生活事件对初中生抑郁的影响:自尊和反刍思维的链式中介作用

为了探讨生活事件、自尊、反刍思维和初中生抑郁之间的关系,研究采用青少年生活事件量表、自尊量表、反刍思维量表和儿童抑郁量表对684名初中生进行调查。结果显示：（1）生活事件与初中生抑郁呈显著正相关;（2）自尊和反刍思维在生活事件和初中生抑郁间起链式中介作用。生活事件不仅是触发初中生抑郁的重要外部因素,而且生活事件还会通过影响自尊和经由反刍思维对初中生抑郁产生间接作用。因此,减少和避免生活事件对初中生心理的冲击,增强其自尊水平,调整其负性认知方式是改善和预防初中生抑郁的重要途径。     

大学生社会支持、自尊和主观幸福感的关系研究

采用量表法以300名大学生为被试研究了社会支持、自尊和主观幸福感(包括总体主观幸福感、生活满意度、积极情感和消极情感)的关系.(1)相关分析表明,社会支持、自尊和总体主观幸福感、生活满意度以及积极情感两两显著正相关;社会支持、自尊和消极情感显著负相关.(2)回归分析进一步表明:社会支持对自尊和主观幸福感各维度回归效应显著;自尊在社会支持基础之上对主观幸福感各维度回归效应显著,对社会支持与主观幸福感起到了中介作用.(3)EQS5.7b方法进一步验证了自尊是社会支持与主观幸福感的中介影响因素的结论.     

自我超越生命意义对压力和健康关系的调节作用

研究目的是检验一个新的应激应对资源—自我超越生命意义的健康调节作用。自我超越生命意义的理论基础是东方的佛教哲学和道家哲学。研究的测量工具有：大学校园压力量表,一般健康问卷（GHQ-20）,自尊量表和自我超越生命意义量表。被试为来自北京市三所高校的788名大学生。研究结果为：自我超越生命意义可以调节应激条件下的忧郁情绪、一般健康问题和自尊,但是对于焦虑情绪和自我肯定的调节作用不明显。研究结论是：自我超越生命意义对心理健康的某些方面具有调节作用     

Stress, self-esteem, and suicidal ideation in late adolescents

The relationships among stress, self-esteem, and suicidal ideation in late adolescents were examined in a group of college students. Multiple regression analysis indicated that both stress and self-esteem were significantly related to suicidal ideation; low self-esteem and stressful life events significantly predicted suicidal ideation. The hypothesis that self-esteem would moderate the effects of life stressors on suicidal ideation was supported at the .06 level. A significant minority of the sample indicated having thoughts severe enough to be classified as clinical suicidal ideation. In general, participants who had experienced negative life events in the 6 to 12 months prior to participating in the study had lower self-esteem than those who had similar stresses within the prior six months. However, the opposite was true for clinical suicidal ideators; those who experienced negative life stressors recently had lower self-esteem than those who experienced negative life events six months to a year in the past.     

Big Five Personality Traits and Self-Esteem as Predictors of Life Satisfaction in Iranian Muslim University Students

This study presents the first examination of the relation between the Big Five personality traits, self-esteem, and life satisfaction in Iran, which is an understudied country in the well-being literature. Participants were 235 university students at the University of Tehran, all reporting their religious affiliation as Muslim. Findings revealed that the Big Five personality traits explained about 25% of the variance in life satisfaction scores. Among the Big Five traits, extraversion and neuroticism were found to be the strongest predictors of life satisfaction. In addition, it was found that self-esteem significantly predicted life satisfaction over and above the Big Five personality traits. Findings also showed that self-esteem completely mediated the influence of conscientiousness and agreeableness on life satisfaction, while the influence of extraversion and neuroticism on life satisfaction was partially mediated by self-esteem. Furthermore, findings revealed that female students scored significantly higher than male students on life satisfaction. Sex also could moderate the relation between conscientiousness and life satisfaction. This relation was found to be significantly stronger for female students. Implications of the results are discussed with reference to prior studies on the relation between personality traits and different aspects of well-being in Iran.     

Career development and personal functioning differences between work-bound and non-work bound students

We surveyed 506 Australian high school students on career development (exploration, planning, job-knowledge, decision-making, indecision), personal functioning (well-being, self-esteem, life satisfaction, school satisfaction) and control variables (parent education, school achievement), and tested differences among work-bound, college-bound and university-bound students. The work-bound students had the poorest career development and personal functioning, the university-bound students the highest, with the college-bound students falling in-between the other two groups. Work-bound students did poorest, even after controlling for parent education and school achievement. The results suggest a relationship between career development and personal functioning in high school students.     

Gender differences in the interrelationships between weight dissatisfaction,restraint, and self-esteem

This study investigated the interrelationships between weight, weight dissatisfaction, restraint, and self-esteem in a group of young adult women and men. The subjects were students at the Flinders University of South Australia, whose student body consists of primarily local students from English-speaking backgrounds. A tentative causal model proposed actual overweight to lead to body dissatisfaction, which causes the person to diet, with the resulting failures leading to loss of self-esteem. This model was confirmed by path analysis for women, but not for men. In line with self-concept theory, subjective overweight was more strongly related to self-esteem for women than for men, with restraint mediating this relationship.This research was supported by an Australian Research Council Grant.     

