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Liu P, Tan JXY. ERP correlates of self-referential processing moderate the association between pubertal status and disordered eating in preadolescence. Psychophysiology 2024; 61:e14534. [PMID: 38342692 DOI: 10.1111/psyp.14534] [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: 06/23/2023] [Revised: 12/05/2023] [Accepted: 01/22/2024] [Indexed: 02/13/2024]
Abstract
Preadolescence is a critical period for the onset of puberty and eating-related psychopathology. More advanced pubertal status is associated with elevated eating pathology. However, it was unclear whether this association was moderated by self-referential processing, an important, modifiable cognitive risk for various forms of psychopathology, including eating problems. Further, no study has examined the neural correlates of self-referential processing in relation to eating pathology. To address these gaps, we examined how the association between pubertal status and disordered eating was moderated by self-referential processing in a community sample of 115 nine-to-12-year-old preadolescents (66 girls; mean age/SD = 10.98/1.18 years; 87.5% White). Youths reported their pubertal status and disordered eating behaviors and completed an ERP version of the Self-Referent Encoding Task (SRET) to assess self-referential processing. A Principal Component Analysis of the ERP data identified an anterior late positive potential (LPP) in both the positive and negative SRET conditions. The LPP in the positive condition moderated the positive association between pubertal status and disordered eating behaviors, such that this association was significant for youths with a smaller LPP toward positive self-referential cues, but non-significant for those showing a larger LPP toward positive self-referential cues. These results suggest that a deeper processing of positive self-referential information, indicated by a potentiated LPP, may weaken the negative impact of pubertal status on disordered eating. Our findings also suggest that enhancing positive self-referential processing may be a useful tool in preventing the development of eating pathology in preadolescents, especially for those with more advanced pubertal status.
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Affiliation(s)
- Pan Liu
- Department of Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Jaron X Y Tan
- Department of Psychology, Center for Visual and Cognitive Neuroscience, North Dakota State University, Fargo, North Dakota, USA
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2
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Zhu X, Chu CKM, Wu X, Shek DTL. Validation of a Chinese Positive Youth Development Scale: Dimensionality and factorial invariance. PLoS One 2024; 19:e0303531. [PMID: 38820298 PMCID: PMC11142590 DOI: 10.1371/journal.pone.0303531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Accepted: 04/26/2024] [Indexed: 06/02/2024] Open
Abstract
For a multi-dimensional measure of positive youth development (PYD), its factor structure should be invariant across groups and over time. This study examined the factorial validity of the 44-item short form of the "Chinese Positive Youth Development Scale" (CPYDS-SF) that assesses 15 dimensions of PYD attributes. Using two waves of longitudinal data with a one-year interval in between, this study examined the factor structure of the scale and whether the structure is invariant between gender groups and across time. The data were collected from 3,328 adolescents at Wave 1 and 3,638 adolescents at Wave 2, with a matched sample of 2,905 adolescents (mean age = 12.57 ± 0.72 at Wave 1; 49.54% girls). Confirmatory factor analysis revealed that the 15-factor structure fitted the data well. The findings of invariance tests further supported this structure's invariance across gender and time, indicating a stable factor structure of CPYDS-SF among Chinese adolescents. These findings suggest that CPYDS-SF can be used to examine gender differences and the longitudinal development of PYD qualities among Chinese adolescents.
