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Gillet N, Morin AJS, Fernet C, Austin S, Huyghebaert-Zouaghi T. A longitudinal person-centered investigation of the multidimensional nature of employees' perceptions of challenge and hindrance demands at work. ANXIETY, STRESS, AND COPING 2024:1-29. [PMID: 38425154 DOI: 10.1080/10615806.2024.2324252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 02/23/2024] [Indexed: 03/02/2024]
Abstract
BACKGROUND AND OBJECTIVES This research relies on a combination of variable- and person-centered approaches to help improve our understanding of the dimensionality of job demands by jointly considering employees' global levels of job demands, exposure and their specific levels of exposure to challenge and hindrance demands. DESIGN AND METHODS We relied on a sample of 442 workers who completed a questionnaire twice over three months. Our analyses sought to identify the nature of the job demands profiles experienced by these workers, to document the stability of these profiles over time, and to assess their associations with theoretically-relevant outcomes (i.e., work engagement, job boredom, problem-solving pondering, work-related rumination, proactive health behaviors, and sleep quality and quantity). Furthermore, we examined whether these profiles and associations differed as a function of working remotely or onsite. RESULTS Five profiles were identified and found to be highly stable over time: Globally Exposed, Not Exposed, Not Exposed but Challenged, Exposed but Not Challenged, and Mixed. These profiles shared clear associations with all outcomes, with the most adaptive outcomes associated with the Exposed but Not Challenged profile, whereas the most detrimental ones were observed in the Mixed profile. However, none of these results differed across employees working onsite and those working remotely. CONCLUSIONS These findings have theoretical and practical implications regarding the effects of work characteristics on employees' functioning.
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Affiliation(s)
- Nicolas Gillet
- QualiPsy UR 1901, Université de Tours, Institut Universitaire de France (IUF), Tours, France
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Concordia University, Montréal, Canada
| | - Claude Fernet
- Groupe de recherche sur la motivation et le mieux-être (M2Être), Université du Québec à Trois-Rivières, Trois-Rivières, Canada
| | - Stéphanie Austin
- Groupe de recherche sur la motivation et le mieux-être (M2Être), Université du Québec à Trois-Rivières, Trois-Rivières, Canada
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Dubé C, Morin AJS, Tóth-Király I, Olivier E, Tracey D, McCune VS, Craven RG, Maïano C. Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment. J Autism Dev Disord 2024; 54:458-476. [PMID: 36342629 DOI: 10.1007/s10803-022-05783-w] [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] [Accepted: 09/28/2022] [Indexed: 11/09/2022]
Abstract
This study investigates the nature of the social interaction profiles observed among youth with intellectual disabilities (ID), defined while considering their relationships with their parents, peers, and teachers, as well as the implication of these profiles for self-esteem, aggressive behaviors, and prosocial behaviors. A sample of 393 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged between 11 and 22 (M = 15.70), was recruited in Canada (n = 141) and Australia (n = 253). Our results revealed four profiles, corresponding to Socially Isolated (23.24%), Socially Integrated (39.83%), Socially Rejected (28.37%) and Socially Connected (8.57%) youth with ID. The socially integrated and connected profiles both presented higher self-esteem, more prosocial behaviors, and less aggressive behaviors than the socially isolated and rejected profiles.
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Affiliation(s)
- Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada.
| | - István Tóth-Király
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Elizabeth Olivier
- Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada
| | - Danielle Tracey
- School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia
| | - Victoria Smodis McCune
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Christophe Maïano
- Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérome, Canada
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Gong X, Zheng J, Zhou J, Huebner ES, Tian L. Global and domain-specific self-esteem from middle childhood to early adolescence: Co-developmental trajectories and directional relations. J Pers 2023. [PMID: 37929313 DOI: 10.1111/jopy.12894] [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: 03/27/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/07/2023]
Abstract
OBJECTIVE The study used both person-centered (i.e., parallel process latent class growth modeling) and variable-centered (i.e., random intercept cross-lagged panel modeling) approaches to examine developmental changes in global and domain-specific self-esteem from middle childhood to early adolescence. METHOD A total of 715 Chinese youth participated (54.3% boys; 45.7% girls; Mage = 9.96; SD = 0.51) in a 6-wave longitudinal study with 6-month intervals. RESULTS Parallel process latent class growth modeling identified three co-developmental trajectories of global and domain-specific self-esteem: Congruent high increasing and then flattening global and domain-specific self-esteem, congruent moderate domain-specific self-esteem with convex global self-esteem, and congruent low with concave appearance and global self-esteem. Results from random intercept cross-lagged panel modeling found reciprocal within-person associations between academic self-esteem and global self-esteem; global self-esteem significantly predicted social self-esteem, while physical appearance self-esteem significantly predicted global self-esteem. CONCLUSION Evidence was provided for top-down and bottom-up effects of self-esteem among Chinese youth. The findings provided new insight into the development of self-esteem in youth.
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Affiliation(s)
- Xue Gong
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, People's Republic of China
- School of Psychology, South China Normal University, Guangzhou, People's Republic of China
- Department of Psychology, Normal College, Qingdao University, Qingdao, People's Republic of China
| | - Jiamin Zheng
- School of Psychology, South China Normal University, Guangzhou, People's Republic of China
| | - Jianhua Zhou
- School of Psychology, South China Normal University, Guangzhou, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Lili Tian
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, People's Republic of China
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Dubé C, Morin AJS, Olivier E, Gilbert W, Tracey D, Craven RG, Maïano C. School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities. J Autism Dev Disord 2023:10.1007/s10803-023-06127-y. [PMID: 37898583 DOI: 10.1007/s10803-023-06127-y] [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] [Accepted: 08/28/2023] [Indexed: 10/30/2023]
Abstract
This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.
