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Tang X, Hu W, Zhao X, Liu Y, Ren Y, Tang Z, Yang J. The role of personal, relational, and collective self-esteem in predicting acute salivary cortisol response and perceived stress. Appl Psychol Health Well Being 2024; 16:1386-1402. [PMID: 38362823 DOI: 10.1111/aphw.12534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 01/29/2024] [Indexed: 02/17/2024]
Abstract
Personal self-esteem (PSE) has been well recognized as a buffer against stress; however, the effects of other types of self-esteem, such as relational self-esteem (RSE) and collective self-esteem (CSE), on stress have not been adequately explored. This study investigated the roles of PSE, RSE, and CSE in reducing stress response. The Rosenberg, Relational, and Collective Self-Esteem Scales were adopted to assess PSE, RSE, and CSE, respectively. Participants underwent an acute social stress paradigm, and their acute stress response was assessed using subjective stress reports and salivary cortisol levels. Chronic stress level was estimated using the Perceived Stress Scale and hair cortisol concentration. The results showed that PSE was negatively correlated with salivary cortisol response during acute social stress; however, no significant associations were found between any type of self-esteem and subjective stress reports. For chronic stress, all types of self-esteem were negatively associated with perceived stress level, but not with hair cortisol concentration. Further hierarchical regression analyses suggested that only PSE negatively predicted acute salivary cortisol response and perceived stress level. Overall, the findings suggest the essential role of PSE in predicting acute salivary cortisol responses and perceived stress.
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Affiliation(s)
- Xinli Tang
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Weiyu Hu
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Xiaolin Zhao
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Yadong Liu
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Yipeng Ren
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Zihan Tang
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
| | - Juan Yang
- Faculty of Psychology, Southwest University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
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Wittlin NM, Gallagher NM, Olson KR. Gender identity importance in cisgender and gender diverse adolescents in the US and Canada. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024. [PMID: 38591552 DOI: 10.1111/bjdp.12485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 03/14/2024] [Accepted: 03/21/2024] [Indexed: 04/10/2024]
Abstract
Transgender adolescents often categorize themselves in the same way that cisgender adolescents do-that is, as girls/women and boys/men. Potential differences in the extent to which these self-categorizations matter to transgender and cisgender adolescents, however, have yet to be explored, as has the relative importance transgender adolescents place on their gender compared to their transgender self-categorization. In the current study, we explored self-reported identity importance in a sample of 392 primarily White (70%) and multiracial/ethnic (20%) 12-18-year-old (M = 15.02) binary transgender (n = 130), binary cisgender (n = 236), and nonbinary (n = 26) adolescents in the United States and Canada. Results revealed that binary transgender adolescents considered their gender self-categorization to be more important to them than both binary cisgender and nonbinary adolescents did. Most binary transgender adolescents rated their gender self-categorization as maximally important to them. Additionally, transgender adolescents considered their gender self-categorization to be more important to them than their transgender self-categorization (that is, their identification with the label "transgender"). These findings demonstrate that the identities that are often denied to binary transgender adolescents may be the very identities that are most important to them. Results also suggest that gender diverse adolescents with different gender identities may differ in the importance they place on these identities.
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Affiliation(s)
- Natalie M Wittlin
- Department of Psychology, Princeton University, Princeton, New Jersey, USA
| | | | - Kristina R Olson
- Department of Psychology, Princeton University, Princeton, New Jersey, USA
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Demographic and contextual factors impact a three-tier hierarchy of self-potency among community adults and inmates. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110988] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Liu X, Liang X, Feng C, Zhou G. Self-Construal Priming Affects Holistic Face Processing and Race Categorization, but Not Face Recognition. Front Psychol 2019; 10:1973. [PMID: 31507505 PMCID: PMC6718463 DOI: 10.3389/fpsyg.2019.01973] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 08/12/2019] [Indexed: 11/16/2022] Open
Abstract
Self-construal priming can affect an individual’s cognitive processing. Participants who were primed with interdependent self-construal showed more holistic process bias than those who were primed with independent self-construal. The holistic processing of a face also differs across cultures. As such, the purpose of the present study was to explore whether the cultural differences in holistic face processing can be interpreted from the perspective of self-construal, as well as to investigate the relationship between self-construal and holistic face processing/face recognition/race categorization. In Experiment 1, participants were primed with control, interdependent, or independent self-construal, respectively, and then they completed a feature-space same-different task (Experiment 1A) or a composite face effect task (Experiment 1B). Results showed no priming effect in Experiment 1A, whereas independent self-construal priming resulted in less holistic processing in Experiment 1B. In Experiment 2, participants were primed with control, collective/interdependent, relational, or independent self-construal, respectively, and then they completed a Vanderbilt Holistic Face Processing Test and Cambridge Face Memory Test. Participants who were primed as independent showed greater congruency effect than the relational group. Self-construal priming had no effect on face recognition. In Experiment 3, we manipulated self-construal in the same way as that in Experiment 2 and monitored the eye movement of Chinese participants while they learned, recognized, and categorized their own-/other-race faces. Self-construal priming had no effect on face recognition. Compared with other groups, collective-/interdependent-self priming increased the fixation time of eyes and decreased the fixation time of nose in the race categorization task. These results indicated that the cultural differences in self-construal could not mirror the cultural differences in face processing in a simple way.
