The Development of Multiple Self‐Concept Dimensions During Adolescence

Esnaola, Igor; Sesé, Albert; Antonio-Agirre, Iratxe; Azpiazu, Lorea

doi:10.1111/jora.12451

Cited by 40 publications

(29 citation statements)

References 73 publications

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“…A second implication of this study is that stability of individual differences is strong even if mean levels change over time, as has been shown in many studies (Esnaola et al, in press; Harter & Whitesell, ; Jacobs et al., ; Orth et al., ). Hence, even if children's self‐concepts decline in mean level as they age (e.g., Robins et al., ), the ordering of individuals in the group stays relatively consistent.…”

Section: Implications and Conclusionmentioning

confidence: 53%

“…This study is centrally concerned with the individual‐order stability of self‐concepts over development (Bornstein, Putnick, & Esposito, ). Most studies of the development of self‐concepts focus on group mean‐level changes across time—whether self‐concepts normatively dip or surge at certain ages (Esnaola, Sesé, Antonio‐Agirre, & Azpiazu, ; Harter & Whitesell, ; Orth, Erol, & Luciano, ; Robins, Trzesniewski, Tracy, Gosling, & Potter, ). Some studies also explore variation around average levels, and differences in trajectories or slopes, as in growth curve models (Baldwin & Hoffmann, ; Rhodes, Roffman, Reddy, & Fredriksen, ).…”

Section: Introductionmentioning

confidence: 99%

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Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Putnick

Hahn

Hendricks

et al. 2019

Child Psychology Psychiatry

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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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Section: Implications and Conclusionmentioning

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Putnick

Hahn

Hendricks

et al. 2019

Child Psychology Psychiatry

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show abstract

“…To start, the academic, social, and family self-concept dimensions were positively related to the level of the practice of PA in accordance with other studies (Annesi, 2006; Esnaola and Revuelta, 2009; Contreras et al, 2010; Bean et al, 2012). Higher levels of practice had a positive effect on the social behavior and health of the adolescents (Esnaola et al, 2018). However, these relationships were seen mostly in the university students.…”

Section: Discussionmentioning

confidence: 99%

Self-Concept and Physical Activity: Differences Between High School and University Students in Spain and Portugal

et al. 2019

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The period of adolescence stands out as a critical and decisive phase, first because it leaves its mark on personality development, which is affected by psychosocial factors, and second because the healthy lifestyle habits acquired during this stage form a foundation for adulthood. The objective of the present study was first to evaluate the levels of participation in physical activities (PA) and of self-concept in high school and university students, and second to find relationships between these psycho-physical variables. Four hundred and forty adolescents ranging in age from 16 to 20 years, from Spain and Portugal, participated in this study (cross-sectional design). The IPAQ and Self-Concept Form-5 questionnaires were used. The results demonstrated some differences; the Portuguese university students had lower scores in the academic, emotional and physical dimensions and vigorous PA but higher sitting time, walking and moderate PA compared to Portuguese high school students. In addition, Spanish university students had lower self-concept scores although higher practice of PA and lower sitting time than Spanish high school students ( p < 0.05). On the other hand, a positive relationship was found between different dimensions of self-concept and levels of PA, while the relationship between these dimensions and the time the adolescent spent sitting was negative. In conclusion, the university students have lower scores of self-concept dimensions (in general), and the practice of PA is higher in Spanish university students, confirming the clear presence of differences between both educational stages. The relationship between the dimensions of self-concept in general and the level of PA was positive (following the contributions of Marsh).

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“…The practice of PA also has benefits on the mental health of older people, positively affecting one of the most important psychosocial factors that influences an individual's well-being and health habits, the self-concept [15][16][17][18][19]. The before-mentioned is defined as the collection of beliefs about one's self and is also associated with health behaviors [15], and following the multidimensional and hierarchical model proposed by Shavelson [20], it is divided into academic, social, family, emotional and physical dimensions [15,21]. The physical self-concept (PSC) is therefore the set of ideas that we believe define us physically [22], and is in turn made up of four other dimensions, physical condition (PC), sports competence (SC), physical attractiveness (AT) and physical strength (ST) [23].…”

Section: Introductionmentioning

confidence: 99%

Physical Self-Concept Changes in Adults and Older Adults: Influence of Emotional Intelligence, Intrinsic Motivation and Sports Habits

Conde-Pipó

Melguizo-Ibáñez

Mariscal-Arcas

et al. 2021

IJERPH

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Lifespan is increasing globally as never before, and leading to an aging world population. Thus, the challenge for society and individuals is now how to live these years in the best possible health and wellbeing. Despite the benefits of physical activity for both are well documented, older people are not active enough. Physical self-concept is correlated with high levels of sports practice, although its evolution across one’s life span is not clear. The aim of this research has been to analyze the physical self-concept in older adults and its relationship with emotional intelligence, motivation and sports habits. The sample of 520 adults aged between 41 and 80 was clustered in ranges of age; 70.96% were men (n = 369; 57.34 years (SD: 7.97)) and 29.04% women (n = 151; age = 55.56 years (SD: 9.12)). Questionnaires adapted to Spanish were used to measure physical self-concept (Physical Self-Perception Profile), motivation (Sport Motivation Scale), and emotional intelligence (Trait Meta-Mood Scale). Regarding physical self-concept, the youngest group obtained the highest mean values and the oldest group the lowest. Physical self-concept correlated positively with emotional regulation and intrinsic motivation. Initiation to sports in childhood, the practice of sports activities for more than 150’ per week, and the practice of three or more sports, were associated with a higher score of physical self-concept. The findings reveal that physical self-concept declines in older adults, slightly at first, and sharply between 71 and 80 years, being intrinsic motivation, emotional regulation, and sports habits, factors to consider in favoring a positive physical self-concept and adherence to sporting activities.

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The Development of Multiple Self‐Concept Dimensions During Adolescence

Cited by 40 publications

References 73 publications

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Developmental stability of scholastic, social, athletic, and physical appearance self‐concepts from preschool to early adulthood

Self-Concept and Physical Activity: Differences Between High School and University Students in Spain and Portugal

Physical Self-Concept Changes in Adults and Older Adults: Influence of Emotional Intelligence, Intrinsic Motivation and Sports Habits

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