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Bleckmann E, Nestler S, Wagner J. Routes to momentary self-esteem in adolescence: Links with interpersonal perceptions of liking and personality metaperceptions within social interactions. J Pers 2024; 92:1229-1246. [PMID: 37735748 DOI: 10.1111/jopy.12883] [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: 02/24/2023] [Revised: 06/23/2023] [Accepted: 08/19/2023] [Indexed: 09/23/2023]
Abstract
OBJECTIVE This study provides insights into the perceptual processes contributing to positive social experiences and momentary self-esteem in adolescents' initial social interactions. BACKGROUND A person's self-esteem is shaped by their social experiences. However, little is known about which interpersonal perceptions are linked to momentary self-esteem within social interactions. Identifying two key interpersonal perceptions, we examined differential associations between an individual's meta-liking and other-perceptions of liking by interaction partners with momentary self-esteem. Further, we investigated how preceding personality metaperceptions (i.e., meta-accuracy and meta-positivity) extended these sociometer processes. METHOD The current study used round-robin data from N = 296 adolescents participating in a virtual group interaction. Social accuracy modeling was used to estimate meta-accuracy and meta-positivity of personality metaperceptions, and path models were used to test associations with interpersonal perceptions of liking and momentary self-esteem. RESULTS Two main findings emerged: First, meta-liking was consistently related to higher momentary self-esteem, whereas other-perceptions of liking were not. Second, meta-positivity of personality metaperceptions was linked to higher meta-liking and indirectly contributed to higher momentary self-esteem through meta-liking. CONCLUSION These findings highlight the importance of considering different interpersonal perceptions to understand social interaction experiences.
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Affiliation(s)
- Eva Bleckmann
- Department of Psychology, University of Hamburg, Hamburg, Germany
| | - Steffen Nestler
- Department of Psychology, University of Münster, Münster, Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Hamburg, Germany
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2
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Lu H, Li X, Wang Y, Song Y, Liu J. Hippocampus links perceived social support with self-esteem. Soc Neurosci 2023; 18:132-141. [PMID: 37200111 DOI: 10.1080/17470919.2023.2216471] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 04/14/2023] [Accepted: 05/23/2023] [Indexed: 05/20/2023]
Abstract
Self-esteem is an important psychological resource with adaptive values, and numerous investigations have revealed that self-esteem is influenced by perceived social support. However, the potential neural basis linking perceived social support with self-esteem remains unclear. Therefore, we used voxel-based morphometry to explore whether the hippocampus and amygdala function as the neuroanatomical basis linking perceived social support with self-esteem in a cohort of 243 young healthy adults (128 women; mean age 22.64 years, standard deviation 1.01 years). The Social Provisions Scale and Rosenberg Self Esteem Scale were used for the survey. Magnetic resonance imaging was used to measure the gray matter volume of the hippocampus and amygdala. Correlation analysis revealed that those who perceived more social support had higher self-esteem. Notably, mediation analysis showed that hippocampal gray matter volume linked perceived social support with self-esteem. Our study suggests that the hippocampus plays a primary, but not exclusive, role in linking perceived social support with self-esteem, which provides a novel explanation for how perceived social support affects self-esteem from the perspective of cognitive neuroscience.
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Affiliation(s)
- Huanhua Lu
- School of Marxism, China University of Geosciences (Beijing), Beijing, China
| | - Xueting Li
- Department of Psychology, Renmin University of China, Beijing, China
| | - Yinan Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yiying Song
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jia Liu
- Department of Psychology & Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing, China
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3
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Yang P, Zhao S, Li D, Ma Y, Liu J, Chen X, French D. Bullying victimization and depressive symptoms in Chinese adolescents: A moderated mediation model of self-esteem and friendship intimacy. J Affect Disord 2022; 319:48-56. [PMID: 36126786 DOI: 10.1016/j.jad.2022.09.038] [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: 08/07/2022] [Revised: 09/10/2022] [Accepted: 09/15/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND Depression is a major mental disorder and poses a serious threat to public health. Bullying victimization is identified as one of the major risk factors for depression in adolescence. Understanding the mechanism that explain why bullying victimization leads to depression, and identifying protective factors that could alleviate the negative effects of bullying victimization are pivotal to developing effective intervention programs. METHODS A sample of Chinese adolescents in junior high schools (N = 458, 50.58 % girls, M age = 11.63 years at T1) was followed for three years. The data on depression, bullying victimization, self-esteem, and friendship intimacy were collected from adolescents' self-report. RESULTS After controlling related variables, T1 bullying victimization positively predicted T3 depressive symptoms. T2 self-esteem mediated the link between T1 bullying victimization and T3 depressive symptoms when T1 friendship intimacy was low. More specifically, only for youth who reported low friendship intimacy, bullying victimization would lead to a lower level of self-esteem, which in turn, was associated with a higher level of depression. LIMITATIONS The study only considered the roles of self-esteem as the mediator and friendship intimacy as the moderator. All measures were based on self-report. CONCLUSIONS The results highlighted the role of friendship intimacy and self-esteem in the longitudinal relation between bullying victimization and depressive symptoms. The results suggest that intervention programs aiming at reducing victimized adolescents' depressive symptoms should consider the buffering effect of friendship intimacy.