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Affiliation(s)
- Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
| | - Elizabeth Olivier
- Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada
| | - William Gilbert
- Department of Health Sciences, Université du Québec à Rimouski, Rimouski, Canada
| | - Danielle Tracey
- School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Christophe Maïano
- Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérome, Canada
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Chemnad K, Aziz M, Abdelmoneium AO, Al-Harahsheh S, Baghdady A, Al Motawaa FY, Alsayed Hassan D, Ali R. Adolescents' Internet addiction: Does it all begin with their environment? Child Adolesc Psychiatry Ment Health 2023; 17:87. [PMID: 37403108 DOI: 10.1186/s13034-023-00626-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Accepted: 06/07/2023] [Indexed: 07/06/2023] Open
Abstract
BACKGROUND This is one of the few studies that examines adolescent Internet addiction (IA) among Middle Eastern population. The purpose of this study is to determine whether adolescents' family and school environments play a role in their Internet Addiction. METHODS We conduced a survey that included 479 adolescents in Qatar. The survey collected demographic data, the Internet Addiction Diagnostic Questionnaire (IADQ), the Brief Family Relationship Scale (BFRS) and questions from the WHO Health Behavior in School-aged Children (HBSC) survey that assess school environment, academic performance, teacher support, and peer support of the adolescents. Factorial analysis, multiple regression, and logistic regression were used for statistical analysis. RESULTS Family environment and school environment were negative and significant predictors of adolescent Internet addiction. The prevalence rate was 29.64%. CONCLUSION Results imply that interventions and digital parenting programs should not only target adolescents, but also include entities in the developmental environment of adolescents, i.e. their family and school.
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Affiliation(s)
- Khansa Chemnad
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
| | - Maryam Aziz
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar
| | | | | | - Ahmed Baghdady
- World Innovation Summit for Education, Qatar Foundation, Doha, Qatar
| | | | - Diana Alsayed Hassan
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Raian Ali
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
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6
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Guo Z, Zhao J, Peng J. Family function and anxiety among junior school students during the COVID-19 pandemic: a moderated mediation model. Front Psychiatry 2023; 14:1217709. [PMID: 37426107 PMCID: PMC10324413 DOI: 10.3389/fpsyt.2023.1217709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 06/06/2023] [Indexed: 07/11/2023] Open
Abstract
Background The prevalence of anxiety among adolescents is relatively high during an epidemic. Studies have reported that family function and perceived stress are important factors affecting adolescents' anxiety. However, only few studies have explored the factors influencing the relationship between family function and anxiety. Therefore, this study explored the mediating and moderating mechanisms underlying this relationship among junior school student during the COVID-19 pandemic. Methods 745 junior school students completed family function, perceived stress, and anxiety questionnaires. Results (1) The junior school students that were left-behind tended to show lower family function (t = -4.21, p < 0.001), greater perceived stress (t = 2.72, p < 0.01), and higher anxiety (t = 4.24, p < 0.001), (2) Family function in junior school students was negatively associated with anxiety (r = -0.35, p < 0.001); perceived stress mediated the relationship between family function and anxiety (p < 0.001), and (3) Whether the student was left-behind (LB) moderated the link between family function and anxiety (β = -0.16, t = -3.33, p < 0.001) and between family function and perceived stress (β = -0.22, t = -2.61, p < 0.001). Conclusion These findings suggest a negative association between family function and anxiety. Knowledge of the mediating role of perceived stress and moderating role of being left-behind may help prevent and improve anxiety among junior school students during the COVID-19 pandemic.
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Affiliation(s)
- Zhifang Guo
- School of Education Science, Shangrao Normal University, Shangrao, China
| | - Juan Zhao
- School of Education Science, Shangrao Normal University, Shangrao, China
| | - Jiani Peng
- School of Education Science, Shangrao Normal University, Shangrao, China
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7
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Tóth‐Király I, Gillet N, Inhaber J, Houle SA, Vandenberghe C, Morin AJS. Job engagement trajectories: Their associations with leader–member exchange and their implications for employees. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2023. [DOI: 10.1111/joop.12433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Affiliation(s)
- István Tóth‐Király
- Substantive‐Methodological Synergy Research Laboratory Concordia University Montreal Québec Canada
- Statistics Canada Ottawa Ontario Canada
| | - Nicolas Gillet
- QualiPsy EE 1901 Université de Tours Tours France
- Institut Universitaire de (IUF) Paris France
| | - Joseph Inhaber
- Substantive‐Methodological Synergy Research Laboratory Concordia University Montreal Québec Canada
| | - Simon A. Houle
- Substantive‐Methodological Synergy Research Laboratory Concordia University Montreal Québec Canada
| | | | - Alexandre J. S. Morin
- Substantive‐Methodological Synergy Research Laboratory Concordia University Montreal Québec Canada
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8
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Reitz AK. Self‐esteem development and life events: A review and integrative process framework. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2022. [DOI: 10.1111/spc3.12709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Anne K. Reitz
- Department of Developmental Psychology Tilburg University Tilburg The Netherlands
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9
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Houle SA, Morin AJ, Fernet C. Longitudinal trajectories of affective commitment to the occupation among school principals: A person-centered perspective. JOURNAL OF VOCATIONAL BEHAVIOR 2022. [DOI: 10.1016/j.jvb.2022.103758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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10
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Álvarez C, Szücs D. The relation of school achievement with self-esteem and bullying in Chilean children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03409-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractSelf-esteem and bullying and academic achievement measures are related in Western countries. However, evidence from other culture spaces is extremely sparse. To fill this gap, here, we analyze a wide range of relevant measures from 8,381 8- to 12-year-old Latin American children enrolled in the Early Childhood Longitudinal Survey in Chile. We considered the relationship of math achievement, receptive vocabulary, Grade Point Average (GPA), self-esteem and bullying. We found positive relationships between most achievement measures, and a negative relationship between self-esteem and bullying. Unlike the international literature, we found a stronger relationship between self-esteem and GPA, and a weaker relationship between bullying and GPA. Findings suggest that children’s learning and their experiences at school are connected. Results provide useful information for stakeholders.
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Wang S, Li X, Lu J, Yu M. Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221113004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Although teacher empathy has an important influence on adolescents’ positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers’ positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents’ Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents’ Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers’ positive academic emotions, and interpersonal emotion regulation played a mediating role.
