 32038421 PMCID: PMC6987137 DOI: 10.3389/fpsyg.2019.03075] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 12/28/2019] [Indexed: 11/13/2022] Open
Abstract
A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.
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Affiliation(s)
- Lucía Herrera
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
| | - Mohamed Al-Lal
- Early Childhood and Primary Education School "Pedro de Estopiñán", Melilla, Spain
| | - Laila Mohamed
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
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Vasalampi K, Pakarinen E, Torppa M, Viljaranta J, Lerkkanen MK, Poikkeus AM. Classroom effect on primary school students’ self-concept in literacy and mathematics. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00439-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
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Schwabe F, Korthals R, Schils T. Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.12.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Jeronimus BF, Snippe E, Emerencia AC, de Jonge P, Bos EH. Acute stress responses after indirect exposure to the MH17 airplane crash. Br J Psychol 2018; 110:790-813. [PMID: 30450537 PMCID: PMC6900050 DOI: 10.1111/bjop.12358] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 08/28/2018] [Indexed: 12/18/2022]
Abstract
People can experience disasters vicariously (indirectly) via conversation, social media, radio, and television, even when not directly involved in a disaster. This study examined whether vicarious exposure to the MH17-airplane crash in Ukraine, with 196 Dutch victims, elicited affective and somatic responses in Dutch adults about 2,600 km away, who happened to participate in an ongoing diary study. Participants (n = 141) filled out a diary three times a day for 30 days on their smartphones. Within-person changes in positive affect (PA) and negative affect (NA) and somatic symptoms after the crash were studied. Additionally, we tested whether between-person differences in response could be explained by age, baseline personality (NEO-FFI-3), and media exposure. The MH17 crash elicited a small within-person decrease in PA and an increase in NA and somatic symptoms. This response waned after 3 days and returned to baseline at day four. The decrease in PA was larger in more extraverted participants but smaller in those higher on neuroticism or conscientiousness. The NA response was smaller in elderly. Personality did not seem to moderate the NA and somatic response, and neither did media exposure. Dutch participants showed small acute somatic and affective responses up till 3 days to a disaster that they had not directly witnessed. Vicariously experienced disasters can thus elicit affective-visceral responses indicative of acute stress reactions. Personality and age explained some of the individual differences in this reaction.
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Affiliation(s)
- Bertus F Jeronimus
- Department of Developmental Psychology, University of Groningen, The Netherlands.,Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion regulation (ICPE), University Medical Center Groningen (UMCG), University of Groningen, The Netherlands
| | - Evelien Snippe
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion regulation (ICPE), University Medical Center Groningen (UMCG), University of Groningen, The Netherlands.,Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, Maastricht University, The Netherlands
| | - Ando C Emerencia
- Department of Developmental Psychology, University of Groningen, The Netherlands.,Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion regulation (ICPE), University Medical Center Groningen (UMCG), University of Groningen, The Netherlands
| | - Peter de Jonge
- Department of Developmental Psychology, University of Groningen, The Netherlands.,Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion regulation (ICPE), University Medical Center Groningen (UMCG), University of Groningen, The Netherlands
| | - Elisabeth H Bos
- Department of Developmental Psychology, University of Groningen, The Netherlands.,Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion regulation (ICPE), University Medical Center Groningen (UMCG), University of Groningen, The Netherlands
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Levy S, Handelzalts JE, Yadid L, Geller S. Personality and Postpartum Sexual Functioning in Israeli Women: The Mediating Role of Body Image. Psychol Rep 2018; 123:185-200. [PMID: 30426836 DOI: 10.1177/0033294118809935] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this study, we aimed to measure the association between the postpartum personality and sexual functioning. This association was examined in light of the possible mediation effect of body image measures, that is, body satisfaction and body exposure during sexual activity. This cross-sectional study employed a web-based questionnaire for women who had given birth in the previous year ( N = 382). Key outcome measures included sexual functioning after birth, body image satisfaction, neuroticism, and extraversion personality dimensions. Among the key findings, increased anxiety regarding body exposure during sexual activity and lower body satisfaction were associated with lower postpartum sexual functioning. Higher neuroticism, but not extraversion, was associated with lower postpartum sexual functioning; however, this association was mediated by the body image measures. Given this mediation by body image variables, it may be beneficial to address body image issues when treating women with postpartum sexual difficulties.
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Affiliation(s)
- Sigal Levy
- School of Behavioral Sciences, Academic College of Tel Aviv-Yafo, Tel-Aviv, Israel
| | - Jonathan E Handelzalts
- School of Behavioral Sciences, Academic College of Tel Aviv-Yafo, Tel-Aviv, Tel-Aviv, Israel; Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - Lital Yadid
- School of Behavioral Sciences, Academic College of Tel Aviv-Yafo, Tel-Aviv, Tel-Aviv, Israel
| | - Shulamit Geller
- School of Behavioral Sciences, Academic College of Tel Aviv-Yafo, Tel-Aviv, Tel-Aviv, Israel
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Benson AJ, Jeschke J, Jordan CH, Bruner MW, Arnocky S. Will they stay or will they go? Narcissistic admiration and rivalry predict ingroup affiliation and devaluation. J Pers 2018; 87:871-888. [PMID: 30317647 DOI: 10.1111/jopy.12441] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 10/09/2018] [Accepted: 10/10/2018] [Indexed: 01/21/2023]
Abstract
OBJECTIVE Using the narcissistic admiration and rivalry concept (NARC) as a guiding framework, the current research examines how ingroup affiliation and devaluation are connected to the self-enhancing and self-threatening properties of ingroups for narcissists. METHOD Participants (N = 374) completed a group decision-making task and received feedback that factorially manipulated both individual and group performance. Across the four combinations of performance feedback, we examined the conditional effects of narcissistic admiration and rivalry on social identity, perceptions of group member ability, desire to abandon the group, and desire to expel group members. RESULTS Narcissistic admiration predicted higher levels of social identity in response to ingroup success, regardless of individual performance. In contrast, narcissistic rivalry predicted more negative views of group ability, as well as a higher desire to abandon the group and expel group members in response to individual success combined with ingroup failure. CONCLUSION The results document and provide insight into narcissists' fickle attachment to ingroups. They provide evidence of the utility of the NARC in group contexts. Our findings suggest that narcissistic admiration is linked to self-enhancing group affiliation, whereas narcissistic rivalry is related to self-protective group distancing and devaluation.
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Affiliation(s)
- Alex J Benson
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
| | - Jessica Jeschke
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
| | - Christian H Jordan
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada
| | - Mark W Bruner
- School of Physical and Health Education, Nipissing University, North Bay, Ontario, Canada
| | - Steven Arnocky
- School of Physical and Health Education, Nipissing University, North Bay, Ontario, Canada
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Kretschmann J, Vock M, Lüdtke O, Gronostaj A. Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.06.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Szumski G, Karwowski M. Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.08.037] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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O'Boyle EH, Forsyth DR, Banks GC, Story PA, White CD. A Meta-Analytic Test of Redundancy and Relative Importance of the Dark Triad and Five-Factor Model of Personality. J Pers 2014; 83:644-64. [DOI: 10.1111/jopy.12126] [Citation(s) in RCA: 185] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Student temperament and motives as predictors of instructional dissent. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.03.024] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Scherer R. Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.09.008] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Early adolescents' academic self-concept formation: Do classmates or friends matter most? LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.09.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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