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Ramos A, Verschueren K. Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students. J Sch Psychol 2024; 103:101268. [PMID: 38432723 DOI: 10.1016/j.jsp.2023.101268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 11/17/2023] [Accepted: 11/23/2023] [Indexed: 03/05/2024]
Abstract
This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition to secondary school than their average-ability peers, according to students' reports. Cognitive ability, measured with standardized intelligence tests, predicted steeper math self-concept decline within both ability groups, and in both groups stronger math self-concept decline was associated with (a) higher levels of teacher-reported underachievement in Grade 7 (r2 = 0.13, p < .001), (b) lower standardized math achievement in Grade 11 (r2 = 0.49, p < .001), (c) lower student-reported school well-being in Grade 7 (r2 = 0.13, p < .001) and Grade 11 (r2 = 0.04, p < .001), and (d) higher risk of grade repetition by the end of secondary school (r2 = 0.11, p < .001). These findings establish that the level of math self-concept and the degree in decline in math self-concept can have negative implications for educational outcomes, even when math self-concept level remains high relative to peers.
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Affiliation(s)
- Alicia Ramos
- School Psychology and Development in Context, KU Leuven, Leuven, Belgium.
| | - Karine Verschueren
- School Psychology and Development in Context, KU Leuven, Leuven, Belgium.
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van der Cruijsen R, Begeer S, Crone EA. The role of autism and alexithymia traits in behavioral and neural indicators of self-concept and self-esteem in adolescence. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241232860. [PMID: 38411147 DOI: 10.1177/13623613241232860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/28/2024]
Abstract
LAY ABSTRACT Developing a positive view of the self is important for maintaining a good mental health, as feeling negative about the self increases the risk of developing internalizing symptoms such as feelings of depression and anxiety. Even though autistic individuals regularly struggle with these internalizing feelings, and both self-concept and internalizing feelings are known to develop during adolescence, there is a lack of studies investigating the development of positive self-concept and self-esteem in autistic adolescents. Here, we studied academic, physical, and prosocial self-concept as well as self-esteem in adolescent males with and without autism on both the behavioral and neural level. We additionally focused on similarities in one's own and peers' perspectives on the self, and we assessed a potential role of alexithymia (i.e. having trouble identifying and describing one's feelings) in developing a more negative view of the self. Results showed that there were no group differences in self-esteem, self-concept, or underlying neural activation. This shows that autistic adolescent males use the same neural processes when they evaluate their traits. However, regardless of clinical diagnosis, a higher number of autism traits was related to a less positive physical and prosocial self-concept, whereas more difficulty identifying one's feelings was related to lowered self-esteem and less activation in medial prefrontal cortex during self-evaluations. Therefore, in treatment of autistic adolescents with low self-esteem, it is important to take into account and possibly aim to improve alexithymic traits as well.
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Bare K, McMahon SD, Grant K. Black Adolescent Self-Perceptions: The Roles of Ethnic Identity and Stress Exposure. J Youth Adolesc 2024; 53:316-330. [PMID: 37733119 DOI: 10.1007/s10964-023-01852-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 08/17/2023] [Indexed: 09/22/2023]
Abstract
Ethnic identity is associated with various positive outcomes for Black adolescents, but more information is needed about its potential to protect adolescents exposed to stress. Stressful life events predict a range of health outcomes, yet few studies have examined their association with adolescent self-perception. Ethnic identity may serve as protection from stress. This study examines longitudinal data to understand relationships between ethnic identity, stressful life events, and self-perception (i.e., social competence, behavioral conduct, and global self-worth). The sample included 140 adolescents (65% female; 93% Black) with an average age of 12.55 (SD = 0.85). Results indicate stressful life events are associated with behavioral conduct self-perception, and ethnic identity is associated with global self-worth. Ethnic identity behavior and other group orientation are associated with self-perception. Ethnic identity and ethnic identity behavior moderate the relationship between stressful life events and behavioral conduct self-perception. Understanding the connections between adolescent stressors and strengths provides insight into research, practice, and policy directions to promote positive outcomes.
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Affiliation(s)
- Kailyn Bare
- Department of Psychology, DePaul University, Chicago, IL, USA.
| | - Susan D McMahon
- Department of Psychology, DePaul University, Chicago, IL, USA
| | - Kathryn Grant
- Department of Psychology, DePaul University, Chicago, IL, USA
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Butterfield RD, Silk JS, Sequeira SL, Jones NP, Ladouceur CD. Neural activity during negative self-evaluation is associated with negative self-concept and depressive symptoms in adolescent girls. Dev Psychopathol 2023:1-11. [PMID: 38086604 DOI: 10.1017/s0954579423001463] [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] [Indexed: 02/08/2024]
Abstract
Self-concept becomes reliant on social comparison, potentially leading to excessive self-focused attention, persistently negative self-concept and increased risk for depression during early adolescence. Studies have implicated neural activation in cortical midline brain structures in self-related information processing, yet it remains unclear how this activation may underlie subjective self-concept and links to depression in adolescence. We examined these associations by assessing neural activity during negative vs. positive self-referential processing in 39 11-to-13-year-old girls. During a functional neuroimaging task, girls reported on their perceptions of self-concept by rating how true they believed positive and negative personality traits were about them. Girls reported on depressive symptoms at the scan and 6 months later. Activation in the dorsomedial and ventrolateral prefrontal cortexes (dMPFC; VLPFC), and visual association area was significantly associated with subjective self-concept and/or depressive symptoms at the scan or 6 months later. Exploratory models showed higher activation in the dMPFC to Self-negative > Self-positive was indirectly associated with concurrent depressive symptoms through more negative self-concept. Higher activation in the visual association area to Self-positive > Self-negative was associated with lower depressive symptoms at follow-up through more positive self-concept. Findings highlight how differential neural processing of negative versus positive self-relevant information maps onto perceptions of self-concept and adolescent depression.
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Affiliation(s)
- Rosalind D Butterfield
- Department of Anesthesiology and Perioperative Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Jennifer S Silk
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
| | | | - Neil P Jones
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
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Cowan HR, McAdams DP, Ouellet L, Jones CM, Mittal VA. Self-concept and Narrative Identity in Youth at Clinical High Risk for Psychosis. Schizophr Bull 2023:sbad142. [PMID: 37816626 DOI: 10.1093/schbul/sbad142] [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] [Indexed: 10/12/2023]
Abstract
BACKGROUND AND HYPOTHESIS Disturbances of the narrative self and personal identity accompany the onset of psychotic disorders in late adolescence and early adulthood (a formative developmental stage for self-concept and personal narratives). However, these issues have primarily been studied retrospectively after illness onset, limiting any inferences about their developmental course. STUDY DESIGN Youth at clinical high risk for psychosis (CHR) (n = 49) and matched healthy comparison youth (n = 52) completed a life story interview (including self-defining memory, turning point, life challenge, and psychotic-like experience) and questionnaires assessing self-esteem, self-beliefs, self-concept clarity, and ruminative/reflective self-focus. Trained raters coded interviews for narrative identity themes of emotional tone, agency, temporal coherence, context coherence, self-event connections, and meaning-making (intraclass correlations >0.75). Statistical analyses tested group differences and relationships between self-concept, narrative identity, symptoms, and functioning. STUDY RESULTS CHR participants reported more negative self-esteem and self-beliefs, poorer self-concept clarity, and more ruminative self-focus, all of which related to negative symptoms. CHR participants narrated their life stories with themes of negative emotion and passivity (ie, lack of personal agency), which related to positive and negative symptoms. Reflective self-focus and autobiographical reasoning were unaffected and correlated. Autobiographical reasoning was uniquely associated with preserved role functioning. CONCLUSIONS This group of youth at CHR exhibited some, but not all, changes to self-concept and narrative identity seen in psychotic disorders. A core theme of negativity, uncertainty, and passivity ran through their semantic and narrative self-representations. Preserved self-reflection and autobiographical reasoning suggest sources of resilience and potential footholds for cognitive-behavioral and metacognitive interventions.