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Affiliation(s)
- Shuyin Wang
- Department of Psychology, Educational College, Shanghai Normal University, Shanghai, China
| | - Xu Li
- Department of Psychology, Educational College, Shanghai Normal University, Shanghai, China
| | - Jiamei Lu
- Department of Psychology, Educational College, Shanghai Normal University, Shanghai, China
| | - Meiqi Yu
- Department of Psychology, Educational College, Shanghai Normal University, Shanghai, China
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12
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Adolescents’ Self-Esteem Associated with Solitary, Passive, and Active Leisure Activities. SUSTAINABILITY 2022. [DOI: 10.3390/su14094873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Adolescents enjoy their free time in different ways including solitary, passive, and active leisure activities. The current special circumstance, the COVID-19 pandemic, provides adolescents with more free time that individuals have to spend by themselves. However, there has been little research devoted to their participation in different leisure activities and its effect on adolescent self-esteem. This study examined current adolescents’ self-esteem levels and frequency of participation among solitary, passive, and active leisure activities and how participation in different types of leisure activities affects adolescent self-esteem. A total of 1759 adolescents self-reported 13 self-esteem items and the frequency of different types of leisure activities. The results revealed that 12 items of the self-esteem scale were higher scores than the average among adolescents in this sample. Adolescents spent significantly more time on solitary leisure activity (M = 4.85) than passive (M = 2.54) and active leisure activities (M = 3.51). The results of regression indicated that solitary activities (β = 0.068, p = 0.007) and sport/exercise (β = 0.267, p < 0.001) and hanging with friends (β = 0.113, p < 0.001) of active leisure activities were positively associated with adolescent self-esteem. The findings suggest that parents, teachers, and administrators should recognize and apply appropriate directions or programs to optimize adolescents’ self-esteem by developing suitable leisure activities. It could be helpful to provide other active leisure activities such as socialized clubs or extracurricular physical activities to improve their self-esteem.
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13
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Karababa A. School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ali Karababa
- Department of Educational Sciences, Psychological Counselor and Guidance Usak University Usak Turkey
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14
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Charoensukmongkol P, Phungsoonthorn T. The effect of cultural intelligence of top management on pro-diversity work climate and work attitudes of Myanmar migrant workers in Thailand. EQUALITY, DIVERSITY AND INCLUSION: AN INTERNATIONAL JOURNAL 2022. [DOI: 10.1108/edi-11-2020-0339] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This research examines the effect of cultural intelligence (CQ) of top management on pro-diversity climates and perceived discrimination of the Myanmar migrant workers in Thailand. This research also analyzes the effect of perceived discrimination on job satisfaction and turnover intention of the Myanmar migrant workers.
Design/methodology/approach
The data were collected from 650 Myanmar migrant workers who are employed at two factories in Thailand. Partial least squares structural equation modeling (PLS-SEM) was used as the data analysis method.
Findings
The results significantly support the positive effect of perceived management CQ on pro-diversity climates. Pro-diversity climates are also negatively and significantly associated with perceived discrimination. Moreover, the effect of perceived management CQ on perceived discrimination is fully mediated by pro-diversity climate.
Originality/value
This research clarifies that simply ensuring top management possess CQ may not be a sufficient condition for the company to successfully tackle discrimination in the workplace. Rather, it is crucial for the top management to create an organizational climate that is supportive of the racial diversity of foreign migrant employees.
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The baby and the bathwater: On the need for substantive–methodological synergy in organizational research. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2021.111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
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Caqueo‐Urízar A, Mena‐Chamorro P, Atencio‐Quevedo D, Flores J, Urzúa A. Self‐esteem in adolescents with learning difficulties: A study from the perspective of the students, parents, and teachers. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Patricio Mena‐Chamorro
- Departamento de Psicología, Universidad de la Frontera, Temuco & Centro Justicia Educacional CJE Pontificia Universidad Católica de Chile Santiago de Chile Chile
| | - Diego Atencio‐Quevedo
- Escuela de Psicología y Filosofía, Universidad de Tarapacá & Centro Justicia Educacional CJE Pontificia Universidad Católica de Chile Santiago de Chile Chile
| | - Jerome Flores
- Escuela de Psicología y Filosofía, Universidad de Tarapacá & Centro Justicia Educacional CJE Pontificia Universidad Católica de Chile Santiago de Chile Chile
| | - Alfonso Urzúa
- Escuela de Psicología Universidad Católica del Norte Antofagasta Chile
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Li Z, Yu C, Nie Y. The Association between School Climate and Aggression: A Moderated Mediation Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18168709. [PMID: 34444470 PMCID: PMC8394214 DOI: 10.3390/ijerph18168709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 08/08/2021] [Accepted: 08/15/2021] [Indexed: 11/16/2022]
Abstract
While previous studies have shown evidence of an association between school climate and aggression, few have explored the mechanisms behind this association. As such, this cross-sectional study focused on both the mediating effects of self-control and the moderating effects of the parent-child relationship on the association between school climate and aggression. Data were obtained through an anonymous survey conducted among 1030 Chinese elementary and middle school students (52.72% male, average age = 11.53 years), who responded to items on school climate, aggression, self-control, and the parent-child relationship. First, the results showed that school climate was negatively associated with aggression. Second, a mediation analysis showed that self-control significantly mediated the association between school climate and aggression. Third, a moderated mediation analysis showed that the parent-child relationship significantly moderated the first stage of the indirect path (school climate → self-control). Specifically, this association was notably stronger among children and adolescents with better parent-child relationships. In sum, these findings constitute a valuable reference for both improving self-control and in the context of targeted interventions aimed at preventing aggression in children and adolescents in China.
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Farrell AH, Vaillancourt T. Joint trajectories of adolescent narcissism and self-esteem predict interpersonal features in young adulthood. JOURNAL OF RESEARCH IN PERSONALITY 2021. [DOI: 10.1016/j.jrp.2021.104127] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Dubé C, Olivier E, Morin AJS, Tracey D, Craven RG, Maïano C. Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities. J Autism Dev Disord 2021; 52:2670-2688. [PMID: 34185237 DOI: 10.1007/s10803-021-05117-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/28/2021] [Indexed: 12/01/2022]
Abstract
This study proposes a multi-informant (youth, teachers, and parents) measure of relationship quality with adults for youth with intellectual disabilities (ID). A sample of 395 youth with mild (49.15%) and moderate (50.85%) ID, aged 11-22 (M = 15.82) was recruited in Canada (French-speaking, N = 142), and Australia (English-speaking, N = 253). Results support the reliability, factor validity, discriminant validity (in relation to sex, ID level, country, and comorbidity), convergent validity (depression, anxiety, aggressiveness, and prosocial behaviors), and one-year longitudinal stability of the measure. Youth self-reports provide a complementary perspective on relationship quality with adults relative to teachers' or parents' reports, whereas teachers and parents seem unable to differentiate their own perspective from that of the target youth.
