From childhood to young adulthood: the importance of self-esteem during childhood for occupational achievements among young men and women

Abstract

This study investigates the impact of self-esteem during childhood on men's and women's occupational prestige in young adulthood. By combining first-hand information from parents in the Swedish Level-of-Living surveys (LNU) 2000 and their children in the Child-LNU in 2000 and the follow-up study in LNU-2010, we are able to assess how self-esteem during adolescence is related to occupational prestige in adulthood. Multivariate analyses were used to determine whether associations between self-esteem (global and domain-specific) in childhood (aged 10-18 years) and occupational prestige in young adulthood (aged 20-28) exist and, if so, what the magnitudes of these associations are for each respective gender. For women, there is a positive association between confidence in mathematics and prestige, even when accounting for actual math grades. Global self-esteem is positively related to later occupational prestige as well. For men, self-esteem is unrelated to occupational prestige. Only actual performance in mathematics is important for men's occupational achievements. These results indicate the importance of taking gender differences into account when investigating how self-esteem is related to outcomes in young adulthood. A possible implication is the importance of focusing on the development of self-esteem among children, particularly girls, in school.

Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage

“…We began this paper with a critique of the status attainment model for its limited consideration of psychological resources that may influence educational, occupational, and income attainments (Dubow, Boxer, and Huesmann 2009;Magnusson and Nermo 2018). The Wisconsin model of status attainment is widely and justifiably acclaimed for its incorporation of social psychological processes, supplementing the earlier structural model of attainment set forth in Blau and Duncan's classic work (1967).…”

Work Experiences and Self-Esteem Development: A Meta-Analysis of Longitudinal Studies

“…A second line of research examined the effects of self-esteem on job outcomes. Several longitudinal studies indicate that self-esteem positively predicts work outcomes, such as job satisfaction, income, and occupational prestige (Kammeyer-Mueller et al, 2008;Kuster et al, 2013;Magnusson & Nermo, 2018;Orth et al, 2012;Salmela-Aro & Nurmi, 2007;Trzesniewski et al, 2006). Moreover, research suggests that core self-evaluations-a concept that combines several personality characteristics, including self-esteem-are predictive of work outcomes (Judge et al, 1998).…”

Early mobile phone ownership: influencing the wellbeing of girls and boys in Ireland?

“…However, the challenge for policymakers and society more generally is how to maximise the potential of digital technologies for education and other purposes, while mitigating any negative effects from access. The findings suggest the need for policy attention, given that any negative impact on children's self-concept from mobile ownership Marsh and O'Mara, 2008;Chowdry, Crawford, & Goodman, 2011;Mann, Hosman, Schaalma, & De Vries, 2004;Magnusson & Nermo, 2018). Hence, if mobile phones have the potential to negatively impact on dimensions of children's self-concept as they move into adolescence (and beyond), there could be valid economic and societal arguments for curtailing or delaying such mobile phone access, or at the very least raising awareness about the potentially negative effects.…”