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Affiliation(s)
- Henry R Cowan
- Psychiatry and Behavioral Health, The Ohio State University, Columbus, OH, USA
| | - Dan P McAdams
- Psychology, Northwestern University, Evanston, IL, USA
| | - Leah Ouellet
- Human Development and Social Policy, Northwestern University, Evanston, IL, USA
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Scheuplein M, Ahmed SP, Foulkes L, Griffin C, Chierchia G, Blakemore SJ. Perspective Taking and Memory for Self- and Town-Related Information in Male Adolescents and Young Adults. COGNITIVE DEVELOPMENT 2023; 67:101356. [PMID: 37933402 PMCID: PMC7615281 DOI: 10.1016/j.cogdev.2023.101356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2023]
Abstract
Adolescence is a sensitive period for categorical self-concept development, which affects the ability to take others' perspectives, which might differ from one's own, and how self-related information is memorized. Little is known about whether these two processes are related in adolescence. The current study recruited 97 male participants aged 11-35 years. Using a self-referential memory task, we found that younger participants were less prone to recognize previously seen town-related adjectives, compared to self-related adjectives. However, this age-related reduction in recognition bias was unrelated to accurate memory performance. Using the Director task to assess perspective taking, we found an age-related decrease in egocentric biases in perspective taking from adolescence to early adulthood (i.e., perspective taking abilities improved with age). However, there was no evidence that these two processes were related. Overall, our findings suggest that male adolescents display parallel but independent age-related changes in self-referential biases in memory and perspective taking.
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Affiliation(s)
- Maximilian Scheuplein
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
- Institute of Education and Child Studies, Leiden University, Pieter de la Court building, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands
| | - Saz P. Ahmed
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
| | - Lucy Foulkes
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
| | - Cait Griffin
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
| | - Gabriele Chierchia
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
- Department of Psychology, University of Cambridge, Downing Pl, Cambridge CB2 3EB, United Kingdom
- Department of Brain and Behavioral Science, University of Pavia, Piazza Botta 6, 27100, Pavia, Italy
| | - Sarah-Jayne Blakemore
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London WC1N 3AZ, United Kingdom
- Department of Psychology, University of Cambridge, Downing Pl, Cambridge CB2 3EB, United Kingdom
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Butterfield RD, Silk JS. The Role of Neural Self-Referential Processes Underlying Self-Concept in Adolescent Depression: A Comprehensive Review and Proposed Neurobehavioral Model. Neurosci Biobehav Rev 2023; 149:105183. [PMID: 37076056 DOI: 10.1016/j.neubiorev.2023.105183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 03/28/2023] [Accepted: 04/15/2023] [Indexed: 04/21/2023]
Abstract
There is growing knowledge about how self-concept develops in adolescence and contributes to the onset of depression, but researchers have only recently begun investigating the neural mechanisms that underlie self-referential cognition in adolescents with and without depression. This paper reviews task-related functional neuroimaging (fMRI) research on self-referential neural processing in both healthy and depressed adolescents (Mage range = 12-18 years), with a focus on elucidating brain activation that may subserve adolescent self-perception and related associations with depression. Drawing on conclusions from the affective neuroscience literature and developmental theory, we propose a neurobehavioral model and future research recommendations to address how social factors might shape self-referential neural processes and self-concept in ways that confer risk for depression. We review the operationalization of self-concept, developmental theory (i.e., symbolic interactionism) on self-concept development, and the role of self-concept in adolescent depression. We then review empirical studies assessing neural activation during healthy and depressed adolescents' processing of self-relevant information, and the limited studies assessing links between social factors and neural self-referential processing.
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Affiliation(s)
| | - Jennifer S Silk
- University of Pittsburgh, Department of Psychology and Psychiatry
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Evaluating Self-Concept Measurements in Adolescents: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020399. [PMID: 36832528 PMCID: PMC9954829 DOI: 10.3390/children10020399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 02/16/2023] [Accepted: 02/16/2023] [Indexed: 02/22/2023]
Abstract
(1) Background: To evaluate the self-concept of adolescents, a proper evaluation of several existing self-concept measurements is needed. The objectives of this study are to conduct a systematic review of the available measures used to assess self-concept in adolescents, to evaluate the psychometric properties of each measurement, and to assess the attributes of patient-reported outcome measurements (PROMs) of self-concept in adolescents. (2) Methods: The systematic review was conducted on six databases: EMBASE, MEDLINE, Cochrane, PubMed, CINAHL, and Web of Science, from inception to 2021. A standardized evaluation of psychometric properties was carried out using the Evaluating the Measurement of Patient-Reported Outcomes (EMPRO). The review was conducted independently by two reviewers. Each attribute in EMPRO was assessed and analyzed to obtain an overall score. Only scores that exceeded 50 were considered acceptable. (3) Results: From 22,388 articles, we reviewed 35 articles with five self-concept measurements. Four measurements were obtained that had values above the threshold (SPPC, SPPA, SDQ-II, and SDQII-S). However, there is not enough evidence to support the interpretability attribute in self-concept measurement. (4) Conclusions: There are various measurements of self-concept in adolescents accompanied by their psychometric properties. Each measurement of adolescent self-concept has a characteristic of psychometric properties and measurement attributes.
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9
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How beliefs and unpleasant emotions direct cyberbullying intentions. Heliyon 2022; 8:e12163. [DOI: 10.1016/j.heliyon.2022.e12163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 07/15/2022] [Accepted: 11/29/2022] [Indexed: 12/13/2022] Open
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10
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Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions. CHILDREN 2022; 9:children9111628. [DOI: 10.3390/children9111628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 10/19/2022] [Accepted: 10/21/2022] [Indexed: 11/11/2022]
Abstract
This secondary analysis explores differences and correlations between handwriting anticipatory awareness (time estimation, expected performance, and expected difficulty) before a paragraph copying task and actual performance time and legibility among adolescents with executive function deficits (EFD) versus neurotypical adolescents. Eighty-one adolescents (10–18 years old; 41 with EFD and daily functioning difficulties as per parent reports) estimated their time, expected performance, and expected difficulty before the paragraph copying task using the Self-Awareness of Performance Questionnaire (SAP-Q). Time duration was assessed using the Computerized Penmanship Evaluation Tool (ComPET) software, and legibility was scored using the Handwriting Legibility Scale (HLS). Significant between-group differences were found in actual time duration (ComPET), HLS total score and legibility components, and three SAP-Q questions. Both groups estimated significantly more performance time than their actual performance duration. The adolescents with EFD underestimated their performance before the handwriting task. Significant correlations were found between actual performance, anticipatory awareness, and Executive Function (EF) in both groups. Their performance predictions were significantly correlated with their EF and product’s legibility. The results highlight the potential relationships between anticipatory awareness and actual handwriting performance (time duration and legibility) of adolescents with and without EFD. Further studies may analyze the benefits of focusing on both EF and anticipatory awareness for handwriting improvement among populations with EF deficits.