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Affiliation(s)
- Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada
| | - Elizabeth Olivier
- Département de psychopédagogie et d'andragogie, Université de Montréal, Montreal, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
| | - Danielle Tracey
- School of Education, Western Sydney University, Sydney, Australia
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Christophe Maïano
- Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO
- Campus de Saint-Jérôme), Saint-Jérôme, Canada
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Rapa LJ, Bolding CW, Jamil FM. (Re)examining the effects of open classroom climate on the critical consciousness of preadolescent and adolescent youth. APPLIED DEVELOPMENTAL SCIENCE 2020. [DOI: 10.1080/10888691.2020.1861946] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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21
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Perceived school climate and problematic internet use among adolescents: Mediating roles of school belonging and depressive symptoms. Addict Behav 2020; 110:106501. [PMID: 32634681 DOI: 10.1016/j.addbeh.2020.106501] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 05/28/2020] [Accepted: 06/02/2020] [Indexed: 11/20/2022]
Abstract
Prior studies have found that a positive school climate can prevent adolescents from developing problematic Internet use (PIU), yet gaps remain in identifying the proximal mechanisms. Guided by social control theory and the self-medication hypothesis, this study examined the mediating roles of adolescents' sense of school belonging and depressive symptoms in the relationship between perceived school climate (PSC) and adolescent PIU. A total of 2,758 adolescents (Mage = 13.53 years; SD = 1.06) were surveyed from 10 middle schools in southern China. Participants completed a series of questionnaires, including Perceived School Climate Scale, School Belonging Scale, Children's Depression Inventory, and Internet Addiction Diagnostic Questionnaire. We controlled for several covariates, including demographic variables and family functioning, for conservative predictions. Multiple mediation analysis revealed that: (a) PSC was negatively associated with PIU; (b) both school belonging and depressive symptoms mediated the link between PSC and PIU; and (c) a serial indirect pathway (i.e., PSC → school belonging → depressive symptoms → PIU) emerged. These findings were robust across different gender, age, socioeconomic status, and family functioning subgroups. These findings point to potential targets in the prevention and intervention of adolescent PIU.
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Caesens G, Morin AJ, Stinglhamber F. Longitudinal trajectories of perceived organizational support: a growth mixture analysis. JOURNAL OF MANAGERIAL PSYCHOLOGY 2020. [DOI: 10.1108/jmp-01-2020-0027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis research aims to identify trajectories of employees' perceptions of organizational support (POS) over the course of an eight-month period and to document associations between these longitudinal trajectories and several outcomes related to employees' well-being (i.e. job satisfaction), attitudes (i.e. turnover intentions, affective commitment) and behaviors (i.e. voice behaviors).Design/methodology/approachPOS ratings provided each four months by a sample of 747 employees were analyzed using person-centered growth mixture analyses.FindingsResults revealed that longitudinal heterogeneity in POS trajectories was best captured by the identification of four distinct profiles of employees. Two of these profiles followed stable high (67.2%) and low (27.3%) POS trajectories, whereas the remaining profiles were characterized by increasing (2.2%) or decreasing (3.3%) POS trajectories. Our results showed that, by the end of the follow-up period, the most desirable outcome levels were associated, in order, with the increasing, high, low and decreasing trajectories.Practical implicationsThis research has important implications by showing that perceptions of organizational support fluctuate over time for some employees and help better predicting valuable work-related outcomes.Originality/valueThese findings shed a new perspective on organizational support theory by adopting a dynamic perspective, and revealing that changes over time in POS are more potent predictors of valuable work-related outcomes than stable POS levels.
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Fernet C, Morin AJ, Austin S, Gagné M, Litalien D, Lavoie-Tremblay M, Forest J. Self-determination trajectories at work: A growth mixture analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2020.103473] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Baysu G, Hillekens J, Phalet K, Deaux K. How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes. Child Dev 2020; 92:367-387. [PMID: 32786088 DOI: 10.1111/cdev.13417] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study aimed to relate school diversity approaches to continuity and change in teacher-student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.
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Affiliation(s)
| | | | | | - Kay Deaux
- City University of New York and New York University
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Profiles and Transitions of Dual-Factor Mental Health among Chinese Early Adolescents: The Predictive Roles of Perceived Psychological Need Satisfaction and Stress in School. J Youth Adolesc 2020; 49:2090-2108. [DOI: 10.1007/s10964-020-01253-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2019] [Accepted: 05/02/2020] [Indexed: 10/24/2022]
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Hoff EV, Daukantaitė D, Birgerstam P. Self-Evaluation Differences Among Swedish Children and Adolescents Over a 30-Year Period. Front Psychol 2020; 11:802. [PMID: 32411058 PMCID: PMC7198825 DOI: 10.3389/fpsyg.2020.00802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Accepted: 03/31/2020] [Indexed: 12/03/2022] Open
Abstract
International research has found changes in how today’s young people evaluate themselves. The present Swedish research contributes with new findings by distinguishing different patterns of change in self-evaluation in two age groups. The study investigates generational and gender differences in five self-evaluation dimensions in two samples, one from 1983 (N = 3052 10–16-year-old students) and one from 2013 (N = 1303 10–18-year-old students). Three age groups were analyzed. The generational comparison for primary school (ages 10–12) showed higher scores in 2013 than in 1983 for all five self-evaluation dimensions. Interactions between generation and gender were found for psychological well-being, relations to others, school competence evaluations, and the total score, demonstrating, in contrast to international research, a greater increase for girls than for boys. Noteworthy is that girls in primary school had higher scores in 2013. The generational comparison for lower secondary school (ages 13–15) demonstrated higher scores for school competence, relational self-evaluations, and a total higher score in 2013. Interactions between generation and gender were found for total, physical, and psychological well-being evaluation scores, indicating an increase for boys and a decrease for girls in 2013 compared to 1983. The gender comparison for secondary school (ages 16–18, 2013), showed gender differences for physical, psychological well-being, school competence evaluations, and for the total score to the advantage of boys. The study discusses changes in self-evaluation in relation to phenomena such as permissive child-rearing, decreased demands in school, increased self-enhancement behavior through social media, and narrow body ideals in today’s society. The study recommends that interventions directed toward groups with low self-evaluation scores should be considered.
