School Life and Adolescents' Self‐Esteem Trajectories

Abstract

This study investigates heterogeneity in adolescents' trajectories of global self-esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student-level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4-year, six-measurement-point, follow-up of 1,008 adolescents (M(age) = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait-like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.

A person‐centered approach to commitment research: Theory, research, and methodology

“…As for LPA, more flexible GMM may provide a much richer perspective (see Morin, Maïano, et al, ; Morin et al, ; Ram & Grimm, ), although the ability to estimate these models is likely to be limited with smaller samples, or fewer time points. We recommend starting with theoretically “optimal” models and slowly imposing constraints when less restricted models fail to converge on proper solutions.…”

Contextual Conditions for Acculturation and Adjustment of Adolescent Immigrants – Integrating Theory and Findings

“…Such a climate seems to be particularly important for immigrant students, who have to cross cultural and linguistic boundaries and often have to face stereotypes, prejudices, and discrimination (Haenni Hoti et al, 2013;Thapa et al, 2013). A school climate characterized by fairness and justice can buffer effects of perceived discrimination and victimization on school adjustment of immigrant students (Bayram Özdemir & Stattin, 2013;Morin, Maïano, Marsh, Nagengast, & Janosz, 2013). Perceived inequality and exclusion at school can have very negative consequences for school adjustment of immigrant or ethnic minority students (Eccles & Roeser, 2011;Horenczyk & Tatar, 2012) such as a decline in academic self-concept, an increase of psychological problems (Bayram Özdemir & Stattin, 2013;Wong et al, 2003), and an increase in delinquent behaviour (Park, Schwartz, Lee, Kim, & Rodriguez, 2013).…”

Global self-esteem, perceived athletic competence, and physical activity in children: A longitudinal cohort study

“…Gender differences in global self-esteem are not yet present during elementary school (Wigfield & Eccles, 1994), but small gender differences start to appear during middle school in favor of boys (e.g., Morin, Maiano, Marsh, Nagengast, & Janosz, 2013). Kling, Hyde, Showers, and Buswell (1999) argue that these differences are due to the lower self-perceptions for body image in girls, although only small to moderate differences in body image between boys and girls were found in an extensive meta-analysis (Gentile et al, 2009).…”