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11
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Interactions between the cortical midline structures and sensorimotor network track maladaptive self-beliefs in clinical high risk for psychosis. SCHIZOPHRENIA 2022; 8:74. [PMID: 36114173 PMCID: PMC9481626 DOI: 10.1038/s41537-022-00279-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 08/17/2022] [Indexed: 12/02/2022]
Abstract
Individuals at clinical high risk for psychosis (CHR) report a maladaptive self-concept—with more negative and less positive self-beliefs—linked to clinical symptoms and functional impairment. Alterations have also been reported in brain networks associated with intrinsic (cortical midline structures, CMS) and extrinsic (sensorimotor network, SMN) self-processing. Theoretical accounts of multiple levels of self-experience in schizophrenia suggest that interactions between these networks would be relevant for self-beliefs. This study tested whether self-beliefs related to resting-state functional connectivity within and between the CMS and SMN. Participants were 56 individuals meeting CHR criteria and 59 matched healthy community participants (HC). Pearson correlations examined potential mediators and outcomes. The CHR group reported more negative and less positive self-beliefs. Greater resting-state functional connectivity between the posterior CMS (posterior cingulate cortex) and the SMN was associated with less positive self-beliefs in CHR, but more positive self-beliefs in HC. Attenuated negative symptoms and poorer social functioning were associated with CMS-SMN connectivity (trend level after FDR-correction) and self-beliefs. Reduced connectivity between the left and right PCC was associated with lower positive self-beliefs in CHR, although this effect was specific to very low levels of positive self-beliefs. Left-right PCC connectivity did not correlate with outcomes. Dynamic interactions between intrinsic and extrinsic self-processing supported positive self-beliefs in typically developing youth while undermining positive self-beliefs in CHR youth. Implications are discussed for basic self-fragmentation, narrative self-related metacognition, and global belief updating. Interventions for self-processing may be beneficial in the CHR syndrome.
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12
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Guay F, Morin AJ, Ahn JS, Bradet R, Marsh HW, Boivin M. Trajectories of academic self-concept during the elementary school years: A growth mixture analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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13
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Brief adolescents’ subjective well-being in school scale: Measurement invariance and latent mean differences across school levels among Chinese students. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00841-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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14
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The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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15
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Goldstein BL, Mackin DM, Miao J, Perlman G, Watson D, Ormel J, Klein DN, Kotov R. Is personality stable and symptoms fleeting? A longitudinal comparison in adolescence. JOURNAL OF RESEARCH IN PERSONALITY 2022; 97. [PMID: 35241862 PMCID: PMC8887882 DOI: 10.1016/j.jrp.2022.104190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Few investigations have directly compared personality and internalizing symptoms stability within the same sample and have not included personality facets. This study examined rank-order stability and mean-level change of Big Five domains, facets of neuroticism and extraversion, and internalizing symptoms in a sample of 550 adolescent females. Personality and symptoms were assessed every nine months for three years. Three year rank-order stability was higher for personality domains and facets compared to symptoms. Notable exceptions included lower stability of depressivity and positive emotionality facets. Facets and symptoms showed similar mean level change. Overall, we observed modest and variable temporal differences between symptoms and traits; symptoms exhibited high rank-order stability and low mean-level change, but domains and facets were generally more stable.
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Affiliation(s)
- Brandon L. Goldstein
- University of Connecticut Health Center, Department of
Psychiatry. 243 Farmington Ave. Farmington, CT 06030, USA
- Corresponding Author –
| | - Daniel M. Mackin
- Stony Brook University, Department of Psychology. 100
Nicolls Rd. Stony Brook, NY 11794, USA
| | - Jiaju Miao
- Stony Brook Medicine, Department of Psychiatry. 101 Nicolls
Rd. Stony Brook, NY 11794, USA
| | - Greg Perlman
- Stony Brook Medicine, Department of Psychiatry. 101 Nicolls
Rd. Stony Brook, NY 11794, USA
| | - David Watson
- University of Notre Dame, Department of Psychology. 501 N.
Hill Street, South Bend, IN, 46617, USA
| | - Johan Ormel
- University Medical Center Groningen, Department of
Psychiatry. 1 Hanzeplein, 9713 GZ Groningen, Netherlands
| | - Daniel N. Klein
- Stony Brook University, Department of Psychology. 100
Nicolls Rd. Stony Brook, NY 11794, USA
| | - Roman Kotov
- Stony Brook Medicine, Department of Psychiatry. 101 Nicolls
Rd. Stony Brook, NY 11794, USA
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Cosme D, Flournoy JC, Livingston JL, Lieberman MD, Dapretto M, Pfeifer JH. Testing the adolescent social reorientation model during self and other evaluation using hierarchical growth curve modeling with parcellated fMRI data. Dev Cogn Neurosci 2022; 54:101089. [PMID: 35245811 PMCID: PMC8891708 DOI: 10.1016/j.dcn.2022.101089] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 02/05/2022] [Accepted: 02/19/2022] [Indexed: 12/26/2022] Open
Abstract
Adolescence is characterized as a period when relationships and experiences shift toward peers. The social reorientation model of adolescence posits this shift is driven by neurobiological changes that increase the salience of social information related to peer integration and acceptance. Although influential, this model has rarely been subjected to tests that could falsify it, or studied in longitudinal samples assessing within-person development. We focused on two phenomena that are highly salient and dynamic during adolescence—social status and self-perception—and examined longitudinal changes in neural responses during a self/other evaluation task. We expected status-related social information to uniquely increase across adolescence in social brain regions. Despite using hierarchical growth curve modeling with parcellated whole-brain data to increase power to detect developmental effects, we didn’t find evidence in support of this hypothesis. Social brain regions showed increased responsivity across adolescence, but this trajectory was not unique to status-related information. Additionally, brain regions associated with self-focused cognition showed heightened responses during self-evaluation in the transition to mid-adolescence, especially for status-related information. These results qualify existing models of adolescent social reorientation and highlight the multifaceted changes in self and social development that could be leveraged in novel ways to support adolescent health and well-being.
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17
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Moses-Payne M, Chierchia G, Blakemore SJ. Age-related changes in the impact of valence on self-referential processing in female adolescents and young adults. COGNITIVE DEVELOPMENT 2022; 61:None. [PMID: 35125644 PMCID: PMC8791274 DOI: 10.1016/j.cogdev.2021.101128] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 08/31/2021] [Accepted: 10/18/2021] [Indexed: 11/28/2022]
Abstract
Adolescence is a period of self-concept development. In the current study, females aged 11–30 years (N = 210) completed two self-referential tasks. In a memory task, participants judged the descriptiveness of words for themselves or a familiar other and their recognition of these words was subsequently measured. In an associative-matching task, participants associated neutral shapes to either themselves or a familiar other and the accuracy of their matching judgements was measured. In the evaluative memory task, participants were more likely to remember self-judged than other-judged words and there was an age-related decrease in the size of this self-reference effect. Negative self-judgements showed a quadratic association with age, peaking around age 19. Participants were more likely to remember positive than negative words and there was an age-related increase in the magnitude of this positivity bias. In the neutral shapes task, there were no age-related changes in the self-reference effect. Overall, adolescent girls showed enhanced processing of self-relevant stimuli when it could be used to inform their self-concept and especially when it was negative. Negative self-judgements showed a quadratic association with age, peaking around age 19. Participants correctly recognized more self-judged than other-judged words and more positive than negative words. The magnitude of the self-reference effect, remembering more self- than other-judged words, showed an age-related decrease. The magnitude of the positivity bias, remembering more positive than negative words, showed an age-related increase. When stimuli were neutral shapes rather than evaluative words, there was no age-related change in the self-reference effect.