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Affiliation(s)
- Eva V Hoff
- Department of Psychology, Lund University, Lund, Sweden
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Coelho VA, Bear GG, Brás P. A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition. J Youth Adolesc 2020; 49:1793-1804. [PMID: 32356038 DOI: 10.1007/s10964-020-01245-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 04/11/2020] [Indexed: 10/24/2022]
Abstract
Understanding which environmental factors influence the trajectory of self-concept and self-esteem during middle school transition may help schools better support students during this period. This short longitudinal study examined the influence of students' perceptions of school climate upon the trajectory of students' self-concept and self-esteem during middle school transition. Students in 25 classes from four schools (N = 404; Mage = 9.40, SD = 0.67) completed self-report measures of self-concept and self-esteem at four time points: twice before (fourth grade) and twice after middle school transition (fifth grade). The results showed that students with more positive perceptions of school climate in the beginning of fifth grade displayed more positive trajectories in self-concept and self-esteem. Students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes. The findings highlight the importance of school climate in the development of self-concept and self-esteem during middle school transition.
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Affiliation(s)
- Vítor Alexandre Coelho
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal. .,Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, 67, 4369-006, Porto, Portugal.
| | - George G Bear
- School of Education, University of Delaware, Newark, DE, 19716, USA
| | - Patrícia Brás
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal
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Olivier E, Azarnia P, Morin AJS, Houle SA, Dubé C, Tracey D, Maïano C. The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 98:103572. [PMID: 31954946 DOI: 10.1016/j.ridd.2020.103572] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 11/25/2019] [Accepted: 01/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Students with intellectual disabilities (ID) are at increased risk of peer victimization and depressive symptoms. Little is known about the protective and aggravating factors that influence the association between peer victimization and depressive symptoms among students with ID. AIMS This study assesses the moderating role of two facets of teacher-student relationships (TSR)-warmth and conflict-on the association between peer victimization and depressive symptoms. METHODS A sample of 395 students (aged 11-22) with mild and moderate ID was recruited in Canada and Australia. RESULTS Hierarchical multiple regressions indicated that victimization and TSR conflict were both associated with higher levels of depressive symptoms, and that TSR conflict moderated the associations between both TSR warmth and victimization, and depressive symptoms. TSR warmth was related to lower levels of depression only for students who also reported a low level of TSR conflict. Similarly, associations between victimization and depression were weaker among students exposed to more conflictual TSR. CONCLUSIONS Students with ID are at increased risk of developing depressive symptoms when exposed to negative social relationships (i.e., peer victimization or TSR conflict). For these students, the benefits of TSR warmth were far less important than the consequences of conflict.
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Affiliation(s)
- Elizabeth Olivier
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada.
| | - Parin Azarnia
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Simon A Houle
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Danielle Tracey
- School of Education, Western Sydney University, Sydney, Australia
| | - Christophe Maïano
- Département de psychoéducation et de psychologie, Université du Québec en Outaouais, Saint-Jérôme, Canada
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Noordstar JJ, Volman MJM. Self-perceptions in children with probable developmental coordination disorder with and without overweight. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 99:103601. [PMID: 32045831 DOI: 10.1016/j.ridd.2020.103601] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 01/07/2020] [Accepted: 02/01/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Children with probable developmental coordination disorder (pDCD) experience motor problems that negatively influence their self-perceptions and increase the risk to develop overweight due to physical inactivity. Whether overweight in children with pDCD has an additional impact on their self-perceptions is unclear. Insight in this impact would provide vital information for diagnostics and interventions to enhance physical activity in children with pDCD and overweight. AIMS Investigate differences in self-perceptions between children with pDCD and overweight (pDCD-O), children with pDCD without overweight (pDCD-NO), and typically developing children (TD). METHODS AND PROCEDURES A total of 366 children (188 boys/178 girls), aged between 7 and 13 years, participated in this study. Thirteen children were categorized as pDCD-O, 51 children as pDCD-NO, and 302 children as TD. Self-perceptions were assessed with the Self-Perception Profile for Children. OUTCOMES AND RESULTS Children with pDCD-O perceived themselves lower in social acceptance than children with pDCD-NO and TD children. Children with pDCD-NO perceived themselves lower in athletic competence than TD children, but not than children with pDCD-O. No differences were found for perceived physical appearance and global self-esteem. CONCLUSIONS AND IMPLICATIONS Overweight has an additional negative impact on perceived social acceptance in children with pDCD.
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Affiliation(s)
- Johannes J Noordstar
- Bachelor Program Cesar Kinetics Therapy, University of Applied Sciences, Department of Child, Family & Education Studies, Utrecht University, the Netherlands; Department of Child, Family & Education Studies, Utrecht University, the Netherlands.
| | - M J M Volman
- Department of Child, Family & Education Studies, Utrecht University, the Netherlands
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Esnaola I, Sesé A, Antonio-Agirre I, Azpiazu L. The Development of Multiple Self-Concept Dimensions During Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30 Suppl 1:100-114. [PMID: 30156745 DOI: 10.1111/jora.12451] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (Mage = 14.99, SD = 1.81 in Time 1 and Mage = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.
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Engels MC, Colpin H, Wouters S, Van Leeuwen K, Bijttebier P, Van Den Noortgate W, Goossens L, Verschueren K. Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101759] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Schwager S, Wick K, Glaeser A, Schoenherr D, Strauss B, Berger U. Self-Esteem as a Potential Mediator of the Association Between Social Integration, Mental Well-Being, and Physical Well-Being. Psychol Rep 2019; 123:1160-1175. [PMID: 31161961 DOI: 10.1177/0033294119849015] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Previous research points to a significant impact of social integration and self-esteem on well-being. The present study examined whether self-esteem constitutes one pathway from social integration in the classroom to mental and physical well-being of students and accordingly serves as a mediator. Therefore, 163 students (mean age: 12.98 years, age range: 9-17 years, 57.9% male) of three German secondary schools were examined regarding their experience of social integration, self-esteem, and mental as well as physical well-being. Results revealed that self-esteem mediated the effect of social integration on mental and physical well-being. This finding elucidates one pathway from social integration to well-being and points to the importance of improving both self-esteem and social integration for the promotion of well-being among adolescents.