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Affiliation(s)
- Panpan Yang
- Department of Psychology, Shanghai Normal University, Shanghai 200030, PR China
| | - Siman Zhao
- Department of Psychology, University of Dayton, Dayton, OH, USA
| | - Dan Li
- Department of Psychology, Shanghai Normal University, Shanghai 200030, PR China.
| | - Yange Ma
- Department of Psychology, Shanghai Normal University, Shanghai 200030, PR China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai 200333, PR China
| | - Xinyin Chen
- Division of Applied Psychology-Human Development, Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA
| | - Doran French
- Department of Human Development and Family Studies, Purdue University, IN, USA
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4
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Vanwoerden S, Franssens R, Sharp C, De Clercq B. The Development of Criterion A Personality Pathology: The Relevance of Childhood Social Functioning for Young Adult Daily Self-Functioning. Child Psychiatry Hum Dev 2022; 53:1148-1160. [PMID: 34076800 PMCID: PMC8859861 DOI: 10.1007/s10578-021-01187-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/04/2021] [Indexed: 11/24/2022]
Abstract
The DSM-5 alternative model for the diagnosis of personality disorders (AMPD) states that self- and interpersonal (Criterion A) dysfunction is necessary to diagnose a personality disorder, qualified by maladaptive personality trait profiles (Criterion B). This study tested whether childhood maladaptive personality traits predict interpersonal dysfunction during adolescence, which further predicts lower self-functioning in young adulthood. A mixed clinical-community sample of 157 10-year-olds participated for ten years. Social problems and personality traits were rated by parents at age 10 and 12. At age 20, young adults completed 14 daily ratings of self-functioning. Traits of emotional instability and disagreeableness predicted social problems and self-problems. Social problems predicted worse self-functioning in adulthood. An indirect effect of childhood narcissistic traits on higher levels of self-functioning via lower levels of social problems was found. Results are discussed in terms of their contribution to our understanding of the AMPD from a developmental perspective.
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Affiliation(s)
- Salome Vanwoerden
- Department of Psychology, Ghent University, Ghent, Belgium.
- Department of Psychiatry, University of Pittsburgh, 402 Sterling Plaza, 201 N. Craig St., Pittsburgh, PA, 1523, USA.
| | | | - Carla Sharp
- Department of Psychology, University of Houston, Houston, TX, USA
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5
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Bleckmann E, Lüdtke O, Mueller S, Wagner J. The role of interpersonal perceptions of social inclusion and personality in momentary self-esteem and self-esteem reactivity. EUROPEAN JOURNAL OF PERSONALITY 2022. [DOI: 10.1177/08902070221080954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Empirical research has demonstrated that self-esteem is significantly shaped by social interactions and perceptions of social inclusion; however, less is known about individual differences in the reactivity of momentary self-esteem to social inclusion. Zooming into social interactions, we used data from two adolescent samples (overall N > 200) in two different social settings (i.e., a standardized laboratory interaction vs. real-life interactions) to examine the associations between different interpersonal perceptions (i.e., self-, other-, and metaperceptions) of social inclusion and momentary self-esteem. Further, we investigated how these associations are shaped by an individual’s personality (i.e., neuroticism, extraversion, and agreeableness). Multilevel modeling revealed differential associations between interpersonal perceptions and momentary self-esteem, with perceptions formed by the individual (i.e., self- and metaperceptions) more consistently related to momentary self-esteem than perceptions of others. Personality did not emerge as a consistent moderator of these associations but displayed differential effects: Neuroticism dampened self-esteem reactivity in group interactions with unfamiliar interaction partners, but not in dyadic interactions with familiar others. In light of these findings, we discuss the role of the social context and the interaction partner for the dynamic interplay of interpersonal perceptions and the functionality of personality traits.