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Affiliation(s)
- Xiaoqin Zhu
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PR China
| | - Carman K M Chu
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PR China
| | - Xue Wu
- Office of Undergraduate Studies, The Hong Kong Polytechnic University, Hong Kong, PR China
| | - Daniel T L Shek
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PR China
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3
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Hu Y, Yang Y, He Z, Wang D, Xu F, Zhu X, Wang K. Self-concept mediates the relationships between childhood traumatic experiences and adolescent depression in both clinical and community samples. BMC Psychiatry 2024; 24:224. [PMID: 38532347 DOI: 10.1186/s12888-024-05671-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 03/11/2024] [Indexed: 03/28/2024] Open
Abstract
BACKGROUND Childhood trauma is a pivotal risk factor for adolescent depression. While the association between childhood trauma and depression is well-established, the mediating role of self-concept has not been acknowledged. Specifically, limited attention has been paid to how childhood maltreatment impacts adolescent depression through physical and social self-concept, both in clinical and community samples. This study aims to investigate how distinct and cumulative childhood trauma affects adolescent depression, as well as the potential mediating role of self-concept in their relationships. METHODS We recruited 227 depressed adolescents (dataset 1, 45 males, age = 15.34 ± 1.96) and 574 community adolescents (dataset 2, 107 males, age = 16.79 ± 0.65). Each participant was assessed on five subtypes of childhood trauma severity, cumulative trauma index, physical and social self-concept, and depression. Mediation models were tested separately in the clinical and community samples. RESULTS Clinically depressed adolescents experienced a higher level of trauma severity, a greater number of trauma subtypes, and had lower levels of physical and social self-concept compared to community adolescents. Analyses on childhood trauma severity and cumulative trauma index jointly indicated that physical and social self-concept played mediation roles in the relationships between childhood trauma experiences and depression. Moreover, the mediating effects of self-concept were stronger in depressed adolescents when compared to community samples. CONCLUSIONS Our findings suggest that physical and social self-concept play mediating roles in the pathway linking childhood trauma and adolescent depression, particularly in clinically depressed individuals.
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Affiliation(s)
- Yufei Hu
- School of Psychology, Shandong Normal University, 250358, Jinan, China
| | - Ying Yang
- Shandong Mental Health Center, 250014, Jinan, China
- Department of Psychiatry, School of Clinical Medicine, Cheeloo College of Medicine, Shandong University, 250012, Jinan, China
| | - Zhengna He
- School of Psychology, Shandong Normal University, 250358, Jinan, China
| | - Duanwei Wang
- Shandong Mental Health Center, 250014, Jinan, China
| | - Feiyu Xu
- Shandong Mental Health Center, 250014, Jinan, China
| | - Xingxing Zhu
- School of Health and Wellbeing, University of Glasgow, G12 8TB, Glasgow, UK.
| | - Kangcheng Wang
- School of Psychology, Shandong Normal University, 250358, Jinan, China.
- Shandong Mental Health Center, 250014, Jinan, China.
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Bahar OS, Byansi W, Nartey PB, Ibrahim A, Boateng A, Kumbelim K, Nabunya P, McKay MM, Ssewamala FM. Self-esteem and self-concept as correlates of life satisfaction and attitudes toward school among Ghanaian girls. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:185-191. [PMID: 38205871 PMCID: PMC11114458 DOI: 10.1111/jora.12910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 12/18/2023] [Accepted: 12/31/2023] [Indexed: 01/12/2024]
Abstract
During adolescence, youth experience several physical, psychosocial, and cognitive changes. Self-esteem and self-concept are identified as protective factors for adolescents in high-income countries, but studies are limited in sub-Saharan Africa. We examined the associations of self-esteem and self-concept with life satisfaction and attitudes toward school using baseline data from 97 Ghanaian adolescent girls at risk of school dropout. Ordinary Least Squares regression models were fitted to examine the association between self-esteem and self-concept on school attitudes and life satisfaction. Self-esteem was positively associated with life satisfaction. Self-concept was associated with more positive attitudes toward school. Hence, self-esteem and self-concept may be critical protective factors in promoting adolescent girls' life satisfaction and positive attitudes toward school.