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Affiliation(s)
- Susanne Schwager
- Institute of Psychosocial Medicine and Psychotherapy, Jena University Hospital of the Friedrich-Schiller-University Jena, Germa
| | - Katharina Wick
- SRH Gera, University of Applied Health Sciences Gera, Germany
| | - Anni Glaeser
- Institute of Psychosocial Medicine and Psychotherapy, Jena University Hospital of the Friedrich-Schiller-University Jena, Germany
| | - Désirée Schoenherr
- Institute of Psychosocial Medicine and Psychotherapy, Jena University Hospital of the Friedrich-Schiller-University Jena, Germany
| | - Bernhard Strauss
- Institute of Psychosocial Medicine and Psychotherapy, Jena University Hospital of the Friedrich-Schiller-University Jena, Germany
| | - Uwe Berger
- Institute of Psychosocial Medicine and Psychotherapy, Jena University Hospital of the Friedrich-Schiller-University Jena, Germany
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Gillet N, Morin AJ, Huart I, Odry D, Chevalier S, Coillot H, Fouquereau E. Self-determination trajectories during police officers' vocational training program: A growth mixture analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2018.09.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Magro SW, Utesch T, Dreiskämper D, Wagner J. Self-esteem development in middle childhood: Support for sociometer theory. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2018. [DOI: 10.1177/0165025418802462] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age MT1 = 7.99, SDT1 = 0.52 years; 52% male) in the Netherlands and Germany over three years. Multilevel models revealed that mean-level trends in self-esteem were stable across time among all demographic groups, but that males and students in the Netherlands consistently had higher self-esteem than females and students in Germany. Further analyses examining the role of social support in self-esteem development demonstrated that individuals with better peer and family social support tended to have higher levels of self-esteem and that within-person changes in social support were directly related to changes in self-esteem level, providing support for sociometer theory. These findings suggest that demographic factors as well as social support are important predictors of self-esteem as early as middle childhood.
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Affiliation(s)
- Sophia W. Magro
- Institute of Child Development, University of Minnesota, Minneapolis, USA
- Leibniz Institute for Science Education, Kiel, Germany
| | | | | | - Jenny Wagner
- Leibniz Institute for Science Education, Kiel, Germany
- University of Hamburg, Hamburg, Germany
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Leung CY, Leung GM, Schooling CM. Behavioral problem trajectories and self-esteem changes in relation with adolescent depressive symptoms: a longitudinal study. Soc Psychiatry Psychiatr Epidemiol 2018; 53:673-684. [PMID: 29619579 DOI: 10.1007/s00127-018-1508-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/17/2017] [Accepted: 03/28/2018] [Indexed: 11/28/2022]
Abstract
PURPOSE Prospectively childhood behavioral problems and low self-esteem are associated with depression. However, these mental health changes over time have never been examined. This study assessed the association of childhood behavioral trajectories and self-esteem changes over time with adolescent depressive symptoms. METHODS Parent-reported Rutter behavioral assessments and self-reported Culture-Free Self-Esteem Inventories (SEI) were obtained via record linkage from the Student Health Service, Department of Health (Hong Kong), and the Patient Health Questionnaire-9 (PHQ-9) depressive symptom scores were obtained via active follow-up of the Hong Kong's Children of 1997" Chinese birth cohort. Partitional clustering was used to generate homogenous trajectories between ~ 7 and ~ 11 years for Rutter scores. Changes in low self-esteem between ~ 10 and ~ 12 years were obtained from the SEI. Multiple linear regression was used to estimate their associations with depressive symptom scores at ~ 13 years. RESULTS Four trajectories/groups (stable low, declining, rising, and stable high) of Rutter score and self-esteem groups were created. The stable low behavioral trajectory was associated with the fewest depressive symptoms while the stable high trajectory had 1.23 more depressive symptoms [95% confidence interval (CI) 0.84 to 1.61] than the stable low trajectory. Consistently low self-esteem (stable low) was associated with 2.96 more depressive symptoms (95% CI 2.35-3.57) compared to consistently high self-esteem (stable high). CONCLUSIONS Sustained or worsening childhood behavioral problems and low self-esteem were precursors of adolescent depressive symptoms, and as such could be an early indicator of the need for intervention.
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Affiliation(s)
- Cherry Y Leung
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 1/F, 7 Sassoon Road, Pokfulam, Hong Kong, SAR, People's Republic of China.,Community Health Systems, School of Nursing, UCSF, San Francisco, CA, USA
| | - Gabriel M Leung
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 1/F, 7 Sassoon Road, Pokfulam, Hong Kong, SAR, People's Republic of China
| | - C Mary Schooling
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 1/F, 7 Sassoon Road, Pokfulam, Hong Kong, SAR, People's Republic of China. .,CUNY School of Public Health and Health Policy, New York, USA.
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36
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Heggeseth BC, Jewell NP. How Gaussian mixture models might miss detecting factors that impact growth patterns. Ann Appl Stat 2018. [DOI: 10.1214/17-aoas1066] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Morin AJS, Arens AK, Tracey D, Parker PD, Ciarrochi J, Craven RG, Maïano C. Self-Esteem Trajectories and Their Social Determinants in Adolescents With Different Levels of Cognitive Ability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:539-560. [PMID: 29115873 DOI: 10.1352/1944-7558-122.6.539] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examines the development of self-esteem in a sample of 138 Australian adolescents (90 males; 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556 Australian adolescents (312 males; 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grade 7 to 12). The findings showed that adolescents with L-CA and A/H-CA experience similar high and stable self-esteem trajectories that present similar relations with key predictors (sex, school usefulness and dislike, parenting, and peer integration). Both groups revealed substantial gender differences showing higher levels of self-esteem for adolescent males remaining relatively stable over time, compared to lower levels among adolescent females which decreased until midadolescence before increasing back.
