Gender Development

Ruble, Diane N.; Martin, Carol Lynn; Berenbaum, Sheri A.

doi:10.1002/9780470147658.chpsy0314

Cited by 477 publications

(826 citation statements)

References 479 publications

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“…Thus, results reported herein, together with results from other work, suggest that, although girls report more teacher emotional support than boys throughout high school, this does not seem to completely protect them from developing depressive symptoms. There appear to be other factors that contribute to girls' increased likelihood of depression in adolescence, such as the fact that girls have lower global self-worth and domain-specific self-perceptions during adolescence (Harter, 2006) and are more vulnerable to negative self-appraisals regarding body image (Ruble, Martin, & Berenbaum, 2006).…”

Section: Discussionmentioning

confidence: 99%

Associations between teacher emotional support and depressive symptoms in Australian adolescents: A 5-year longitudinal study.

Pössel

Rudasill²,

Sawyer

et al. 2013

Developmental Psychology

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Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relationships between teacher emotional support and depressive symptoms, yet no study has used both models to test bidirectional relationships between teacher support and depressive symptoms in students separately by sex. Four-thousand three-hundred forty-one students (boys: n = 2,063; girls: n = 2,278) from Grades 8 to 12 completed the Center for Epidemiological Studies Depression Scale (CES-D), List of Threatening Experiences Questionnaire (LTEQ), and an instrument developed for the study to measure teacher support annually for 5 years. Results support neither of the 2 proposed models. Instead, they indicate that in the 1st years of high school, students of both sexes with average and high numbers of stressful events benefit from teacher support, while teacher support might have iatrogenic effects on students experiencing low numbers of stressful events. Possible explanations for the findings and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Associations between teacher emotional support and depressive symptoms in Australian adolescents: A 5-year longitudinal study.

Pössel

Rudasill²,

Sawyer

et al. 2013

Developmental Psychology

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“…Girls in general appear to be more expressive emotionally than boys (Ruble & Martin, 1998). It is probable, however, that appropriate coping and emotional responses that include some engagement in prosocial behaviors may be beneficial for any child.…”

Section: Gender Differences In Copingmentioning

confidence: 98%

Prosocial Behavior as a Protective Factor for Children’s Peer Victimization

Griese

Buhs

2013

J Youth Adolescence

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“…Research on identity formation has examined several other domains, such as gender identity (for an overview, see Ruble, Martin, & Berenbaum, 2006) and ethnic identity (for an overview, see Phinney & Ong, 2007). However, we chose to follow Erikson's (1950) early focus on identity formation as a process that mainly takes place in ideological domains (i.e., education), and the extension of that focus by Grotevant et al (1982) into interpersonal domains (i.e., friendships).…”

Section: Research On Identity Formation: a Short Overviewmentioning

confidence: 99%

The dynamics of personality and identity in adolescence

Klimstra

2012

European Journal of Developmental Psychology

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Portions of this chapter will be published as: Klimstra, T. A., Hale, W. W., Raaijmakers, Q. A. W., Branje, S. J. T., & Meeus, W. H. J. (in press). Personality assessment and maturation. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence. Heidelberg, Germany: SpringerVerlag. General Introduction 12 Chapter 1. General introductionWhen persons describe themselves, they are typically referring to certain characteristics, such as "outgoing", "nervous", "messy", "friendly" and "creative". Exactly these kinds of characteristics define one's personality. In personality psychology, which focuses on individual differences in the just-mentioned characteristics, there has been a longstanding debate on what would be the most appropriate set of characteristics to describe people by. In the last twenty years, there has been a growing consensus on this issue, as a majority of researchers now agree that personality characteristics can be subsumed in five broad traits: the Big Five (Caspi, Roberts, & Shiner, 2005). These five broad factors are Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness to Experience (McCrae & Costa, 1987).Extraversion (as opposed to introversion) refers to being dominant, outgoing and energetic in interpersonal situations. Extraverted individuals tend to enjoy social attention and experience frequent positive moods. Agreeableness encompasses a wide range of characteristics that are all indicative of an individual's competence and willingness to maintain positive and reciprocal relationships with others; in other words, pro-social behavioral tendencies. Conscientiousness refers to personal characteristics indicative of behavioral and cognitive control. Conscientious individuals are neat, orderly, and responsible persons, who have little trouble with dividing their attention in an optimal way. Emotional Stability (as opposed to Neuroticism) is indicative of a person's ability to deal with negative emotions in an effective manner. A person with low levels of Emotional Stability is often insecure, has a tendency to experience negative moods, gets frustrated easily, and is commonly anxious. Openness to Experience refers to a person's style of dealing with new information and opportunities. It comprises aspects such as creativity, imagination, originality, and curiosity.Another aspect of the self that becomes more salient in adolescence is identity (Erikson, 1950(Erikson, , 1968. Identity has been conceptualized as "self-sameness and continuity to… the style of one's individuality, and that this style coincides with the sameness and continuity of one's meaning for significant others in the immediate community" (Erikson, 1968, p. 50).Although Erikson's (1950Erikson's ( , 1968 initial work on identity sparked an interest in research on the topic, it could not be directly translated into an empirically testable construct. To overcome this problem, Marcia (1966) elaborated on Erikson's work and developed the identity status paradigm. In this paradigm, the focus is on two key pro...

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Gender Development

Cited by 477 publications

References 479 publications

Associations between teacher emotional support and depressive symptoms in Australian adolescents: A 5-year longitudinal study.

Associations between teacher emotional support and depressive symptoms in Australian adolescents: A 5-year longitudinal study.

Prosocial Behavior as a Protective Factor for Children’s Peer Victimization

The dynamics of personality and identity in adolescence

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