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Affiliation(s)
- Eva Bleckmann
- Institute of Psychology, University of Hamburg, Hamburg, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany
| | - Swantje Mueller
- Institute of Psychology, University of Hamburg, Hamburg, Germany
| | - Jenny Wagner
- Institute of Psychology, University of Hamburg, Hamburg, Germany
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6
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Israel A, Brandt ND, Spengler M, Göllner R, Lüdtke O, Trautwein U, Wagner J. The longitudinal interplay of personality and school experiences in adolescence. EUROPEAN JOURNAL OF PERSONALITY 2022. [DOI: 10.1177/08902070211062326] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence. However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal interplay between seven school experiences in the three domains of achievement, social relationships, and well-being, and the Big Five personality traits at four measurement points from fifth to eighth grade. By using data from the German TRAIN study ( N = 3,473, MageT1 = 11.1 years, 45% female), we estimated bivariate latent growth curve models and cross-lagged panel models to illustrate this longitudinal interplay. Results demonstrated correlated change between school experiences and personality with differentiated patterns for achievement variables and a general longitudinal interplay with the social relationship and well-being variables. Furthermore, we found cross-lagged effects in both directions, although there were more effects of personality on school experiences. The most consistent predictor of school experiences was conscientiousness, whereas well-being in school in particular was related to personality change 1 year later. We integrate our findings into the current picture of personality development in adolescence and the role of school-related environmental factors.
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Affiliation(s)
- Anne Israel
- Department of Psychology, University of Hamburg, Germany
| | - Naemi D Brandt
- Department of Psychology, University of Hamburg, Germany
| | - Marion Spengler
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Richard Göllner
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Kiel, Germany
- Centre for International Student Assessment (ZIB), Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Germany
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Schoreit E, Kuhn HP. Kann die Schule die Selbstwertentwicklung Jugendlicher positiv beeinflussen? ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1026/0049-8637/a000251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die drei Grundbedürfnisse Autonomie, Kompetenzwahrnehmung und soziale Eingebundenheit wurden wiederholt als mögliche Determinanten eines globalen Selbstwerts untersucht. Doch nur wenige dieser Untersuchungen erfassen explizit eine mehrjährige Selbstwertentwicklung und die Rolle der Schule bei der Erfüllung der Grundbedürfnisse während der Adoleszenz. In der vorliegenden Studie werden die Angaben von 334 Schüler*innen zur Gewährung von Autonomie durch die Lehrkräfte sowie deren Kompetenzrückmeldungen und die soziale Eingebundenheit in der Schulklasse zur Vorhersage der nachfolgenden Selbstwertentwicklung genutzt. Dabei lässt sich zunächst eine tendenziell dichotome Unterscheidung in einen über Jahre stabilen gegenüber einem abnehmenden Selbstwert ermitteln. Von den drei Grundbedürfnissen führt nur ein höheres Ausmaß an Autonomie (5. Schuljahr) zu einer höheren Wahrscheinlichkeit einer stabilen Selbstwertentwicklung vom fünften bis zehnten Schuljahr (6 Messzeitpunkte), und dies bei geschlechtergetrennter Berechnung nur bei den Mädchen. Cross-Lagged-Panel-Modelle bestätigen dieses Ergebnis als einseitigen und ungewöhnlich deutlichen Effekt.
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Affiliation(s)
- Edgar Schoreit
- Institut für Erziehungswissenschaft, Fachbereich Humanwissenschaften, Universität Kassel
| | - Hans Peter Kuhn
- Institut für Erziehungswissenschaft, Fachbereich Humanwissenschaften, Universität Kassel
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8
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Perinelli E, Alessandri G, Cepale G, Fraccaroli F. The sociometer theory at work: Exploring the organizational interpersonal roots of self‐esteem. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2021. [DOI: 10.1111/apps.12312] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Enrico Perinelli
- Department of Psychology and Cognitive Science University of Trento Rovereto Italy
| | | | - Gianluca Cepale
- Department of Psychology Sapienza University of Rome Rome Italy
| | - Franco Fraccaroli
- Department of Psychology and Cognitive Science University of Trento Rovereto Italy
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9
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Liu X, Liu Z, Cheng Q, Xu N, Liu H, Ying W. Effects of meaning in life and individual characteristics on dignity in patients with advanced cancer in China: a cross-sectional study. Support Care Cancer 2021; 29:2319-2326. [PMID: 32914328 DOI: 10.1007/s00520-020-05732-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Accepted: 09/01/2020] [Indexed: 02/05/2023]
Abstract
PURPOSE This study was conducted to evaluate the effects of meaning in life and individual characteristics on dignity in patients with advanced cancer. METHODS One hundred sixty-seven patients with advanced cancer participated in this study. Dignity was assessed with the Patient Dignity Inventory (PDI), meaning in life was assessed with the Meaning in Life Scale (MiLS), and performance status was defined as the Karnofsky Performance Status (KPS). Sociodemographic and clinical variables were also measured. Independent T tests and one-way ANOVA were performed for the PDI scores and sociodemographic and clinical variables. Relationships among the PDI, MiLS, and KPS scores were evaluated with bivariate analyses (Spearman rank correlation). A multiple linear regression analysis was conducted to determine the predictors the of PDI score. RESULTS Patients reported a mean of 4.2 (SD 4.9) problems affecting their sense of dignity; 21.6% reported moderate to severe loss of their sense of dignity. Multivariable regression analyses revealed that a lower MiLS score, younger age, inpatient status, and a lower KPS score predicted the loss of dignity. Stepwise regression showed that 49.8% of dignity-related distress could be explained by the MiLS score, age, inpatient status, and the KPS score. CONCLUSION Self-perceived dignity is significantly negatively associated with meaning in life, age, inpatient status, and performance status. The early recognition of risk factors for the loss of dignity and interventions to enhance meaning in life may prevent the loss of dignity in patients with advanced cancer.