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Affiliation(s)
- Alexandre J S Morin
- Alexandre J. S. Morin, Substantive-Methodological Synergy Research Laboratory Department of Psychology, Concordia University, Montreal, Canada
| | - A Katrin Arens
- A. Katrin Arens, German Institute for International Educational Research, Frankfurt, Germany
| | - Danielle Tracey
- Danielle Tracey, Western Sydney University, Sydney, Australia
| | - Philip D Parker
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Joseph Ciarrochi
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Rhonda G Craven
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Christophe Maïano
- Christophe Maïano, Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Saint-Jérôme, Canada
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Wagner J, Lüdtke O, Robitzsch A, Göllner R, Trautwein U. Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors. J Pers 2017; 86:481-497. [PMID: 28555752 DOI: 10.1111/jopy.12330] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2016] [Revised: 05/09/2017] [Accepted: 05/23/2017] [Indexed: 11/26/2022]
Abstract
OBJECTIVE When considering that social inclusion is a basic human need, it makes sense that self-esteem is fueled by social feedback and the sense of being liked by others. This is particularly true with respect to early adolescence, when peers become increasingly important. In the current article, we tested which components of social inclusion are particularly beneficial for the development of self-esteem by differentiating between intrapersonal components (i.e., self-perceptions of social inclusion) and interpersonal components (i.e., perceiver and target effects of liking). METHOD Using longitudinal data from 2,281 fifth graders and 1,766 eighth graders (TRAIN; Jonkmann et al., 2013), we tested mean-level self-esteem development and the role of intrapersonal components in this development. Using classroom round-robin data on liking from subsamples of 846 (689) fifth-(eighth-)grade students nested in 46 (39) classes, we tested effects of interpersonal relationship components on self-esteem development in the classroom context. RESULTS The three major findings demonstrated, first, no consistent trends in mean levels of self-esteem in early to middle adolescence; second, constant positive effects of intrapersonal components between students and within students across time; and third, no stable effects of interpersonal components. CONCLUSIONS The discussion highlights the role of intrapersonal components and the methodological challenges of our study.
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Affiliation(s)
- Jenny Wagner
- Leibniz Institute for Science and Mathematics Education, Kiel, Germany.,Humboldt-University, Berlin, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Kiel, Germany.,Centre for International Student Assessment (ZIB), Germany
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Performance of growth mixture models in the presence of time-varying covariates. Behav Res Methods 2016; 49:1951-1965. [DOI: 10.3758/s13428-016-0823-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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40
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Li D, Zhou Y, Li X, Zhou Z. Perceived school climate and adolescent Internet addiction: The mediating role of deviant peer affiliation and the moderating role of effortful control. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2016.02.015] [Citation(s) in RCA: 50] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Mund M, Neyer FJ. Rising High or Falling Deep? Pathways of Self–Esteem in a Representative German Sample. EUROPEAN JOURNAL OF PERSONALITY 2016. [DOI: 10.1002/per.2063] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
In many longitudinal studies, self–esteem has been shown to increase up until around age 50 or 60 and to decrease thereafter. These studies have also found substantial inter–individual differences in the intra–individual development of self–esteem. In the current study, we examined whether this variation in change could be attributed to underlying latent classes of individuals following different trajectories of self–esteem development over time. By applying general growth mixture modelling to data from the representative German pairfam study (N = 12 377), four latent classes of self–esteem development across five years were extracted. Based on their mean levels, trajectories, and variability, individuals in the latent classes could be described as having (a) constant and stable high self–esteem (29.00% of the sample), (b) constant but variable moderate self–esteem (31.69%), (c) increasing and stabilizing self–esteem (15.13%), and (d) decreasing and variable self–esteem (24.18%). Furthermore, these latent classes differed in accordance with findings of prior research on self–rated, partner–rated, and objective correlates of the domains of health and well–being, partner relationships, and occupational status. Thus, the current study shows that inter–individual variation in intra–individual change in self–esteem is not random but reflects specific individual trajectories, or pathways, of self–esteem. Copyright © 2016 European Association of Personality Psychology
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Affiliation(s)
- Marcus Mund
- Institut für Psychologie, Friedrich-Schiller-Universität Jena, Germany
| | - Franz J. Neyer
- Institut für Psychologie, Friedrich-Schiller-Universität Jena, Germany
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Coelho VA, Marchante M, Jimerson SR. Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem. J Youth Adolesc 2016; 46:558-569. [DOI: 10.1007/s10964-016-0510-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2016] [Accepted: 05/20/2016] [Indexed: 10/21/2022]
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Schachner MK, Noack P, Van de Vijver FJR, Eckstein K. Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism. Child Dev 2016; 87:1175-91. [DOI: 10.1111/cdev.12536] [Citation(s) in RCA: 88] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Lanza ST. Latent Class Analysis for Developmental Research. CHILD DEVELOPMENT PERSPECTIVES 2016. [PMID: 31844424 DOI: 10.llll/cdep.12163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
In this article, we consider the broad applicability of latent class analysis (LCA) and related approaches to advance research on child development. First, we describe the role of person-centered methods such as LCA in developmental research, and review prior applications of LCA to the study of development and related areas of research. Then we present practical considerations when applying LCA in developmental research, including model selection and statistical power. Finally, we introduce several recent methodological innovations in LCA, including causal inference in LCA, predicting a distal outcome from latent class membership, and latent class moderation (in which LCA quantifies multidimensional moderators of effects in observational and experimental studies), and we discuss their potential to advance developmental science. We conclude with suggestions for ongoing developmental research using LCA.
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Affiliation(s)
- Stephanie T Lanza
- The Pennsylvania State University, Brittany Rhoades Cooper, Washington State University
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Li D, Bao Z, Li X, Wang Y. Perceived School Climate and Chinese Adolescents' Suicidal Ideation and Suicide Attempts: The Mediating Role of Sleep Quality. THE JOURNAL OF SCHOOL HEALTH 2016; 86:75-83. [PMID: 26762818 DOI: 10.1111/josh.12354] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2014] [Revised: 04/26/2015] [Accepted: 09/23/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND School factors play important roles in adolescent suicide. However, little is known about how school climate is associated with adolescent suicide. This study examined the relationship between perceived school climate and adolescent suicidal ideation and suicide attempts, and whether these relations were explained by adolescent sleep quality. METHODS A total of 1529 Chinese adolescents (mean age = 14.74 years; 52% boys) participated in the study. They provided self-report data on control variables, perceived school climate, sleep quality, suicidal ideation, and suicide attempts. RESULTS After controlling for sex, age, family structure, socioeconomic status, and parent-adolescent attachment, we found that perceived school climate negatively predicted adolescent suicidal ideation (odds ratio [OR] = 0.66, p < .001) and suicide attempts (OR = 0.72, p < .001). Moreover, perceived school climate positively predicated adolescent sleep quality (β = 0.13, p < .001), which in turn, negatively predicted adolescent suicidal ideation (OR = 0.75, p < .001) and suicide attempts (OR = 0.76, p < .001). CONCLUSION These findings, although cross-sectional, indicate that perceived school climate plays an important role in adolescent suicidality. Moreover, the relation between perceived school climate and adolescent suicidality was largely mediated by adolescent sleep quality.
