父母自尊与青少年主观幸福感间的关系:亲子信任与青少年自尊的链式中介作用

为了探讨父母自尊和青少年主观幸福感间的关系及其内在机制,本研究采用罗森伯格自尊量表、积极/消极情感量表、生活满意度量表和亲子信任关系量表,针对233对高中生及其父母进行调查。研究结果发现:(1)父母自尊与青少年主观幸福感显著正相关;(2)亲子信任在父母自尊与青少年主观幸福感之间起中介作用;(3)青少年自尊在父母自尊与青少年主观幸福感之间起中介作用;(4)亲子信任和青少年自尊在父母自尊与青少年主观幸福感之间起链式中介作用。该结果对于揭示影响青少年主观幸福感的因素,寻找到提升青少年主观幸福感的路径具有重要的理论和现实意义。     

Adolescents' problems and their relationship to self-esteem.

The Mooney Problem Check List and Rosenberg's Self-Esteem Scale were administered to 201 adolescents, ages 14 to 16 years. Sex differences in the number and nature of problems reported, and their relationship to self-esteem, were examined. Results indicated that, overall, girls reported significantly more problems and lower levels of self-esteem than did boys. Girls had more problems with interpersonal relationships, personal adjustment, health, and family issues. There were no significant differences between girls and boys in the areas of educational and vocational future. Surprisingly, neither boys nor girls were particularly concerned about their vocational/educational future. Relative to other areas, adjustment to schoolwork was identified as being of considerable concern for both sexes. There was a significant relationship between self-esteem and reported problems, and different problem areas were related to self-esteem for girls and boys. The findings of this study support previous research and provide further information concerning relationships between self-esteem and problems.     

Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents

In this study, the mediator and moderator effects of global self-esteem on the relationship between loneliness and global life satisfaction in adolescents were investigated. The participants were 439 students, between age range of 15–18, who were attending four different high schools in Turkey. Data were collected by using the UCLA loneliness scale, Rosenberg self-esteem scale, and the satisfaction with life scale. Hierarchical regression analysis showed that global self-esteem partially mediated the relationship between loneliness and global life satisfaction. However, global self-esteem did not moderate the relationship between loneliness and global life satisfaction. The results are discussed in terms of the conceptional context.     

Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents

In this study, the mediator and moderator effects of global self-esteem on the relationship between loneliness and global life satisfaction in adolescents were investigated. The participants were 439 students, between age range of 15–18, who were attending four different high schools in Turkey. Data were collected by using the UCLA loneliness scale, Rosenberg self-esteem scale, and the satisfaction with life scale. Hierarchical regression analysis showed that global self-esteem partially mediated the relationship between loneliness and global life satisfaction. However, global self-esteem did not moderate the relationship between loneliness and global life satisfaction. The results are discussed in terms of the conceptional context.     

Gender differences in adolescent self-esteem: an exploration of domains

The relationship between gender and global self-esteem in adolescence, while modest, has been well established, with boys consistently scoring higher than girls. In the present study, we sought to understand gender differences in adolescent self-esteem in terms of its component parts. With a relatively large (n = 545) sample of adolescents, drawn from Grades 8, 10, and 12, we specified 8 domains of adolescent self-esteem (personal security, home/parents, peer popularity, academic competence, attractiveness, personal mastery, psychological permeability, and athletic competence) across a number of different instruments and brought them together into a common assessment superstructure. Gender differences as well as the relative contributions of the different domains to overall self-esteem scores were measured. As predicted, boys attained slightly higher global self-esteem scores than girls did, by a difference of .22 standard deviation units. Contrary to our expectation of more balanced domain effects, boys significantly outperformed girls in 6 of 8 domains, whereas the 2 remaining domains exhibited no significant gender differences. There were no main or interaction effects for grade level. In terms of relative contribution of these domains to global self-esteem for the 2 genders, global self-esteem in boys and girls is predicted in very similar strengths and in the same order of magnitude by identical domains of self-esteem: home/parents, personal security, academic competence, attractiveness, and personal mastery--yielding multiple R2s from .88 to .91.     

Human figure drawing size as a measure of self-esteem

The relationship between self-esteem and human figure drawing size was investigated. Seventy-six adolescents completed the Rosenberg Self-Esteem Scale and drew the human figure. For males only. there was a significant linear relationship between self-esteem and width of human figure drawing and a significant curvilinear relationship between self-esteem and height and self-esteem and area of human figure drawing. The latter findings lend support to a hypothesis regarding the possibility among low self-esteem subjects of a bimodal distribution with respect to size.     