父母教养方式对大学生嫉妒的影响：自尊与生活满意度的链式中介效应

为探讨父母教养方式对大学生嫉妒的影响,以及自尊与生活满意度的中介作用机制,采用简式父母教养方式问卷、自尊量表、生活满意度问卷和大学生嫉妒问卷调查了438名在校大学生。结果发现：（1）父母拒绝可显著正向预测嫉妒,并间接通过自尊的单独中介作用、自尊与生活满意度的链式中介作用正向预测嫉妒。（2）父母情感温暖间接通过生活满意度的单独中介作用、自尊与生活满意度的链式中介作用负向预测嫉妒。（3）父母过度保护可显著正向预测嫉妒（直接、总间接）,但自尊、生活满意度的单独、链式中介作用均不显著。     

问题学生的自尊及其相关因素研究

本研究以初一至初三年级的235名问题学生和143名普通学生为对象,对问题学生的自尊及其相关因素进行了研究。结果表明：(1)问题学生的自尊除初三外一般比普通学生低,这与普通学生在初三自尊的显著降低有关;(2)问题学生的自尊不存在显著的年级或年龄差异,而普通学生的自尊表现出明显的随年龄增长下降的趋势;(3)问题学生的父母教养方式和生活事件所带来的应激与其自尊的发展存在极其显著的相关,问题学生的负性生活事件应激强度显著高于普通学生;(4)问题学生的自尊与其心理健康水平存在非常显著的相关。提示自尊发展是影响问题学生心理健康状况的重要因素之一。     

Women's emotional dependence on men: Scale construction and test of Russianoff's hypothesis

This study examines Russianoff's (1981) hypothesis that emotional dependence on men inhibits heterosexual women's self-esteem and life satisfaction. The Emotional Dependence Questionnaire (EDQ) was constructed to measure Russianoff's concept of desperate dependence. Fifty-four female first-year university students and 136 women from community organizations (Australian, nearly all Caucasian, and predominantly middle class and British/Celtic in origin) completed omnibus questionnaires comprising the EDQ and measures of self-esteem, life satisfaction, gender roles, feminist attitudes, and general dependence. Results indicated that women's emotional dependence on men, as defined by Russianoff, is a distinct form of dependence. In contrast to Russianoff's contention that heterosexual women uniformly display emotional dependence on men, it was found to be negatively associated with age, education, and feminist attitudes, and to be lower for career-oriented women. Life satisfaction was found to be greater for women in a relationship with a man. Implications of these findings are discussed, with recommendations for further validative and investigative studies using the EDQ.This paper is based on the first author's undergraduate honors thesis, conducted under the supervision of the second author. Gratitude is expressed to an anonymous reviewer for helpful comments on an earlier version.     

General and Domain-Specific Self-Esteem Among Regular Education and Special Education Students

We examined the global and domain-specific self-esteem of students who are emotionally disturbed, students who are learning disabled, and students who are in regular education classrooms. Students who were emotionally disturbed or learning disabled had lower global self-esteem than did students in regular education classes. The specific domains in which students in special education felt that they were less competent than students in regular education included social skills, leadership skills, and academics. However, the 2 groups of students in special education did not differ from one another. No differences emerged between the groups on a measure of self-esteem that is less subject to social desirability concerns. Implications of this research for education are discussed.     

学校联结和学业能力对高中生自尊的影响:一个多层线性模型

为探究高中生自尊的影响因素,本研究以来自18所学校的4776名高中生为研究对象,以自尊的价值—能力理论为依据,采用问卷法探讨价值因素(学校联结)和能力因素(学业能力)对高中生自尊的影响,并基于生态系统学视角构建多层线性模型。结果表明:(1)班级层面学校联结对个体自尊具有显著正向预测作用;(2)个体学业能力在学校联结与自尊之间具有中介作用;(3)个体学业能力对个体自尊的正向预测作用受到班级学业能力的调节,在高学业能力的班级条件下,个体学业能力对自尊水平的预测作用更强。     

Exploring the trajectory of personal,moral and spiritual values of 16- to 18-year-old students taking religious studies at A level in the UK

This study set out to explore the trajectory of personal, moral and spiritual values of students taking Religious Studies at A level in the UK. A sample of 150 students completed a battery of measures at the beginning of their period of A level study and again at the end. The data found no difference over this period of time in personal values (purpose in life, self-esteem, and empathy) in some moral values (concerning anti-social behaviour and concerning substance use) and in levels of religious exclusivism or frequency of private prayer. The areas in which significant differences were observed were concerned with attitude toward sex and relationships, religious pluralism, belief in life after death, and mystical orientation. Between the ages of 16 and 18 years, following two years’ engagement with Religious Studies at A level, the participants became more liberal in their approach toward sex and relationships, less convinced about the truth claims of religious pluralism, less likely to adhere to traditional Christian teaching on life after death, and less open to mystical experience. They are also less certain of ever having had a religious experience, and less frequent in their practice of religious attendance.     