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Affiliation(s)
- Dongping Li
- School of Psychology, Central China Normal University, China.
| | - Zhenzhou Bao
- School of Psychology, South China Normal University, China.
| | - Xian Li
- Department of Educational and Counseling Psychology, University at Albany, SUNY, Albany, NY.
| | - Yanhui Wang
- School of Education Science, Jiaying University, China.
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Abstract
In this article, we consider the broad applicability of latent class analysis (LCA) and related approaches to advance research on child development. First, we describe the role of person-centered methods such as LCA in developmental research, and review prior applications of LCA to the study of development and related areas of research. Then we present practical considerations when applying LCA in developmental research, including model selection and statistical power. Finally, we introduce several recent methodological innovations in LCA, including causal inference in LCA, predicting a distal outcome from latent class membership, and latent class moderation (in which LCA quantifies multidimensional moderators of effects in observational and experimental studies), and we discuss their potential to advance developmental science. We conclude with suggestions for ongoing developmental research using LCA.
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Affiliation(s)
- Stephanie T Lanza
- The Pennsylvania State University, Brittany Rhoades Cooper, Washington State University
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47
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Marceau K, Ram N, Susman E. Development and Lability in the Parent-Child Relationship During Adolescence: Associations With Pubertal Timing and Tempo. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2015; 25:474-489. [PMID: 26321856 PMCID: PMC4550307 DOI: 10.1111/jora.12139] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Adolescents' and parents' reactions to pubertal development are hypothesized to contribute to changes in family dynamics. Using 7-year longitudinal data from the NICHD-SECCYD (488 boys, 475 girls) we examined relations between pubertal development (timing, tempo) and trajectories (developmental change and year-to-year lability) of parent-child conflict and closeness from age 8.5 to 15.5 years. Changes were mostly characterized by year-to-year fluctuations - lability. Parent-child conflict increased and closeness decreased some with age. Pubertal timing and tempo were more consistently associated with lability in parent-child relationships than with long-term trends, although faster tempo was associated with steeper decreases in parent-child closeness. Findings provide a platform for examining how puberty contributes to both long-term and transient changes in adolescents' relationships and adjustment.
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Taku K, McDiarmid L. Personally important posttraumatic growth in adolescents: The effect on self-esteem beyond commonly defined posttraumatic growth. J Adolesc 2015; 44:224-31. [PMID: 26302333 DOI: 10.1016/j.adolescence.2015.08.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2015] [Revised: 08/02/2015] [Accepted: 08/03/2015] [Indexed: 11/28/2022]
Abstract
Research on posttraumatic growth (PTG), positive psychological changes that may occur as a result of highly stressful life events, reveals adolescents are able to experience PTG. The current study tests individual differences among adolescents in relative importance of PTG and examines the relationships among personally important PTG, commonly defined PTG, and self-esteem. Adolescents (N = 145) with the mean age of 15.75 (SD = 1.13) completed the Rosenberg Self-Esteem Scale and PTG Inventory, and then reported which items on the PTG Inventory were personally important to them. Results indicated within-scale differences in item importance on the PTG Inventory. Personally important PTG was a better predictor of adolescent self-esteem than commonly defined PTG, measured as total PTGI score or each of the five factors. These findings suggest future research should look at both short-term and long-term effects of personally important PTG as well as commonly defined PTG.
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Affiliation(s)
- Kanako Taku
- Department of Psychology, Oakland University, MI, USA.
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Wagner J, Hoppmann C, Ram N, Gerstorf D. Self-esteem is relatively stable late in life: the role of resources in the health, self-regulation, and social domains. Dev Psychol 2015; 51:136-49. [PMID: 25546600 PMCID: PMC4397980 DOI: 10.1037/a0038338] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
A large body of research has documented changes in self-esteem across adulthood and individual-difference correlates thereof. However, little is known about whether people maintain their self-esteem until the end of life and what role key risk factors in the health, cognitive, self-regulatory, and social domains play. To examine these questions, we apply growth modeling to 13-year longitudinal data obtained from by now deceased participants of the Berlin Aging Study (N = 462; age 70-103, M = 86.3 years, SD = 8.3; 51% male). Results revealed that self-esteem, on average, does decline in very old age and close to death, but the amount of typical decline is minor. Health-related constraints and disabilities as well as lower control beliefs and higher loneliness were each associated with lower self-esteem late in life. We obtained initial evidence that some of these associations were stronger among the oldest-old participants. Our results corroborate and extend initial reports that self-esteem is, on average, fairly stable into the last years of life. We discuss possible pathways by which common and often severe late-life challenges may undermine an otherwise relatively robust self-esteem system.
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Affiliation(s)
- Jenny Wagner
- Leibnitz Institute for Science Education, Kiel, Germany
- Humboldt-University, Berlin, Germany
| | | | | | - Denis Gerstorf
- Humboldt-University, Berlin, Germany
- German Institute for Economic Research (DIW), Berlin, Germany
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Abstract
In this article, we review new insights gained from recent longitudinal studies examining the development of self-esteem and its influence on important life outcomes. The evidence supports the following three conclusions. First, self-esteem increases from adolescence to middle adulthood, peaks at about age 50 to 60 years, and then decreases at an accelerating pace into old age; moreover, there are no cohort differences in the self-esteem trajectory from adolescence to old age. Second, self-esteem is a relatively stable, but by no means immutable, trait; individuals with relatively high (or low) self-esteem at one stage of life are likely to have relatively high (or low) self-esteem decades later. Third, high self-esteem prospectively predicts success and well-being in life domains such as relationships, work, and health. Given the increasing evidence that self-esteem has important real-world consequences, the topic of self-esteem development is of considerable societal significance.
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