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Affiliation(s)
- Xiaocheng Liu
- Shantou University Medical College, Shantou, People's Republic of China
| | - Zhili Liu
- Nursing Department, The First Affiliated Hospital of Shantou University Medical College, Shantou, 515000, People's Republic of China
| | - Qinqin Cheng
- Pain Management Department, Hunan Cancer Hospital, Changsha, People's Republic of China
| | - Nuo Xu
- Shantou University Medical College, Shantou, People's Republic of China
| | - Hui Liu
- Shantou University Medical College, Shantou, People's Republic of China
| | - Wenjuan Ying
- Nursing Department, The First Affiliated Hospital of Shantou University Medical College, Shantou, 515000, People's Republic of China.
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10
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Israel A, Brandt ND, Grund S, Köller O, Lüdtke O, Wagner J. Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211005636] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although psychosocial functioning and personality are indisputably interrelated in adulthood, much less is known about these associations in early adolescence. Accordingly, the goal of the current study was twofold. First, we investigated associations between adolescents’ personality and three broad indicators of psychosocial functioning: academic achievement, social relationships, and psychosocial adjustment. Second, we tested differential effects by comparing these associations across three different cohorts (Grades 5, 7, and 9) and across two raters of adolescents’ personality: self- and parent reports. Our sample consisted of N = 2667 students and their parents. According to latent regression models, adolescents’ personality traits showed significant associations with all psychosocial functioning variables: Achievement was most consistently associated with emotional stability, openness, and conscientiousness; social relationships were most consistently associated with agreeableness and conscientiousness; and psychosocial adjustment was related to all of the Big Five traits. Most associations did not vary across grades, whereas self-reported extraversion showed lower associations in later grades. Looking at rater-specific effects, we found fewer and usually smaller associations with parent- than with self-rated personality, again with the most significant differences with extraversion. We discuss the consistent interrelatedness between adolescents’ personality and psychosocial functioning but also highlight important exceptions in grade- and rater-specificities.
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Affiliation(s)
- Anne Israel
- Department of Psychology, University of Hamburg, Germany
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Naemi D Brandt
- Department of Psychology, University of Hamburg, Germany
| | - Simon Grund
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Olaf Köller
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Germany
- Center for International Student Assessment (ZIB), Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Germany
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11
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Schmidt A, Dirk J, Neubauer AB, Schmiedek F. Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1177/0890207020962328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Sociometer theory proposes that a person’s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children’s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children’s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9–12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2–3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children’s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
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Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Andreas B Neubauer
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
- Department of Educational Psychology, Goethe-University, Frankfurt am Main, Germany
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12
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Talaifar S, Buhrmester MD, Ayduk Ö, Swann WB. Asymmetries in Mutual Understanding: People With Low Status, Power, and Self-Esteem Understand Better Than They Are Understood. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2020; 16:338-357. [PMID: 33074793 DOI: 10.1177/1745691620958003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
All too often, people who develop exceptionally astute insights into others remain mysterious to these others. Evidence for such asymmetric understanding comes from several independent domains. Striking asymmetries occur among those who differ in status and power, such that individuals with low status and power understand more than they are understood. We show that this effect extends to people who merely perceive that they have low status: individuals with low self-esteem. Whereas people with low self-esteem display insight into people with high self-esteem, people with high self-esteem fail to reciprocate. Conceptual analysis suggests that asymmetries in mutual understanding may be reduced by addressing deficits in information and motivation among perceivers. Nevertheless, several interventions have been unsuccessful, indicating that the path to symmetric understanding is a steep and thorny one. Further research is needed to develop strategies for fostering understanding of those who are most misunderstood: people with low self-esteem, low status, and low power.
