The development of global and domain-specific self-esteem from age 13 to 31.

Soest, Tilmann von; Wichstrøm, Lars; Kvalem, Ingela Lundin

doi:10.1037/pspp0000060

Cited by 153 publications

(199 citation statements)

References 79 publications

(212 reference statements)

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“…Further, we will explore which domains of self-esteem (i.e., scholastic competence, social acceptance, athletic competence, physical appearance, and romantic appeal) contribute with significant unique variance to QoL. In these analyses, we adjust for gender and age because QoL has shown to be gender and age dependent in earlier studies [29], and pronounced gender and age differences have been detected in psychopathology [30,31] and self-esteem [20,32]. Figure 1 depicts the associations to be investigated in our structural equation model.…”

Section: Aims Of the Studymentioning

confidence: 99%

“…(5) Romantic Appeal referring to perceptions of romantic appeal, for example, ''I feel that people of my age will be romantically attracted to me.'' A longitudinal epidemiological study of Norwegian adolescents and young adults [35] reported satisfactory internal consistency for these five domains (Scholastic Competence a = .69-.71; Social Acceptance a = .77-.83; Athletic Competence a = .79-.82; Physical Appearance a = .86-.90; and Romantic Appeal a = .75).…”

Section: Self-esteemmentioning

confidence: 99%

“…Further, selfesteem is also constituted by multiple sub-domains [19], and it is entirely possible to have a positive view of oneself in one area, for example, physical appearance, but a negative view of oneself in another domain, for example, academics. Although the influence of different domains on one's global self-esteem may vary among adolescents (e.g., one adolescent emphasizes being good in sports while another regards close friendships as most important), research suggests that, among typically developing adolescents, some domains contribute more to overall self-esteem than others [20][21][22][23]. This raises the question whether some self-esteem domains are more important, if any, to adolescents' QoL.…”

Section: Introductionmentioning

confidence: 99%

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Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

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Purpose Many adolescents living in residential youth care (RYC) institutions perceive their quality of life (QoL) to be low. Enhancing QoL is thus important, but little is known about the potential contributors to their QoL. Early interpersonal trauma and subsequent removal from home and repeated relocations to new placements are expected to affect mental health and self-esteem. We therefore investigated if domain-specific self-esteem contributed to QoL among adolescents living in RYC institutions over and beyond their levels of psychopathology. Methods All youth in Norwegian RYC institutions between the ages 12-23 years were invited to participate. Of a total of 98 RYC institutions, 86 participated, and 400 of 601 eligible youths were examined. The participants' primary contact completed the Child Behavior Checklist to assess psychopathology. The adolescents completed a revised version of the Self-Perception Profile for Adolescents and the questionnaire for measuring health-related quality of life in children and adolescents (KINDL-R). Results After adjusting for psychopathology, age, and gender, self-esteem domains uniquely explained 42% of the variance in Qol, where social acceptance (b = 0.57) and physical appearance (b = 0.25) domains significantly predicted concurrent QoL. Conclusions The self-esteem domains, social acceptance and physical appearance, add substantially to the explained variance in QoL among adolescents living in RYC institutions, over and beyond the levels of psychopathology. These self-esteem domains may be targets of intervention to improve QoL, in addition to treating their psychopathology.

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Section: Aims Of the Studymentioning

confidence: 99%

Section: Self-esteemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

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“…La dimensión académica, definida por las autoras como la autopercepción de la capacidad para enfrentar con éxito las situaciones de la vida escolar, se encuentra dentro de los indicadores de Desarrollo Personal y Social que considera la evaluación nacional, complementaria al logro de los Estándares de Aprendizaje en Chile (Agencia de Calidad de la Educación, 2016). La autoestima física, definida como el hecho de sentirse atractivo físicamente, durante la adolescencia se describe como factor determinante de la autoestima global (Von Soest, Wichstrøm, y Kvalem, 2015). La correlación entre la autoestima global y la dimensión social de ésta, definida como el sentimiento de sentirse aceptado o rechazado por los iguales y el sentimiento de pertenencia, aumenta gradualmente con la edad, lo que se relacionaría con la progresiva autonomía de los jóvenes e independencia de sus padres (Haeussler y Milicic, 2014;Von Soest et al, 2015).…”