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Affiliation(s)
- Ozge Sensoy Bahar
- Brown School, Washington University in St. Louis, St. Louis, Missouri, USA
| | - William Byansi
- Boston College, School of Social Work, Chestnut Hill, Massachusetts, USA
| | | | | | - Alice Boateng
- Department of Social Work, University of Ghana, Accra, Ghana
| | | | - Proscovia Nabunya
- Brown School, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Mary M. McKay
- Vice Provost Office, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Fred M. Ssewamala
- Brown School, Washington University in St. Louis, St. Louis, Missouri, USA
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5
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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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6
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Factor Structure of the AUDIM-M Dimensional Self-Concept Questionnaire in Mexican Adolescents. CHILDREN 2022; 9:children9010060. [PMID: 35053685 PMCID: PMC8773946 DOI: 10.3390/children9010060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 11/25/2021] [Accepted: 12/21/2021] [Indexed: 11/17/2022]
Abstract
Self-concept is one of the most relevant variables in the field of personality, and a negative self-perception can pose a risk to the adolescent’s development. The present study aimed to analyze the psychometric properties proposed by Aguirre and collaborators for the dimensional self-concept questionnaire (AUDIM-M). The total sample was 560 adolescents from the city of Chihuahua, Chihuahua, with a mean age of 12.96 ± 0.88 years. The factor structure of the questionnaire was analyzed using confirmatory factor analysis. The analyses show that a four-factor structure is viable and adequate (GFI 0.964; RMSEA 0.057; CFI 0.950). The four-factor structure (personal self-concept, physical self-concept, social self-concept, and academic self-concept), according to statistical and substantive criteria, shows adequate indicators of reliability and validity adjustment. The model obtained coincides with that proposed by Aguirre et al. Improving adolescents’ self-concept undoubtedly contributes to their quality of life, hence the need for valid and reliable instruments for its measurement; this study could be a first approach for future research.
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7
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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence? CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02480-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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8
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Sticca F, Wustmann Seiler C, Gasser-Haas O. Familial Risk Factors and Emotional Problems in Early Childhood: The Promotive and Protective Role of Children's Self-Efficacy and Self-Concept. Front Psychol 2020; 11:547368. [PMID: 33329179 PMCID: PMC7732522 DOI: 10.3389/fpsyg.2020.547368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Accepted: 10/22/2020] [Indexed: 12/04/2022] Open
Abstract
The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers took part in the present study. Fourteen familial risk factors were assessed at T1 using an interview and a questionnaire that were administered to children’s primary caregivers. These 14 familial risk factors were used to compute a familial risk factors score. Primary caregivers also reported on their children’s emotional problems at T2 and T3 and on their children’s general self-efficacy at T2. Children reported on their positive self-concept at T2. Results showed that early familial risk factors were positively associated with emotional problems in the short and long term, although the long-term effect was small and non-significant. Further, the pattern of effect sizes of both promotive and protective effects of general self-efficacy as well as positive self-concept was found to be consistent in the short term. However, in the long term, no consistent support for either the promotive or the protective role of general self-efficacy or positive self-concept was found. These results suggest that general self-efficacy and positive self-concept might contribute to promote mental health and to protect from undesired effects of familial risk factors in the short term. Possible reasons for a lack of long-term effects are discussed along with practical implications.
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Affiliation(s)
- Fabio Sticca
- Marie Meierhofer Children's Institute, Associated Institute of the University of Zurich, Zurich, Switzerland
| | - Corina Wustmann Seiler
- Marie Meierhofer Children's Institute, Associated Institute of the University of Zurich, Zurich, Switzerland.,Department of Pre-Primary and Lower Primary Level, Zurich University of Teacher Education, Zurich, Switzerland
| | - Olivia Gasser-Haas
- Marie Meierhofer Children's Institute, Associated Institute of the University of Zurich, Zurich, Switzerland
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9
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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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10
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Białecka-Pikul M, Stępień-Nycz M, Sikorska I, Topolewska-Siedzik E, Cieciuch J. Change and Consistency of Self-Esteem in Early and Middle Adolescence in the Context of School Transition. J Youth Adolesc 2019; 48:1605-1618. [PMID: 31134562 PMCID: PMC6647528 DOI: 10.1007/s10964-019-01041-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Accepted: 05/14/2019] [Indexed: 11/24/2022]
Abstract
Self-esteem is continuous and has stable characteristics, but it may also change, e.g., during transitions from one educational level to the next. In a prospective cross-sectional study over a year and a half, 250 Polish early adolescents (N = 109, 54 girls; mean age at T1 = 12.68 years, SD = 0.49) and middle adolescents (N = 141, 107 girls; mean age at T1 = 15.80, SD = 0.44) were tested three times using Harter’s Self-Perception Profile for Adolescents, assessing both global self-esteem and self-evaluation in eight domains. The change and consistency of self-esteem were analyzed, at both group and individual levels. At the group level, the following results were found: (1) continuity of self-esteem in five domains (scholastic competence, athletic competence, physical appearance, close friendship, and romantic appeal) and in global self-esteem and discontinuity in only three domains (social acceptance, job competence, and behavioral conduct); (2) significant inter-individual variation in the change not explained by age; and (3) higher self-esteem (in five domains) in early adolescents. At the individual level, the stability in most domains was weak, but was restored over the second year at the new school. The complexity of the developmental change and consistency in self-esteem in adolescence was highlighted, emphasizing the need for analyzing both group and individual change.