Human Figure Drawing Size as a Measure of Self-Esteem

The relationship between self-esteem and human figure drawing size was investigated. Seventy-six adolescents completed the Rosenberg Self-Esteem Scale and drew the human figure. For males only. there was a significant linear relationship between self-esteem and width of human figure drawing and a significant curvilinear relationship between self-esteem and height and self-esteem and area of human figure drawing. The latter findings lend support to a hypothesis regarding the possibility among low self-esteem subjects of a bimodal distribution with respect to size.     

Gender Differences in Adolescent Self-Esteem: An Exploration of Domains

The relationship between gender and global self-esteem in adolescence, while modest, has been well established, with boys consistently scoring higher than girls. In the present study, we sought to understand gender differences in adolescent self-esteem in terms of its component parts. With a relatively large (n = 545) sample of adolescents, drawn from Grades 8, 10. and 12, we specified 8 domains of adolescent self-esteem (personal security, home/parents, peer popularity, academic competence, attractiveness, personal mastery, psychological permeability, and athletic competence) across a number of different instruments and brought them together into a common assessment superstructure. Gender differences as well as the relative contributions of the different domains to overall self-esteem scores were measured. As predicted, boys attained slightly higher global self-esteem scores than girls did, by a difference of .22 standard deviation units. Contrary to our expectation of more balanced domain effects, boys significantly outperformed girls in 6 of 8 domains, whereas the 2 remaining domains exhibited no significant gender differences. There were no main or interaction effects for grade level. In terms of relative contribution of these domains to global self-esteem for the 2 genders, global self-esteem in boys and girls is predicted in very similar strengths and in the same order of magnitude by identical domains of self-esteem: home/parents, personal security, academic competence, attractiveness, and personal mastery—yielding multiple R ²s from .88 to .91.     

母亲受教育水平和青少年学业自尊的关系:母亲教养方式的中介作用和性别的调节作用

本研究探索了母亲教养方式在母亲受教育水平与青少年学业自尊关系间的中介作用,以及性别对上述中介效应的调节作用。以715名初中生为被试,采用母亲教养方式量表、儿童自尊量表进行测量。结果发现,母亲受教育水平能够正向预测青少年的学业自尊;母亲温暖、拒绝、惩罚的教养方式在母亲受教育水平和青少年的学业自尊之间起部分中介作用;并且上述中介作用受性别的调节。相比男生,母亲温暖的教养方式更显著正向预测女生的学业自尊;母亲拒绝和惩罚的教养方式更显著负向预测女生的学业自尊。提升母亲受教育水平,对于促进母亲的积极教养和降低母亲的消极教养,进而促进青少年形成积极的学业自我评价有重要的意义。     

Academic, motivational, and emotional correlates of adolescent dating

This study is an examination of the relationship between dating status and academic achievement, academic motivation, depression, and self-esteem; it is an investigation of the differential effects wielded by gender and age (grade level) of the dating adolescent in each of these domains. Participants were a relatively large gender-balanced adolescent group (N = 380) from Grades 8, 10, and 12. Dating status was studied first as a binary variable (frequent versus infrequent dating) and second as a dating spectrum, including steady, frequent, and infrequent dating. Results showed that adolescents who dated frequently (more than once or twice a month), whether they were boys or girls, relatively young (8th grade) or more mature (l0th and 12th grades), exhibited consistently and significantly lower levels of academic achievement and academic motivation and higher levels of depressive symptoms. There were no significant effects of dating status on global self-esteem, but, as hypothesized, subscale analyses revealed important subscale-differentiated effects.     