Adolescent stress and self-esteem

The purpose of this study was to examine adolescent stress and its effects on self-esteem. A total of 2,154 North Dakota high school students between the ages of 14 and 19 participated by completing the Life Experiences Survey and the Self-Esteem Inventory. The findings indicated that as the number of life events increased, the level of self-esteem decreased. This relationship was especially true for negative events. Positive events had no impact on self-esteem. In addition, adolescent ratings of intensity of the events were not related to self-esteem. Implications of these findings for research and professional applications are discussed.     

Exploring the mediation effect of social support and self-esteem on the relationship between humor style and life satisfaction in Chinese college students

In this study, we examined the mediator effects of social support and self-esteem on the relationship between humor style and life satisfaction in Chinese college students. We had 477 university students, with age range of 18–23 respond to self-report measures of humor style questionnaire, multi-dimensional scale of perceived social support, Rosenberg self-esteem scale and satisfaction with life scale. Results of structural equation modeling showed that social support and self-esteem fully mediated the relationship between affiliative humor, self-enhancing humor and life satisfaction. The final model also revealed a significant path from affiliative humor, self-enhancing humor through social support and self-esteem to life satisfaction. The results are discussed in terms of the conceptional context.     

The relation between low self-esteem and depressive mood in a non-clinical sample: The role of gender and negative life events

The suggestion that self-esteem is both a protective and a risk factor for depression is well documented. However, this association is not consistently observed by empirical research. The current study investigated the main and interactive effects of low self-esteem and stressful life events on depressive mood in a sample of university students (N = 862; female = 72%; black = 67%; mean age = 21.70, SD = 13.51). The students completed the Hopkins Symptom Checklist, the Rosenberg Self-Esteem Scale, and the Perceived Stress Scale. Data were analysed using structural equation modelling (SEM); with stressful life events scores as a mediator, and gender as a moderator, of the relation between low self-esteem and depression. Results indicate that low self-esteem significantly predicted depression, and that stressful life events partially mediated that relationship. Support emerged for the vulnerability effects of low self-esteem on depression and they held across gender groups. Low self-esteem may be a significant indicator of individuals who are at risk for developing depressive mood.     

大学生自我构念与主观幸福感的关系:自尊与关系和谐的中介效应

为了分析文化融合、社会变迁背景下大学生自我观的特点,及自我构念与自尊、关系和谐、主观幸福感之间的关系,采用了自我构念量表、自尊量表、关系和谐量表及主观幸福感量表对446名大学生进行调查.结果显示:(1)文化融合、社会变迁背景下,代表集体主义文化价值观的互依我在大学生自我观中仍占优势.大学生自我观可分为二元型、独立型、互依型和边缘型.本研究中,四种类型所占比例分别为32.5%、18.6%、18.0%、30.9%.(2)自我构念与主观幸福感显著正相关;不同自我观类型大学生在主观幸福感上差异显著,二元型个体主观幸福感水平最高,边缘型最低,独立型、互依型处于中间水平.(3)自尊在独立我与主观幸福感间起到完全中介作用;互依我一方面通过关系和谐间接影响主观幸福感,另一方面,通过关系和谐对自尊的促进作用影响主观幸福感.     

Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem

Research has demonstrated that hope is linked to better psychological well-being; however, little research has been conducted to examine the mechanisms underlying the link between hope and psychological well-being. The current study examined whether two types of self-esteem (personal and relational) would mediate the relationship between four loci-of-hope (internal, family, peers, and spiritual) and life satisfaction among Hong Kong and Macau college students (n = 1008). Structural equation modelling was used to test the hypotheses. Consistent with the hypotheses, both personal self-esteem and relational self-esteem partially mediated the effects of internal hope on life satisfaction. Moreover, relational self-esteem mediated the effect of external-family locus-of-hope on life satisfaction. Interestingly, a suppressing effect of personal self-esteem on the relationship between external-peers locus-of-hope and life satisfaction was found. Implications and directions for future research are discussed.     

Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem

Self-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed.     

Self-Handicapping in the Classroom: The Effects of Claimed Self-Handicaps on Responses to Academic Failure

The hypothesis that self-handicapping is in the service of self-esteem protection was examined in a naturalistic setting. College students were assessed for individual differences in self-handicapping and attributional style at the beginning of the term. Prior to the first exam they had an opportunity to claim handicaps that might hamper their performance on the exam. After receiving feedback that they had performed poorly on the exam, all students completed measures of mood, self-esteem, and performance attributions. Support for the hypothesis was found for men but not for women. Level of self-handicapping interacted with sex of subject such that high self handicapping among men predicted claimed handicapping prior to the exam and more external attributions for poor performance and higher self-esteem following feedback. Among women, the relations between self-handicapping tendencies and claimed handicaps and performance attributions were weaker than for men. In addition, unlike men's, women's post feedback self-esteem was unrelated to claimed handicaps and performance attributions. Potential mechanisms underlying sex differences in self-handicapping and responses to negative feedback are discussed.