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Affiliation(s)
- M.E. Moses-Payne
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- Corresponding author at: UCL Institute of Cognitive Neuroscience, University College London, 17-19 Queen Square, London WC1N 3AZ, UK.
| | - G. Chierchia
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- University of Cambridge, Department of Psychology, Downing Street, Cambridge CB2 3EB, UK
| | - S.-J. Blakemore
- UCL Institute of Cognitive Neuroscience, London WC1N 3AZ, UK
- University of Cambridge, Department of Psychology, Downing Street, Cambridge CB2 3EB, UK
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Momentary and longitudinal relationships of mindfulness to stress and anxiety among Chinese elementary school students: mediations of cognitive flexibility, self-awareness, and social environment. J Affect Disord 2021; 293:197-204. [PMID: 34217138 DOI: 10.1016/j.jad.2021.06.038] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 04/27/2021] [Accepted: 06/19/2021] [Indexed: 11/20/2022]
Abstract
UNLABELLED Mindfulness could benefit elementary school students' mental health, but little is known about the mechanisms of mindfulness in the elementary school context. The current studies explored mindfulness's relationship to stress and anxiety in elementary school students and potential mediators in the connections from proximal and distal perspectives. DESIGN In Study 1, a daily diary approach was used to examine the mediating role of cognitive flexibility on mindfulness's dynamic association to stress and anxiety. In Study 2, we examined the longitudinal relationships between mindfulness at baseline and stress and anxiety at 6-month follow-up and the mediating roles of self-awareness (i.e., self-esteem and self-identity) and social environment (i.e., student-teacher relationship and peer relationship). MAIN OUTCOMES From a proximal perspective, cognitive flexibility mediated the negative relationship of state mindfulness to stress and anxiety. From a distal standpoint, self-esteem mediated the relationship between dispositional mindfulness and anxiety. Perceived peer relationship mediated the association of dispositional mindfulness to stress and anxiety. CONCLUSION For elementary school students, state mindfulness showed immediate effects, and dispositional mindfulness showed long-term effects on reducing anxiety and stress through different mechanisms. Limitations and implications were discussed.
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Liu Y, Mendonça M, Bartmann P, Wolke D. Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood. Dev Psychopathol 2021; 34:1-12. [PMID: 34414877 DOI: 10.1017/s0954579421000432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Self-concept refers to individuals' perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories - one stable and one decreasing - were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (β = 0.05, 95% CI [0.002, 0.12]) and motor impairments (β = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood.
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Affiliation(s)
- Yiwen Liu
- Department of Psychology, University of Warwick, Coventry, UK
| | - Marina Mendonça
- Department of Psychology, University of Warwick, Coventry, UK
| | - Peter Bartmann
- Department of Neonatology, University Hospital Bonn, Bonn, Germany
| | - Dieter Wolke
- Department of Psychology, University of Warwick, Coventry, UK
- Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK
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Gfrörer T, Stoll G, Rieger S, Trautwein U, Nagengast B. The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211035630] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Vocational interests predict major life outcomes such as job performance, college major choice, and life goals. It is therefore important to gain a better understanding of their development during the crucial years of late childhood and early adolescence, when trait-like interests are starting to develop. The present study investigated the development of vocational interests in a longitudinal sample, comprising N = 3,876 participants—assessed at four time points from ages 11 to 14. Stability, state-trait variance components, mean-level development, and gender differences in mean-levels of Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) dimensions were examined. Stabilities were moderate for all dimensions, but Realistic, Investigative, Social, and Conventional interests became more stable over time. For Realistic, Artistic, Social, and Conventional interests, the trait variance increased over time. At age 14, all dimensions had substantial trait variance components. The mean-levels of Realistic, Investigative, Artistic, and Conventional interests decreased over the 3 years (–0.44 < d < –0.24). Initial gender differences—with girls having higher Artistic and Social interests and boys having higher Realistic and Investigative interests—increased over time. By investigating the development of vocational interests in late childhood and early adolescence, we complement previous findings and provide first insights about state-trait proportions in early adolescence.
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Affiliation(s)
- Thomas Gfrörer
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Gundula Stoll
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Sven Rieger
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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21
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Keith RJ, Given LM, Martin JM, Hochuli DF. Urban children's connections to nature and environmental behaviors differ with age and gender. PLoS One 2021; 16:e0255421. [PMID: 34324598 PMCID: PMC8321113 DOI: 10.1371/journal.pone.0255421] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 07/15/2021] [Indexed: 11/19/2022] Open
Abstract
Global conservation is increasingly reliant on young people forming meaningful connections with urban nature. However, interactions with nearby nature do not inspire all children and adolescents living in cities to act pro-environmentally. Our survey of over 1,000 school students from Sydney, Australia, revealed that 28% of respondents maintained strong nature connections. Younger students (aged 8-11) were more strongly connected with nature than their older peers (aged 12-14), and environmental behaviors were negatively associated with increasing age. Differences between boys and girls were less consistent, resulting in part from differential functioning of questionnaire items. Regardless, girls were more willing than boys to volunteer for conservation. Our findings suggest that policies designed to strengthen urban children's nature connections will be most effective if they explicitly address the "adolescent dip" and other emerging demographic patterns, thereby ensuring all young people reap the health, wellbeing, and conservation benefits of connecting with nature.
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Affiliation(s)
- Ryan J. Keith
- School of Life and Environmental Sciences, The University of Sydney, Sydney, NSW, Australia
- * E-mail:
| | - Lisa M. Given
- Centre for Design Innovation, Swinburne University of Technology, Hawthorn, VIC, Australia
| | - John M. Martin
- School of Life and Environmental Sciences, The University of Sydney, Sydney, NSW, Australia
- Taronga Institute of Science & Learning, Taronga Conservation Society Australia, Mosman, NSW, Australia
| | - Dieter F. Hochuli
- School of Life and Environmental Sciences, The University of Sydney, Sydney, NSW, Australia
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Cowan HR, Mittal VA, McAdams DP. Narrative identity in the psychosis spectrum: A systematic review and developmental model. Clin Psychol Rev 2021; 88:102067. [PMID: 34274799 DOI: 10.1016/j.cpr.2021.102067] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 05/31/2021] [Accepted: 07/06/2021] [Indexed: 01/19/2023]
Abstract
Individuals with schizophrenia-spectrum disorders face profound challenges as they attempt to maintain identity through the course of illness. Narrative identity-the study of internalized, evolving life stories-provides a rich theoretical and empirical perspective on these challenges. Based on evidence from a systematic review of narrative identity in the psychosis spectrum (30 studies, combined N = 3859), we argue that the narrative identities of individuals with schizophrenia-spectrum disorders are distinguished by three features: disjointed structure, a focus on suffering, and detached narration. Psychotic disorders typically begin to emerge during adolescence and emerging adulthood, which are formative developmental stages for narrative identity, so it is particularly informative to understand identity disturbances from a developmental perspective. We propose a developmental model in which a focus on suffering emerges in childhood; disjointed structure emerges in middle and late adolescence; and detached narration emerges before or around the time of a first psychotic episode. Further research with imminent risk and early course psychosis populations would be needed to test these predictions. The disrupted life stories of individuals on the psychosis spectrum provide multiple rich avenues for further research to understand narrative self-disturbances.