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Affiliation(s)
| | | | - Özlem Ayduk
- Department of Psychology, University of California, Berkeley
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13
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Tam MJ, Brown CS. Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality. SEX ROLES 2020. [DOI: 10.1007/s11199-020-01126-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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14
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Zhu X, Tian L, Huebner ES. Trajectories of Suicidal Ideation from Middle Childhood to Early Adolescence: Risk and Protective Factors. J Youth Adolesc 2019; 48:1818-1834. [PMID: 31346925 DOI: 10.1007/s10964-019-01087-y] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2019] [Accepted: 07/15/2019] [Indexed: 12/13/2022]
Abstract
Suicidal ideation is considered to be the first step on the pathway to suicide. Despite the fact that suicidal ideation is surprisingly prevalent among preadolescent children in China and elsewhere, and despite its possible increase during the transition into adolescence, its developmental patterns and predictors during this period are unclear, thus precluding a meaningful understanding of its determinants and possible trajectories. Thus, this study aimed to identify suicidal ideation trajectories and multisystemic predictors covering the transition from middle childhood to early adolescence. A total of 715 Chinese elementary school students (Mage = 8.95, SD = 0.71; 54.5% was male) participated in assessments at six time points, using six-month assessment intervals. Growth mixture modeling analyses extracted three distinct trajectories of suicidal ideation: "low-stable" (86.4%), "moderate-increasing" (7.1%) and "high-start" (6.5%). Multivariate logistic regression analyses revealed that social anxiety and academic anxiety served as risk factors for the adverse developmental trajectories of suicidal ideation; whereas self-esteem, life satisfaction, and academic achievement served as protective factors for the positive developmental trajectory of suicidal ideation. The identification of three subgroups with unique predictors highlights the importance of individual difference considerations in understanding the progression of suicidal ideation in childhood and adolescence and the need for specific programs tailored to the unique characteristics of the relevant trajectories. Furthermore, given that suicidal ideation may start in a proportion of middle childhood youths and continue into adolescence, the middle childhood period should provide an important window of opportunity for large-scale screening and prevention of the escalation of suicidality in adolescence.
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Affiliation(s)
- Xinxin Zhu
- School of Psychology, South China Normal University, Guangzhou, 510631, People's Republic of China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, 510631, People's Republic of China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, People's Republic of China
| | - Lili Tian
- School of Psychology, South China Normal University, Guangzhou, 510631, People's Republic of China.
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, 510631, People's Republic of China.
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, People's Republic of China.
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC, USA
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15
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Israel A, Lüdtke O, Wagner J. The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.03.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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16
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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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Lüdtke O, Robitzsch A, Trautwein U. Integrating Covariates into Social Relations Models: A Plausible Values Approach for Handling Measurement Error in Perceiver and Target Effects. MULTIVARIATE BEHAVIORAL RESEARCH 2018; 53:102-124. [PMID: 29304292 DOI: 10.1080/00273171.2017.1406793] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The Social Relations Model (SRM) is a conceptual and analytical approach to examining dyadic behaviors and interpersonal perceptions within groups. In an SRM, the perceiver effect describes a person's tendency to perceive other group members in a certain way, whereas the target effect measures the tendency to be perceived by others in certain ways. In SRM research, it is often of interest to relate these individual SRM effects to covariates. However, the estimated individual SRM effects might not provide a very reliable measure of the true, unobserved SRM effects, resulting in distorted estimates of associations with other variables. This article introduces a plausible values approach that allows users to correct for measurement error when assessing the association of individual SRM effects with other individual difference variables. In the plausible values approach, the latent, true individual SRM effects are treated as missing values and are imputed from an imputation model by applying Bayesian estimation techniques. In a simulation study, the statistical properties of the plausible values approach are compared with two approaches that have been used in previous research. A data example from educational psychology is presented to illustrate how the plausible values approach can be implemented with the software WinBUGS.
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Affiliation(s)
- Oliver Lüdtke
- a Leibniz Institute for Science and Mathematics Education , Kiel , Germany
- b Centre for International Student Assessment , Germany
| | - Alexander Robitzsch
- a Leibniz Institute for Science and Mathematics Education , Kiel , Germany
- b Centre for International Student Assessment , Germany
| | - Ulrich Trautwein
- c Hector Research Institute of Education Sciences and Psychology , University of Tübingen , Germany
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