Section: Autoestimaunclassified

“…La autoestima física, definida como el hecho de sentirse atractivo físicamente, durante la adolescencia se describe como factor determinante de la autoestima global (Von Soest, Wichstrøm, y Kvalem, 2015). La correlación entre la autoestima global y la dimensión social de ésta, definida como el sentimiento de sentirse aceptado o rechazado por los iguales y el sentimiento de pertenencia, aumenta gradualmente con la edad, lo que se relacionaría con la progresiva autonomía de los jóvenes e independencia de sus padres (Haeussler y Milicic, 2014;Von Soest et al, 2015).…”

Section: Autoestimaunclassified

La Autoestima en Alumnos de 3º a 8º Básico. Una Mirada por Nivel de Escolaridad y Género

Orrego¹,

Müller²,

García³

2017

riee

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La autoestima es una de las áreas más significativas para el bienestar emocional, la adaptación social y la productividad. Se reportan resultados de un estudio cuyo objetivo fue evaluar la autoestima de estudiantes de enseñanza básica (3º a 8º), a través del instrumento estandarizado en Chile TAE-Alumno (Marchant, Haeussler y Torretti, 2002) y profundizar en las diferencias por nivel de escolaridad y género. Participaron 5161 niños chilenos de 3º a 8º básico, pertenecientes a 10 colegios particulares subvencionados de la Región Metropolitana. Se encontraron diferencias significativas en los niveles de autoestima entre los nivel de escolaridad evaluados, observándose una baja a medida que aumenta la escolaridad. También se encontraron diferencias significativas por género, apareciendo en 6º básico y acentuándose en 7º y 8º básico a favor de los hombres. Se reconoce la necesidad de que las comunidades educativas estén atentas a las diferencias por nivel de escolaridad y por género haciendo intervenciones en los períodos que resultan más críticos en la construcción de la identidad. Se argumenta que los colegios, desde su influencia en la socialización de los estudiantes, están en una posición privilegiada para favorecer el desarrollo de una autoestima positiva.Palabras clave: Autoestima, Género, Nivel de escolaridad, Socialización, Aprendizaje socioemocional.Self-esteem is one of the most significant areas for emotional well-being, social adaptation and productivity in life. The results of this study, whose goal was to evaluate the self-esteem of elementary and middle school students, with a standarized test of self-esteem TAE-Alumno (Marchant, Haeussler y Torretti, 2002) and to analize the sample stratified by school grade and gender, are reported. Participants were 5161 Chilean children of 3th to 8th grade, who belong to 10 schools in the Metropolitan Region. Significant differences of self-esteem in the different school grades evaluated were found. A drop in self-esteem as school grades increase, was recorded. Gender differences were also significative from 6th grade and became more significant in 7th and 8th grade, on behalf of boys. The study recognizes the need for schools to be aware of the differences by school grade and gender, in order to intervene in critical periods of the construction of personal identity. Schools are a source of influence on student's socialization, so they are in a unique position to promote the development of positive self-esteem.

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Adolescent boys’ physical fighting and adult life outcomes: Examining the interplay with intelligence

Frøyland

Soest

2019

Aggressive Behavior

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Although it is well known that adolescent delinquent behavior is related to poor outcomes in adulthood, longitudinal research on specific acts of delinquency and their interplay with important individual characteristics in predicting future outcomes is scarce. We aimed to examine how physical fighting-one of the most common acts of violent delinquency among adolescent boys-is related to adult life success in several domains, and how intelligence influences these associations. The study used data from 1,083 boys that participated in the population-based longitudinal Young in Norway Study, following adolescents from 1992 to 2015, by combining self-reports at four time points with comprehensive information from registers. Results showed that adolescent boys' physical fighting was associated with poor adult outcomes in the domains of employment, education, and criminal behavior. Associations remained significant even after controlling for conduct problems in general-which isolated the effects of fighting from other delinquent acts-as well as from a variety of other potential confounders. Detailed analyses on the interplay of physical fighting and intelligence showed that some parts of the associations between adolescent boys' fighting and several adverse adult outcomes could be ascribed to lower intelligence among the fighters. Moreover, intelligence moderated the relationship between physical fighting and adult education. Adolescent fighting was not related to educational attainment among boys with high intelligence, whereas boys with lower intelligence experienced detrimental effects of adolescent fighting. The analyses show the importance of considering adolescent boys' physical fighting as a potential risk factor for future social marginalization.

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The development of global and domain-specific self-esteem from age 13 to 31.

Cited by 153 publications

References 79 publications

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

Quality of life among adolescents living in residential youth care: do domain-specific self-esteem and psychopathology contribute?

La Autoestima en Alumnos de 3º a 8º Básico. Una Mirada por Nivel de Escolaridad y Género

Adolescent boys’ physical fighting and adult life outcomes: Examining the interplay with intelligence

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