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Affiliation(s)
| | - Vijay A Mittal
- Psychology, Psychiatry, Medical and Social Sciences, Institute for Policy Research, Northwestern University, United States
| | - Dan P McAdams
- Psychology, School of Education and Social Policy, Northwestern University, United States
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Do people know how others view them? Two approaches for identifying the accuracy of metaperceptions. Curr Opin Psychol 2021; 43:119-124. [PMID: 34352724 DOI: 10.1016/j.copsyc.2021.06.018] [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] [Received: 06/01/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 11/23/2022]
Abstract
Self-knowledge includes not only beliefs about one's own traits and abilities, but beliefs about how others view the self. Are such metaperceptions accurate? This article identifies two distinct standards used to determine meta-accuracy. The correlational approach tests whether metaperceptions correlate with an accuracy criterion (i.e. social perceptions). The mean-level approach instead asks whether metaperceptions tend to err in a systematic direction. This article reviews complementary lessons gleaned from research taking one approach or the other: whether metaperceptions merely reflect self-perceptions, whose metaperceptions are more or less accurate, and what psychological processes impede meta-accuracy, among others. Ultimately, neither approach is endorsed as unconditionally superior. Instead, which approach offers the proper accuracy standard should depend on the decisions those metaperceptions will guide.
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24
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Congruency of academic and interpersonal subjective social status in relation to adolescent psychological health: the moderating role of Core self-evaluations. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01857-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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25
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Preference uncertainty accounts for developmental effects on susceptibility to peer influence in adolescence. Nat Commun 2021; 12:3823. [PMID: 34158482 PMCID: PMC8219700 DOI: 10.1038/s41467-021-23671-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Accepted: 04/22/2021] [Indexed: 01/10/2023] Open
Abstract
Adolescents are prone to social influence from peers, with implications for development, both adaptive and maladaptive. Here, using a computer-based paradigm, we replicate a cross-sectional effect of more susceptibility to peer influence in a large dataset of adolescents 14 to 24 years old. Crucially, we extend this finding by adopting a longitudinal perspective, showing that a within-person susceptibility to social influence decreases over a 1.5 year follow-up time period. Exploiting this longitudinal design, we show that susceptibility to social influences at baseline predicts an improvement in peer relations over the follow-up period. Using a Bayesian computational model, we demonstrate that in younger adolescents a greater tendency to adopt others’ preferences arises out of a higher uncertainty about their own preferences in the paradigmatic case of delay discounting (a phenomenon called ‘preference uncertainty’). This preference uncertainty decreases over time and, in turn, leads to a reduced susceptibility of one’s own behaviour to an influence from others. Neuro-developmentally, we show that a measure of myelination within medial prefrontal cortex, estimated at baseline, predicts a developmental decrease in preference uncertainty at follow-up. Thus, using computational and neural evidence, we reveal adaptive mechanisms underpinning susceptibility to social influence during adolescence. People often change their preferences to conform with others. Using a longitudinal design, the authors show that such conformity decreases over the course of adolescence and that this reduction in conformity is accompanied by a decreasing degree of uncertainty about what to like.
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Gensowski M, Ludeke SG, John OP, Andersen SC. Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. JOURNAL OF RESEARCH IN PERSONALITY 2021. [DOI: 10.1016/j.jrp.2021.104090] [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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Busch J, Claus C, Schneider S, Siefen RG. Does a lower self-concept contribute to mental health disparities of diverse immigrant youth from middle childhood to late adolescence? BMC Psychol 2021; 9:59. [PMID: 33892817 PMCID: PMC8063459 DOI: 10.1186/s40359-021-00555-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 03/22/2021] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Three out of ten children in Germany have immigrant backgrounds and this proportion is expected to further increase in subsequent years. While immigrant youth have been found more vulnerable to developing symptoms of depression and anxiety, the underlying mechanisms of how such disparities unfold during youth development are still understudied. Some previous research has found that immigrant youth are at risk of experiencing a less positive self-concept compared to non-immigrant youth. We investigated whether the self-concept mediates mental health disparities and explored variability in such associations from middle childhood to late adolescence. METHODS Overall 1839 children and adolescents aged 6-21 years (M = 14.05 years, SD = 3.03, 49.8% female, n = 782 with immigrant status) participated in a cross-sectional self-report survey in classroom settings using scales from the Beck Youth Inventories II (Beck et al. in Beck Youth Inventories - Second Edition, Psychological Corporation, San Antonio, 2005) to assess self-concept and symptoms of depression and anxiety. Links between immigrant status, age, self-concept and symptom levels of depression as well as anxiety were examined using hierarchical regression and moderated mediation models. RESULTS Immigrant youth reported higher symptom levels of depression and anxiety than their non-immigrant peers but did not differ in their self-concepts. Hypothesized moderated mediation models were not fully supported and self-concept neither mediated the link between immigrant status and depression nor immigrant status and anxiety. However, self-concept was a significant predictor for symptom levels of depression as well as anxiety, with stronger associations in adolescents. CONCLUSIONS Our study substantiates previous findings that immigrant youth in Germany have overall increased symptom levels of depression and anxiety compared to non-immigrant youth. Our study however does not support that immigrant youth have a more negative self-concept and that the self-concept mediates such internalizing mental health disparities. Findings match previous evidence that developing a positive attitude towards the self is linked to better mental health. Beyond that, our findings suggest that mental health interventions addressing the self-concept could be especially relevant when targeting adolescents. Further research is needed to deepen the understanding of the mediating processes between migration status and mental health variables.
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Affiliation(s)
- J Busch
- Faculty of Psychology, Department of Child and Family Research, Ruhr-University, Bochum, Germany.