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Affiliation(s)
- Xinge Liu
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Xingfen Liang
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Cong Feng
- Department of Philosophy, Sun Yat-sen University, Guangzhou, China
| | - Guomei Zhou
- Department of Psychology, Sun Yat-sen University, Guangzhou, China.,Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
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Klingle KE, Van Vliet KJ. Self-Compassion From the Adolescent Perspective: A Qualitative Study. JOURNAL OF ADOLESCENT RESEARCH 2017. [DOI: 10.1177/0743558417722768] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although recent research has pointed to the potential benefits of self-compassion for youth, relatively little is known about the perspectives and lived experience of adolescents as they extend compassion toward themselves. The purpose of this phenomenological study was to gain an in-depth understanding of self-compassion from the adolescent perspective. Six adolescents, who had experienced a variety of life difficulties, were interviewed about their experiences of self-compassion in the context of their daily lives. Data were analyzed for common themes using interpretative phenomenological analysis. The resulting themes included putting oneself at the center, maintaining a positive outlook, engaging in pleasurable activities, connecting positively with others, working on self-improvement, making oneself attractive to others, accepting oneself, and experiencing emotional balance. Findings from this study add to self-compassion research by bringing attention to the contextualized meaning and experiences of self-compassion from the adolescent perspective. Directions for future research and limitations of the study are discussed.
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Tian L, Zhao J, Huebner ES. School-related social support and subjective well-being in school among adolescents: The role of self-system factors. J Adolesc 2015; 45:138-48. [PMID: 26439866 DOI: 10.1016/j.adolescence.2015.09.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2014] [Revised: 09/10/2015] [Accepted: 09/11/2015] [Indexed: 11/28/2022]
Abstract
This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed.
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Affiliation(s)
- Lili Tian
- School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China.
| | - Jie Zhao
- School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China; Wuhan Optical Valley 2nd Junior High School, Wuhan 430074, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC, USA
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Abdukeram Z, Mamat M, Luo W, Wu Y. Influence of culture on tripartite self-concept development in adolescence: a comparison between Han and Uyghur cultures. Psychol Rep 2015; 116:292-310. [PMID: 25621668 DOI: 10.2466/17.07.pr0.116k12w8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study investigated the development of cultural variability in interdependent self-construal by comparing the differences in the tripartite self-concept of adolescent samples from the Han and Uyghur cultures. Participants (460 males, 522 females; M age = 16.3 yr., SD = 4.8) in the sub-phases of pre-, early-, mid-, late- and post-adolescence were asked to completed the revised Twenty Statements Test, and the items generated by the participants were coded into private, relational, and collective self-statements. The private self-statements were further differentiated by personal and social orientation, and the relational self-statements were further coded into family and friend focus. The relational aspect of an individual's self, or personal relationship, became increasingly important with age in the Han cultural groups, whereas the collective aspect of an individual's self, or social identity, became increasingly important with age in the Uyghur cultural groups. These findings seem to show the development of differences between relational and collective interdependent self-construals. Furthermore, these findings emphasize the need for further research into the development of within-cultural differences in self-construal.
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Affiliation(s)
- Ziwida Abdukeram
- 1 Department of Psychology, East China Normal University School of Xinjiang Education Institute
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Gore JS, Cross SE. Who Am I Becoming? A Theoretical Framework for Understanding Self-Concept Change. SELF AND IDENTITY 2014. [DOI: 10.1080/15298868.2014.933712] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Social identity change: shifts in social identity during adolescence. J Adolesc 2010; 34:555-67. [PMID: 20547418 DOI: 10.1016/j.adolescence.2010.05.012] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2008] [Revised: 05/03/2010] [Accepted: 05/14/2010] [Indexed: 11/20/2022]
Abstract
This study investigated the proposition that adolescence involves significant shifts in social identity as a function of changes in social context and cognitive style. Using an experimental design, we primed either peer or gender identity with a sample of 380 early- (12-13 years), mid- (15-16 years), and late-adolescents (18-20 years) and then measured the effect of the prime on self-stereotyping and ingroup favouritism. The findings showed significant differences in social identity across adolescent groups, in that social identity effects were relatively strong in early- and late-adolescents, particularly when peer group identity rather than gender identity was salient. While these effects were consistent with the experience of change in educational social context, differences in cognitive style were only weakly related to ingroup favouritism. The implications of the findings for theory and future research on social identity during adolescence are discussed.
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