初中青少年自尊发展趋势及影响因素的追踪分析

本研究采用纵向追踪设计, 从整合的视角考察了亲子关系、师生关系、学业压力以及认知自主对初中青少年自尊发展水平和趋势的影响。结果发现：(1)从初一到初三, 青少年的自尊水平和认知自主水平呈现显著的上升趋势, 师生关系亲密度呈现显著的下降趋势, 亲子关系和学业压力没有明显变化; (2)亲子关系和认知自主对初中青少年的自尊发展有着显著的促进作用, 学业压力对初中青少年的自尊发展有着明显的抑制作用, 师生关系对初中青少年的自尊发展没有明显影响。     

Inter-relationships among attachment to mother and father, self-esteem, and career indecision

This study investigated the mediating role of adolescents’ global self-esteem, based on the relationship between adolescents’ mother or father attachment and their career indecision; as well as the mediating role of adolescents’ career indecision on the relationship between mother or father attachment and self-esteem. Two hundred and forty-one adolescents completed a self-report questionnaire that measured the difficulty in making decisions about their future academic and vocational careers, their global self-esteem, and their attachment to their parents. Results showed that the more adolescents felt attached to their mother and father the easier it was for them to make career decisions. The self-esteem mediation hypothesis is supported as a function of parent and adolescent gender. Similarly, the mediating role of career indecision is confirmed and depends on the gender of both parents and adolescents. Interpersonal context, identity development, adolescent career development and the relationship between them are discussed.     

Parent-Adolescent Relationship and Adolescent Psychological Functioning among African-American Female Adolescents: Self-Esteem as a Mediator

African-American female adolescents living in urban areas are at increased risk for adverse adjustment outcomes. The present study accomplished two goals. First, the quality of the parent-adolescent relationship across age groups was examined for differences among younger (i.e., 12'14) versus mid-range (i.e., 15'16) versus older (i.e., 17'18) adolescents. Second, self-esteem was examined as a possible mediator of the relationship between the quality of the parent-adolescent relationship and adolescent psychological functioning in a sample of 608 African-American urban adolescent females. With regard to developmental shifts in the quality of the parent-adolescent relationship, midrange adolescents reported a significantly poorer relationship with their mother than older adolescents. Results also indicated that self-esteem partially mediated the relationship between parent-child relationship and adolescent psychological functioning. Mental health professionals can broaden their interventions that aim to improve adolescent psychological functioning by either focusing on the quality of the parent-adolescent relationship or adolescent self-esteem.     

青少年的社会支持系统与自尊的关系

采用典型相关分析方法对502名青少年的社会支持系统与自尊的关系进行研究,结果表明,在影响自尊的因素中,有29．8％是可以由青少年所感知的社会支持系统所解释的。母亲、父亲、朋友和教师的肯定与支持、冲突与惩罚、陪伴与亲密及满意度等功能分别可以解释青少年的家庭自尊、整体自尊、学业自尊、人际自尊和外貌自尊的8．5％、8．596、5．8％和7％。而社会支持功能与青少年的利他自尊和运动能力的自尊没有显著相关。     

Predictors of stress in adolescents: an exploratory study of pregnant and of parenting females

A study of 152 adolescents enrolled in school-based programs for pregnant and parenting youth in Colorado in 1987-88 found no differences in overall stress levels between these two groups; however, salient predictors of stressful life events for pregnant teens were not the same as those for teen mothers. The mean age of study subjects was 16.5 years (range 14-19 years); most were living with a parent rather than the child's father. The dependent variable, level of stress, was measured through use of an abbreviated Life Events Questionnaire. Independent variables were assessed through administration of the Inventory of Social Supportive Behaviors, Rosenberg Self-Esteem Scale, and the Adolescent Coping Orientation for Problem Experiences scale. Of the 5 sources of stress measured (family, accidents, autonomy, deviance, relocation, and distress), only stress related to accidents differed significantly between pregnant and parenting adolescents. For pregnant adolescents, self-esteem was the only significant predictor of the overall level of stress; among parents, the only significant predictor was objective social support. Among adolescents, self-esteem was associated with more frequent use of social support and coping strategies. For parenting adolescents, self-esteem was correlated with the frequency of use of social support, satisfaction resulting from such use, and frequent use of coping strategies. Overall, the independent variables of social support, self-esteem, coping, and age were stronger predictors of stress in pregnant than in parenting adolescent females. This finding suggests that parenting teens may have successfully negotiated the multiple transitions involved in this new stage of the life-cycle. An important implication of this study is the need to design separate counseling components of school-based programs for pregnant versus parenting adolescents rather than to use a single curriculum.     