| | - C Claus
- Faculty of Psychology, Department of Clinical Child and Adolescent Psychology, Ruhr-University, Bochum, Germany
| | - S Schneider
- Faculty of Psychology, Department of Clinical Child and Adolescent Psychology, Ruhr-University, Bochum, Germany
| | - R G Siefen
- University Children's Hospital, Ruhr-University, Bochum, Germany
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Zhang H, Stapleton CM, Hsueh Y, Sun F. “Get encouraged through failures. Failures are not fearful. We can always start over again”: Chinese children’s lived experiences of zi zun. QUALITATIVE RESEARCH IN PSYCHOLOGY 2021. [DOI: 10.1080/14780887.2018.1475534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- Hui Zhang
- The University of Memphis, Department of Counseling, Educational Psychology and Research, Memphis, Tennessee, USA
| | | | - Yeh Hsueh
- The University of Memphis, Department of Counseling, Educational Psychology and Research, Memphis, Tennessee, USA
| | - Fang Sun
- Xishui County No. 1 High School, Xishui County, Hubei, China
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Clem AL, Hirvonen R, Aunola K, Kiuru N. Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101964] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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30
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Self-concept of children and adolescents with cochlear implants. Int J Pediatr Otorhinolaryngol 2021; 141:110506. [PMID: 33243619 DOI: 10.1016/j.ijporl.2020.110506] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Revised: 11/13/2020] [Accepted: 11/13/2020] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Communicative disorders can complicate social interactions and may be detrimental for one's self-concept. This study aims to assess the self-concept of children with Cochlear Implants (CI). Results of educational peer groups (special needs or typical) were compared. Correlations amongst speech perception, language comprehension, self-concept and other study variables are determined. METHODS This retrospectively patient file study contained 53 CI participants with a mean age of 14.2 (SD = 2.8). Self-concept was measured with the Dutch language version of the Self-Perception Profile for Children and Adolescents. Proportions of low, normal and high competence scores were compared to a normative sample. Outcomes were analyzed for the total CI group and for the two educational peer groups. RESULTS In the Scholastic Competence, Athletic Competence, Physical Appearance and Behavioral Conduct domains larger proportions of high perceived competence levels were found in the CI Total group compared to the hearing normative sample. Children with CIs in the Mainstream educational subgroup were found to have larger proportions of high levels on these domains. Remarkably, children with CI in the Special hearing impaired educational subgroup reported comparable self-concept scores as their hearing peers. Speech perception and language comprehension were positively correlated to Scholastic Competence. CONCLUSION This study has shown that self-concept levels of profoundly hearing impaired children with CI are comparable to those of hearing peers. They are generally satisfied with their functioning in various domains. Better speech perception and language comprehension levels are related to higher outcomes in the Scholastic Competence domain.
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Fukuya Y, Fujiwara T, Isumi A, Doi S, Ochi M. Association of Birth Order With Mental Health Problems, Self-Esteem, Resilience, and Happiness Among Children: Results From A-CHILD Study. Front Psychiatry 2021; 12:638088. [PMID: 33935832 PMCID: PMC8079750 DOI: 10.3389/fpsyt.2021.638088] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2020] [Accepted: 03/17/2021] [Indexed: 11/17/2022] Open
Abstract
Objective: This study aimed to investigate the association of birth order with mental health problems, self-esteem, resilience, and happiness among children aged 9-10 years. Methods: This was a cross-sectional study using data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study, which was a population-based study of children in fourth grade in public schools in Adachi City, Tokyo, Japan in 2018 (N = 3,744). Parent-rated Strengths and Difficulties Questionnaire (SDQ) and self-rated resilience, happiness, and self-esteem score were used to assess child mental health. Multiple regression analysis for continuous outcomes and logistic regression for dichotomous outcomes were used to examine the association of birth order with mental health problems, resilience, happiness, and self-esteem. The analysis was controlled for child sex, mother's age, mother's education, caregiver's depressive symptoms, household income, and living with grandparents. Results: Last-borns showed the lowest total difficulties score in the SDQ, while only children showed the highest (p < 0.001). The highest prosocial behaviors score was found among last-borns (p < 0.001). Resilience score was also highest among last-borns, followed by first-borns, middle-borns, and only children. The lowest happiness score was found among middle-borns. Self-esteem score did not differ by sibling types. These associations were similar in the adjusted model and dichotomized outcomes model. Conclusions: Differential impacts of birth order on child mental health, for both positive and negative sides, were found. Further research is warranted to elucidate the mechanism of the association between birth order and the development of behavior problems and the positive aspects such as resilience, happiness, and self-esteem among children.
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Affiliation(s)
- Yoshifumi Fukuya
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Takeo Fujiwara
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Aya Isumi
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Satomi Doi
- Department of Global Health Promotion, Tokyo Medical and Dental University, Tokyo, Japan
| | - Manami Ochi
- Department of Health and Welfare Services, National Institute of Public Health, Saitama, Japan
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Koerten HR, Dubow EF. Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Hannah R. Koerten
- Department of Psychology Bowling Green State University Bowling Green Ohio USA
| | - Eric F. Dubow
- Department of Psychology Bowling Green State University Bowling Green Ohio USA
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Allik J, Laidra K, Realo A, Pullmann H. Personality development from 12 to 18 years of age: changes in mean levels and structure of traits. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1002/per.524] [Citation(s) in RCA: 105] [Impact Index Per Article: 26.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The Estonian NEO‐FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross‐sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five‐factor structure of personality was already recognizable in the sample of 12‐year‐old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one's own personality dispositions and for giving reliable self‐reports on the basis of these observations. The self‐reported personality trait structure matures and becomes sufficiently differentiated around age 14–15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller. Copyright © 2004 John Wiley & Sons, Ltd.
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Affiliation(s)
- Jüri Allik
- The Estonian Centre of Behavioural and Health Sciences, University of Tartu, Estonia
| | - Kaia Laidra
- The Estonian Centre of Behavioural and Health Sciences, University of Tartu, Estonia
| | - Anu Realo
- The Estonian Centre of Behavioural and Health Sciences, University of Tartu, Estonia
| | - Helle Pullmann
- The Estonian Centre of Behavioural and Health Sciences, University of Tartu, Estonia
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Schwartz SJ, Klimstra TA, Luyckx K, Hale WW, Frijns T, Oosterwegel A, van Lier PAC, Koot HM, Meeus WHJ. Daily Dynamics of Personal Identity and Self–Concept Clarity. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1002/per.798] [Citation(s) in RCA: 86] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
We examined the daily dynamics among self–concept clarity and identity processes, and their effects on distress, among a sample of 580 Dutch adolescents. Participants completed measures of identity, self–concept clarity, anxiety and depression at annual intervals; and daily single–item measures of self–concept clarity, identity commitments and reconsideration across three 5–day weeks. We examined (a) cross–lagged associations of self–concept clarity to identity commitment and reconsideration and (b) associations of daily fluctuations in self and identity processes to later anxiety and depression. Results indicated that self–concept clarity and identity commitments influence one another reciprocally across days, and that day–to–day fluctuations in identity predicted later anxiety and depression. Results are discussed in terms of self and identity processes and their effects on distress. Copyright © 2010 John Wiley & Sons, Ltd.
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Affiliation(s)
- Seth J. Schwartz
- Department of Epidemiology and Public Health, University of Miami, USA
| | - Theo A. Klimstra
- School Psychology and Adolescent Development (SCAD), Catholic University of Leuven, Belgium
| | - Koen Luyckx
- School Psychology and Adolescent Development (SCAD), Catholic University of Leuven, Belgium
| | - William W. Hale
- Research Centre on Adolescent Development, Utrecht University, The Netherlands
| | - Tom Frijns
- Research Centre on Adolescent Development, Utrecht University, The Netherlands
| | | | | | - Hans M. Koot
- Faculty of Psychology, VU University Amsterdam, The Netherlands
| | - Wim H. J. Meeus
- Research Centre on Adolescent Development, Utrecht University, The Netherlands
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Scammacca N, Fall AM, Capin P, Roberts G, Swanson E. Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 112:718-734. [PMID: 33071312 DOI: 10.1037/edu0000400] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in math and reading at six points across two years were analyzed using cohort-sequential latent growth curve models to determine longitudinal growth patterns. Results indicated that students with low initial proficiency grew more quickly than students with higher proficiency. However, after two school years their achievement remained below average and well below that of students with higher initial proficiency. Demographic characteristics had small but significant effects on initial score and growth rates.