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Affiliation(s)
| | | | - Iwona Sikorska
- Institute of Applied Psychology, Jagiellonian University, Krakow, Poland
| | | | - Jan Cieciuch
- Institute of Psychology, Cardinal Stefan Wyszynski University, Warsaw, Poland.,University Research Priority Program Social Networks, University of Zurich, Zurich, Switzerland
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11
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Santo JB, Martin-Storey A, Recchia H, Bukowski WM. Self-Continuity Moderates the Association Between Peer Victimization and Depressed Affect. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2018; 28:875-887. [PMID: 29388361 DOI: 10.1111/jora.12372] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Two longitudinal studies conducted with early adolescents (ages 10-13) examined the hypothesis that self-continuity, or the degree to which individuals feel that they remain the same person over time regardless of how their specific characteristics may change, would moderate the association between victimization and depressed affect. Both Study 1 (N = 141) and Study 2 (N = 100) provided evidence of the moderating role of self-continuity as a buffer on the effect of peer victimization. Study 2 confirmed that self-continuity had a moderating effect after controlling for academic performance, number of friends, self-esteem, self-concept clarity, hopelessness, and self-blame. Findings support self-continuity as being protective with regard to negative peer environments.
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12
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van der Aar L, Peters S, Crone E. The development of self-views across adolescence: Investigating self-descriptions with and without social comparison using a novel experimental paradigm. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.10.001] [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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13
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Dvorsky MR, Langberg JM, Becker SP, Evans SW. Trajectories of Global Self-Worth in Adolescents with ADHD: Associations with Academic, Emotional, and Social Outcomes. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2018; 48:765-780. [PMID: 29714502 DOI: 10.1080/15374416.2018.1443460] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Resilience models suggest that there are likely to be multiple trajectories of self-worth and that despite experiencing impairment, some youth with attention deficit/hyperactivity disorder (ADHD) may maintain a positive self-worth, which could buffer them against negative outcomes. The present study used a cohort-sequential longitudinal design to evaluate developmental trajectories of global self-worth in a sample of 324 middle-school-age adolescents (71% male) diagnosed with ADHD between ages 11 and 14 in predicting outcomes at age 15. Sex, medication status, and ADHD/oppositional defiant disorder symptom severity were included as covariates in the models. Using growth mixture modeling, 3 distinct self-worth trajectory groups were identified: (a) high and increasing (44.4% of participants), (b) moderate and decreasing (48.8%), and (c) low and decreasing (6.8%). Participants with high and increasing global self-worth were less likely to exhibit co-occurring depressive symptoms and had better social functioning and higher grades at age 15 relative to those in either decreasing trajectory. Implications of these findings for monitoring and supporting positive global self-worth for adolescents with ADHD are discussed.