积极同伴压力、自尊对青少年不同冒险行为的影响

该研究基于问题行为理论,采用问卷法对普通高中、中职院校689名青少年学生进行调查,探讨了积极同伴压力、自尊对青少年不同冒险行为的影响及其交互作用和学校差异。结果表明:(1)中职院校生的积极同伴压力和冒险行为都显著高于普通高中生;(2)积极同伴压力不能预测青少年的适应不良冒险行为,但可显著预测普通高中生的社会可接受冒险行为;(3)自尊可显著负向预测青少年的适应不良冒险行为,显著正向预测普通高中生的社会可接受冒险行为;(4)自尊仅可以调节普通高中生的积极同伴压力与社会可接受冒险行为的关系:高自尊增强了高积极同伴压力对青少年社会可接受冒险行为的影响;但它不能调节无论哪所学校青少年的积极同伴压力与适应不良冒险行为的关系。     

Black adolescents: a descriptive study of their self-concepts and academic achievement

This study was designed to determine the relationships among global self-concept, self-concept of academic ability, and academic achievement of black American adolescents. The subjects were 211 tenth-grade students in five public high schools in the Pacific Northwest school district who volunteered to participate in the study. Global self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), self-concept of academic ability by the Brookover Self-Concept of Ability (General) Scale, and academic achievement by the California Achievement Test (CAT). The major statistical tools were the Pearson product-moment correlations and Fisher Z statistic. In all of the tests the decision was made to reject the null hypothesis at the .05 level of significance. No significant relationship was found between global self-concept and academic achievement, although the relationship between self-concept of academic ability and academic achievement reached significance. The relationship between self-concept of academic ability and academic achievement correlated more strongly than the relationship between global self-concept and academic achievement. These results suggest that the enhancement of global self-concept might not be a potent intervention for academic improvement for black adolescents.     

The relationship between Facebook and the well-being of undergraduate college students

We investigated how Facebook use and attitudes relate to self-esteem and college adjustment, and expected to find a positive relationship between Facebook and social adjustment, and a negative relationship between Facebook, self-esteem, and emotional adjustment. We examined these relationships in first-year and upper-class students and expected to find differences between the groups. Seventy undergraduate students completed Facebook measures (time, number of friends, emotional and social connection to Facebook), the Rosenberg Self-Esteem Scale, and the Student Adaptation to College Scale. First-year students had a stronger emotional connection to and spent more time on Facebook while they reported fewer friends than upper-class students did. The groups did not differ in the adjustment scores. The number of Facebook friends potentially hinders academic adjustment, and spending a lot of time on Facebook is related to low self-esteem. The number of Facebook friends was negatively associated with emotional and academic adjustment among first-year students but positively related to social adjustment and attachment to institution among upper-class students. The results suggest that the relationship becomes positive later in college life when students use Facebook effectively to connect socially with their peers. Lastly, the number of Facebook friends and not the time spent on Facebook predicted college adjustment, suggesting the value of studying further the notion of Facebook friends.     

The relationships among Black consciousness,self-esteem,and academic self-efficacy in African American men

The purpose of this study was to investigate the relationships among Black consciousness, self-esteem, and academic self-efficacy in African American men. The participants were 120 African American male college students at a predominantly African American university. The authors administered 3 instruments--the Developmental Inventory of Black Consciousness (DIB-C; J. Milliones, 1980), the M. Rosenberg (1965) Self-Esteem Scale, and R. E. Wood and E. A. Locke's (1987) Academic Self-Efficacy Scale--to test the hypotheses. They used an independent-measures t test and a Pearson r correlation to analyze the data. The results of the study supported the hypotheses under investigation. Significant positive relationships were found between Black consciousness and self-esteem and Black consciousness and academic self-efficacy. The results of the study showed that Black consciousness appears to be an important construct to use in understanding self-esteem and academic self-efficacy in African American men.     

Gender differences in psychosocial risk factors among Slovenian adolescents

This study investigated psychosocial risk factors in adolescents and assessed gender differences in the frequency of their occurrence. A specially designed questionnaire, which included validated scales for the evaluation of depression (Zung Self-rating Depression Scale) and self-esteem (Rosenberg Self-Esteem Scale), was administered to a representative sample of Slovenian adolescents. The final sample consisted of 4,590 high school students of both sexes, aged 14 to 19 years. Data analysis revealed several significant gender differences. Girls more often than boys reported family conflict, personal problems, physical inactivity, attempts to control body weight, use of psychoactive drugs, suicidal ideation, and suicide attempts. Their level of depression was higher and self-esteem lower when compared with their male counterparts. Boys more often than girls indicated that they watched a great deal of television, were the victims of peer violence, and drank alcohol.