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Affiliation(s)
- Nancy Scammacca
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Anna-Mária Fall
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Philip Capin
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Greg Roberts
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Elizabeth Swanson
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
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Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09592-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
AbstractThe purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global self-esteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem.
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Lim S, Lee SH, Rhee HS. Developmental trajectory and relationships between Adolescents' social capital, self-esteem, and depressive symptoms: A latent growth model. Arch Psychiatr Nurs 2020; 34:377-383. [PMID: 33032761 DOI: 10.1016/j.apnu.2020.06.005] [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: 09/29/2019] [Revised: 06/02/2020] [Accepted: 06/02/2020] [Indexed: 10/24/2022]
Abstract
The aim of this study was to evaluate the longitudinal influence of social capital and self-esteem on depressive symptoms among adolescents. A multivariate latent growth model was used to test secondary data obtained from the Korea Youth Panel Survey. Social capital and self-esteem tended to increase over periods of four years, whereas depressive symptoms had a tendency to decrease in the same periods. In the case of indirect effects on depressive symptoms by way of self-esteem, significant indirect associations were identified. The results indicated that the intercept of social capital had a significant indirect effect and total effect on the intercept of depressive symptoms. In addition, the slope of social capital had a significant indirect effect and total effect on the slope of depressive symptom. The initial development of social capital and self-esteem is shown to be effective for reducing adolescents' depressive symptoms.
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Affiliation(s)
- Sungwon Lim
- School of Nursing, University of Washington, Seattle, WA, USA
| | - Seon Heui Lee
- College of Nursing, Gachon University, Incheon, Republic of Korea
| | - Hyun Sill Rhee
- School of Health policy & Management, College of Public Health Sciences, Korea University, Seoul, Republic of Korea; BK21Plus Program in 'Embodiment: Health-Society Interaction', Department of Public Health Science, Graduate School, Korea University, Seoul, Republic of Korea.
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Sen CKN, Gurleyik D, Psouni E. The Role of Physical Activity on Parental Rejection and Body Image Perceptions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2176. [PMID: 32218210 PMCID: PMC7177358 DOI: 10.3390/ijerph17072176] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 03/20/2020] [Accepted: 03/20/2020] [Indexed: 11/16/2022]
Abstract
The present study investigated the potential moderating role of physical activity on the relationship between parental rejection and poor body image perceptions. Late adolescents and young adults from Turkey (N = 373; 256 females/117 males) reported their memories of upbringing (Egna Minnen Beträffande Uppfostran/EMBU) related to both their mother and father, respectively, levels of physical activity (International Physical Activity Questionnaires/IPAQ), and body image perception (Body Cathexis Scale/body dissatisfaction and Social Physique Anxiety Scale/SPAS). EMBU mother and father rejection scores were combined and dichotomized, placing participants into high and low rejection groups. Multiple analysis of covariance, controlling for gender and body mass index, showed that high parental rejection was associated with poorer overall body image perception (η2 = 0.09; η2Body Dissatisfaction = 0.09; η2SPAS = 0.04), whereas higher physical activity was linked to better body image perception η2 = 0.02; η2Body Dissatisfaction = 0.04; η2SPAS = 0.03). While level of physical activity did not mediate the negative relationship between parental rejection on body image perceptions, very physically active individuals recalling high parental rejection displayed body image perceptions similar to participants with low parental rejection. Thus, although higher parental rejection is related to poorer body image perception, interventions targeting regular physical activity may help buffer against these negative effects.
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Affiliation(s)
- Celia K. Naivar Sen
- Department of Psychology, Ozyegin University, Istanbul 34794, Turkey; (C.K.N.S.); (D.G.)
| | - Duygu Gurleyik
- Department of Psychology, Ozyegin University, Istanbul 34794, Turkey; (C.K.N.S.); (D.G.)
| | - Elia Psouni
- Department of Psychology, Lund University, Lund SE-22100, Sweden
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Bedard C, Hanna S, Cairney J. A Longitudinal Study of Sport Participation and Perceived Social Competence in Youth. J Adolesc Health 2020; 66:352-359. [PMID: 31732276 DOI: 10.1016/j.jadohealth.2019.09.017] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 09/19/2019] [Accepted: 09/20/2019] [Indexed: 11/15/2022]
Abstract
PURPOSE Participation in sport presents a unique setting for positive youth psychosocial development. Evidence supporting the relationship between sport and perceived social competence, however, is lacking longitudinal evidence; therefore, it is unknown how the relationship changes through late childhood to early adolescence. The main objective of this study was to evaluate the association between sport participation and self-perceived social competence over 4 years of early adolescence. METHODS The data for this study are from the longitudinal cohort Physical Health and Activity Study. A total of 2,278 children in grade 4 were followed for 4 years until age 13-14 years. Self-perceived social competence (SPSC) was measured using Harter's Self-Perception Profile for Children. Sport participation was measured using the Participation Questionnaire. Mixed effects models were used to evaluate the effect of sport as a continuous and categorical variable on SPSC. RESULTS There was a significant association of sport at baseline (b = .06, 95% CI: .04-.08) and a significant association of sport over time (b = .01, 95% CI: 4 × 10-3 to .017) on SPSC for both males and females. When examining sport participation categorically, compared with no sport participation, participation in any category of sport (in-school, out-of-school, or both) is positively associated with SPSC. CONCLUSIONS The results of this study demonstrated that higher participation in sport is associated with small gains in perceptions of social competence during late childhood to early adolescence, suggesting that sport may be a small yet important contributor to young adolescents' perceptions of their social capabilities.
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Affiliation(s)
- Chloe Bedard
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada; Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Steven Hanna
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada; School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - John Cairney
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada; INfant and Child Health (INCH) Lab, Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, 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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Putnick DL, Hahn C, Hendricks C, Bornstein MH. Developmental stability of scholastic, social, athletic, and physical appearance self-concepts from preschool to early adulthood. J Child Psychol Psychiatry 2020; 61:95-103. [PMID: 31424103 PMCID: PMC6906247 DOI: 10.1111/jcpp.13107] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/12/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Self-concept has meaningful relations with psychological functioning and well-being across the life span. Hence, it is important to understand how and when individual differences in multiple domains of self-concept begin to stabilize and whether individual differences remain stable throughout childhood and adolescence and into early adulthood. METHODS We assessed individuals' (N = 372) scholastic, social, athletic, and physical appearance self-concepts at five waves over 20 years from age 4 to age 24. RESULTS In general, stability was large, but medium-sized estimates were obtained for some domains over longer (e.g., 6-year) intervals. Indirect effects from preschool to early adulthood were small, but from age 14 to 24 were medium to large. Stabilities maintained significance independent of family socioeconomic status and global self-worth. Stability estimates were similar for boys and girls except over adolescence for scholastic self-concept, which was more stable for girls than boys. CONCLUSIONS Multiple domains of self-concept constitute stable individual-difference characteristics, independent of global feelings of self-worth. Individuals who have high or low self-concepts early in development tend to maintain their relative standing into early adulthood suggesting points of intervention.