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Affiliation(s)
- Melissa R Dvorsky
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center and Virginia Commonwealth University
| | | | - Stephen P Becker
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center and University of Cincinnati
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14
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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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15
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Orkibi H, Azoulay B, Snir S, Regev D. In-session behaviours and adolescents' self-concept and loneliness: A psychodrama process-outcome study. Clin Psychol Psychother 2017; 24:O1455-O1463. [PMID: 28653318 DOI: 10.1002/cpp.2103] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Revised: 05/16/2017] [Accepted: 05/23/2017] [Indexed: 11/07/2022]
Abstract
As adolescents spend many hours a day in school, it is crucial to examine the ways in which therapeutic practices in schools promote their well-being. This longitudinal pilot study examined the contribution of school-based psychodrama group therapy to the self-concept dimensions and perceived loneliness of 40 Israeli adolescents (aged 13-16, 60% boys) in public middle schools. From a process-outcome perspective, we also examined the understudied trajectory of adolescents' in-session behaviours (process variables) and its associations with changes in their self-concepts and loneliness (outcome variables). Psychodrama participants reported increases in global, social, and behavioural self-concepts and a decrease in loneliness compared to the control group. In-session productive behaviours increased and resistance decreased throughout the therapy, but varied process-outcome relationships were found. The study suggests that conducting further research into the process-outcome relationships in psychodrama group therapy is warranted to pinpoint specific mechanisms of change. Suggestions for future studies are provided.
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Affiliation(s)
- Hod Orkibi
- School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Bracha Azoulay
- School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Sharon Snir
- Education and Drama Therapy, Tel Hai College, Kiryat Shmona, Israel
| | - Dafna Regev
- School of Creative Arts Therapies, University of Haifa, Haifa, Israel
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16
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Harris MA, Wetzel E, Robins RW, Donnellan MB, Trzesniewski KH. The development of global and domain self-esteem from ages 10 to 16 for Mexican-origin youth. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017. [DOI: 10.1177/0165025416679744] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study investigated the development of global and domain (academic, physical, same-sex peer relationship, opposite-sex peer relationship) self-esteem from age 10 to 16 in a sample of Mexican-origin adolescents. Participants’ ( N = 674) responses on the Self-Description Questionnaire (SDQ; Marsh, 2005) II-S showed moderate rank-order stability across four time points. In terms of mean-level change, global self-esteem and most forms of domain self-esteem decreased across adolescence; the one exception is that opposite-sex peer relationship self-esteem increased. As expected, there were individual differences in rates of change for all SDQ subscales. Most domain self-esteem subscales were concurrently related to global self-esteem ( r’s ranged from .18 to.87), but they did not predict changes in global self-esteem over time. Academic self-esteem had the strongest concurrent associations with global self-esteem. In general, there were no consistent gender differences in rank-order stability, mean levels, or change over time of global and domain self-esteem. These findings provide insight into the development of self-esteem in a rapidly-growing segment of the population of the United States.
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Affiliation(s)
| | - Eunike Wetzel
- University of Konstanz, Konstanz, Baden-Württemberg, Germany
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Abstract
INTRODUCTION: Esthetics plays an essential role in orthodontic treatment. The psychological effects of malocclusion are an inspiration to improve one's esthetics and seek treatment. OBJECTIVES: This study aimed to assess relationships between self-esteem and malocclusion severity and type in adolescents using a self-esteem measurement scale and the index of treatment need (IOTN) and to investigate the influence of age, sex, and school type in these relationships. MATERIALS AND METHODS: Adolescent students aged 12–19 years randomly selected from four private and two governmental schools were enrolled for this study. After completing the self-esteem questionnaire, participants were examined by researchers to evaluate malocclusion severity and type using the IOTN. RESULTS: The sample consisted of 886 participants: 558 females (62.9%) and 328 males (37.1%) with a mean age of 16 years. Chi-square analysis showed that 17.1% of males and 31% of females showed low levels of self-esteem, with a statistically significant difference (P < 0.001). Cases with multiple malocclusions showed significantly lower self-esteem (P = 0.018) compared with single-category malocclusion. Anterior teeth spacing, crowding, and overjet malocclusion showed the highest percentages of low self-esteem. CONCLUSIONS: The present study supports that malocclusion has negative effects on self-esteem; multiple malocclusions with spacing, crowding, and overjet had the greatest effects.
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Affiliation(s)
- Salwa Mahmoud Taibah
- Department of Orthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Blakely-McClure SJ, Ostrov JM. Relational Aggression, Victimization and Self-Concept: Testing Pathways from Middle Childhood to Adolescence. J Youth Adolesc 2015; 45:376-90. [DOI: 10.1007/s10964-015-0357-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2015] [Accepted: 09/22/2015] [Indexed: 11/24/2022]
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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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