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Affiliation(s)
- Diane L. Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service Bethesda MD USA
| | - Chun‐Shin Hahn
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service Bethesda MD USA
| | - Charlene Hendricks
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service Bethesda MD USA
| | - Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health Public Health Service Bethesda MD USA
- Institute for Fiscal Studies London UK
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Silva CS, Calheiros MM. Maltreatment experiences and psychopathology in children and adolescents: The intervening role of domain-specific self-representations moderated by age. CHILD ABUSE & NEGLECT 2020; 99:104255. [PMID: 31791007 DOI: 10.1016/j.chiabu.2019.104255] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 10/19/2019] [Accepted: 10/28/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Associations between maltreatment experiences and psychopathology symptoms in children and adolescents are well established. However, the role of domain-specific self-representations (SR) in those associations remains unexplored. OBJECTIVE This multi-informant study aimed to explore the indirect associations between maltreatment experiences and children's and adolescents' psychopathology symptoms (i.e., internalizing and externalizing problems), through domain-specific self-representations, and the moderating role of age in those indirect associations. PARTICIPANTS AND SETTING Participants were 203 children/adolescents (52.7 % boys), aged 8-16 years old (M = 12.64; SD = 2.47), referred to child/youth protection commissions, their parents, and case workers. METHOD Case workers reported on child/adolescent maltreatment, children/adolescents reported on SR, and parents reported on psychopathology symptoms. RESULTS Controlling for chronicity of maltreatment and child/adolescent sex effects, multiple mediation path analysis revealed that: 1) higher levels of physical and psychological abuse were associated with less externalizing problems through more negative social SR; 2) higher levels of physical neglect were associated with more externalizing problems through more positive opposition SR; 3) higher levels of psychological neglect were associated with less externalizing problems through more negative physical appearance SR, and 4) associated with more externalizing problems through more negative opposition SR. Moreover, the indirect effects of physical and psychological abuse on internalizing and externalizing problems through instrumental SR were conditional on child/adolescent age. CONCLUSION Findings signal the relevance of preventing child/adolescent maltreatment and promoting the construction of positive and, foremost, realistic and adaptive self-representations as protection against maladjustment.
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Affiliation(s)
- Carla Sofia Silva
- Centro de Investigação em Ciência Psicológica, Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal; Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisboa, Portugal.
| | - Maria Manuela Calheiros
- Centro de Investigação em Ciência Psicológica, Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal; Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisboa, Portugal
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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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Thompson EG, Knowles SF, Greasley P. Understanding resilience in young people with complex mental health needs: A Delphi study. Clin Child Psychol Psychiatry 2019; 24:405-416. [PMID: 30122091 DOI: 10.1177/1359104518794789] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Resilience is a term used to describe an individual's adaptive coping following an adverse experience; it is important for gaining insight into the development of mental health difficulties in young people and their ability to manage adversity, informing both preventive and reactive clinical practice. METHODS The Delphi method was used whereby a panel of 15 clinical psychologists rated 67 statements, generated from focus groups with young people and interviews with multi-disciplinary staff, in terms of their importance relating to resilience for young people with complex mental health needs. A consensus level of 85% across the panel was set to include/exclude statements in terms of their importance for resilience. RESULTS Nineteen statements were included in the final list. These were grouped into the following four themes: (1) understanding the self, (2) agency in recovery, (3) interpersonal relationships and (4) therapeutic setting and relationships. CONCLUSIONS The results highlight specific resilience factors for young people with complex mental health needs, based upon ratings by clinical psychologists. Recommendations are made which focus upon how to promote resilience within this specific population. These include offering secure therapeutic relationships and a safe environment for young people to make decisions, develop a greater understanding of themselves, and build relationships and a sense of connection with others, both within the specialist mental health service and upon discharge.
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Affiliation(s)
| | | | - Pete Greasley
- 1 Faculty of Health and Medicine, Lancaster University, Lancaster, UK
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Blöte AW, Miers AC, Van den Bos E, Westenberg PM. Negative social self-cognitions: How shyness may lead to social anxiety. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.05.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Liu RT, McArthur BA, Burke TA, Hamilton JL, Mac Giollabhui N, Stange JP, Hamlat EJ, Abramson LY, Alloy LB. A Latent Structure Analysis of Cognitive Vulnerability to Depression in Adolescence. Behav Ther 2019; 50:755-764. [PMID: 31208685 PMCID: PMC6582994 DOI: 10.1016/j.beth.2018.11.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Revised: 11/25/2018] [Accepted: 11/27/2018] [Indexed: 01/28/2023]
Abstract
Whether cognitive vulnerability to depression exists along a continuum of severity or as a qualitatively discrete phenomenological entity has direct bearing on theoretical formulations of risk for depression and clinical risk assessment. This question is of particular relevance to adolescence, given that cognitive vulnerability appears to coalesce and rates of depression begin to rise markedly during this period of development. Although a dimensional view is often assumed, it is necessary to submit this assumption to direct empirical evaluation. Taxometric analysis is a family of statistical techniques developed directly to test such assumptions. The present study applied taxometric methods to address this question in a community sample of early adolescents (n = 485), drawing on three indices of cognitive vulnerability to depression (i.e., negative inferential style, ruminative response style, self-referent information processing). The results of three taxometric analyses (i.e., mean above minus below a cut [MAMBAC], maximum eigenvalue [MAXEIG], and latent mode [L-Mode]) were consistent in unambiguously supporting a dimensional conceptualization of this construct. The latent structure of the tested indices of cognitive vulnerability to depression in adolescence appears to exist along a continuum of severity rather than as a discrete clinical entity.
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Oppenheimer CW, Hankin BL, Young J. Effect of Parenting and Peer Stressors on Cognitive Vulnerability and Risk for Depression among Youth. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019. [PMID: 28623624 DOI: 10.1007/s10802-017-0315-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Parenting behaviors influence clinical depression among youth, but little is known about the developmental processes that may account for this association. This study investigated whether parenting is associated with the onset of clinical depression and depressive symptoms through negative cognitive style, particularly under conditions of high exposure to stressors, in a community sample of children and adolescents (N = 275; 59% girls). Observational methods were used to assess positive and negative parenting during a laboratory social-evaluative stressor task. Depressive symptoms and clinical depressive episodes were repeatedly assessed over an 18-month prospective follow-up period. Results supported a conditional indirect effect in which low levels of observed positive parenting during a youth stressor task were indirectly associated with an increased likelihood of experiencing an episode of depression and worsening depressive symptoms over the course of the study through youth negative cognitive style, but only for youth who also experienced a high number of peer stressors. These findings elucidate mechanisms through which problematic parenting may contribute to risk for the development of clinical depression during the transition into and across adolescence. Implications for depression interventions are discussed.
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Affiliation(s)
- Caroline W Oppenheimer
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
| | - Benjamin L Hankin
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, 61820, USA
| | - Jami Young
- Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA
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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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Crocetti E, Moscatelli S, Kaniušonytė G, Meeus W, Žukauskienė R, Rubini M. Developing Morality, Competence, and Sociability in Adolescence: A Longitudinal Study of Gender Differences. J Youth Adolesc 2019; 48:1009-1021. [DOI: 10.1007/s10964-019-00996-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2018] [Accepted: 02/06/2019] [Indexed: 11/24/2022]
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Herman KC, Hodgson CG, Eddy CL, Cohen DR, Reinke WM, Burrell L, Mcfarlane EC, Duggan AK. Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School? Child Dev 2019; 91:e331-e344. [PMID: 30654412 DOI: 10.1111/cdev.13214] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.
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