On differentiating shame and shyness

To differentiate shame from shyness on the Differential Emotions Scale, the shame adjectives—ashamed, disgraced, humiliated—were distinguished from the shyness adjectives—shy, sheepish, bashful. The Differential Emotions Scale was completed by 127 males and 130 females for six randomly ordered emotions in life situations: shame, shyness, embarrassment, guilt, anxiety, and depression. In life situations, the situation of shame in comparison to shyness was more unpleasantly experienced with significantly higher elevations on shame, guilt, distress, anger, disgust, surprise, and contempt factors, and significantly lower levels on shyness, interest, embarrassment, and enjoyment factors. The rank-order correlation between the emotional profiles in the shame and shyness situations was inverse and nonsignificant. The experiences of shame and shyness occurred at significantly different intensities within life situations epitomizing shame, shyness, embarrassment, guilt, and depression. Some sex differences in emotional experience emerged. The results strongly supported the empirical proposition that shame and shyness can be differentiated on the Differential Emotions Scale and weakly supported the proposition that shame and shyness are different theoretical constructs within differential emotions theory.     

The role of social support and self-esteem in the relationship between shyness and loneliness

This study aimed at examining the role of social support and self-esteem in the relationship between shyness and loneliness. The sample consisted of 399 college students, ranging in age from 18 to 30. Cheek and Buss shyness scale, multi-dimensional scale of perceived social support, Rosenberg self-esteem scale and emotional and social loneliness scale were used for data collection. Structural equation modeling showed partial mediation effects of social support and self-esteem between shyness and loneliness. Furthermore, a multi-group analysis found that shy male college students tend to have a more negative self-evaluation compared to their female counterparts. The results are discussed in terms of the conceptional context.     

Low self-esteem prospectively predicts depression in adolescence and young adulthood

Low self-esteem and depression are strongly correlated in cross-sectional studies, yet little is known about their prospective effects on each other. The vulnerability model hypothesizes that low self-esteem serves as a risk factor for depression, whereas the scar model hypothesizes that low self-esteem is an outcome, not a cause, of depression. To test these models, the authors used 2 large longitudinal data sets, each with 4 repeated assessments between the ages of 15 and 21 years and 18 and 21 years, respectively. Cross-lagged regression analyses indicated that low self-esteem predicted subsequent levels of depression, but depression did not predict subsequent levels of self-esteem. These findings held for both men and women and after controlling for content overlap between the self-esteem and depression scales. Thus, the results supported the vulnerability model, but not the scar model, of self-esteem and depression.     

Low self-esteem and hopelessness in childhood and suicidal ideation in early adulthood

This study examined the longitudinal relationship between family characteristics in early childhood, self-esteem, hopelessness and thoughts of self-harm in the midchildhood years, and suicidal ideation at ages 18 and 21. Path analysis was used to establish separate models for boys and girls. The results suggested different pathways to later suicidal ideation for boys and girls. For boys, suicidal ideation seemed to have stronger roots in childhood, with significant paths from low self-esteem and hopelessness to early thoughts of self-harm and thence to later ideation. For girls, self-esteem had a small but significant direct effect on later suicidal ideation. The findings provide support for the idea that individual characteristics such as feelings of hopelessness and low self-esteem act as generative mechanisms, linking early childhood family characteristics to suicidal ideation in early adulthood.     

Gender and self-esteem.

Where does self-esteem (SE) come from? Three experiments explored the idea that men's and women's SE arise, in part, from different sources. It was hypothesized that SE is related to successfully measuring up to culturally mandated, gender-appropriate norms--separation and independence for men and connection and interdependence for women. Results from Study 1 suggested that men's SE can be linked to a individuation process in which one's personal distinguishing achievements are emphasized. Results from Study 2 suggested that women's SE can be linked to a process in which connections and attachments to important others are emphasized. Study 3 demonstrated that failing to perform well on gender-appropriate tasks engendered a defensive, compensatory reaction, but only in subjects with high SE. These findings are discussed with regard to their implications for the structure and dynamics of the self.     

Low self-esteem in eating disordered patients in the absence of depression

Both low self-esteem and depression are well recognised as occurring in patients with eating disorders. 43 patients with eating disorders were studied to assess whether this low self-esteem occurred as part of an affective disorder or was independent of this. The patients, 23 with anorexia nervosa and 20 with bulimia nervosa, were assessed for low self-esteem, using the Rosenberg Self-esteem Questionnaire, and for depression, using the Hospital Anxiety and Depression Scale. The patients had low self-esteem, despite only a minority (33%) being depressed. This study demonstrates that low self-esteem occurs in patients with eating disorders in the absence of depression.     

Perceptions of height and self-esteem.

Although no relationship was found between the actual height of 69 young adolescent males and their self-esteem, positive and significant relationships were found between their own, peers', and teacher's perceptions of their height and self-esteem. These results are discussed with reference to the relationship between body morphology, behavior, and personality.     

Temperament and self-esteem in late adolescence.

The purpose of this study was to investigate the relationship between temperament and self-esteem (or social competence) among late adolescents. The Dimensions of Temperament Scale and the Short Form of the Texas Social Behavior Inventory were administered to 186 students. It was found that Adaptability, Attention/Distractibility, and Reactivity all showed significant correlations with self-esteem. An interactive framework suggested that temperament may mediate how each individual perceives and experiences social demands and constraints, thereby influencing the level of positive regard and success during development.     

The utility of differentiating between mixed and pure forms of antisocial child behavior

This study examined the utility of classifying boys on the basis of a typology of antisocial behavior. A group of 195 boys, aged 10–17, was divided into four mutually exclusive groups based on their pattern of antisocial behavior. Stealing and fighting were chosen as criteria to define the four groups: (a) boys who fought but did not steal (Exclusive Fighter Group), (b) boys who stole but did not fight (Exclusive Theft Group), (c) boys who stole and fought (Versatile Antisocial Group), and (d) boys who did neither (Remaining Group). A multimethod-multirespondent study of these boys showed that (a) the Exclusive Fighter Group tended to score high on a range of overt antisocial behaviors and were relatively little involved in delinquency; (b) the Exclusive Theft Group tended to score high on some overt antisocial behaviors and were much involved in delinquency; (c) Versatile Antisocial youths scored highest among all groups on almost all overt and covert antisocial behaviors, and in terms of delinquent acts. The Versatile boys came from families with the most disturbed child-earing practices.The authors are indebted to Gerald Patterson for his inspiration and encouragement through-out the study. They acknowledge the most helpful comments they have received during earlier drafts of this paper from Drs. John Reid, Magda Stouthamer-Loeber, and Mark Weinrott.The paper was presented at the annual meeting of the American Society of Criminology, Denver, Colorado, November 10, 1983. The study has been funded by the Center for Studies in Crime and Delinquency, National Institute of Mental Health, Grants MH 32857 and MH 37940.     

Low self-esteem is related to aggression, antisocial behavior, and delinquency

The present research explored the controversial link between global self-esteem and externalizing problems such as aggression, antisocial behavior, and delinquency. In three studies, we found a robust relation between low self-esteem and externalizing problems. This relation held for measures of self-esteem and externalizing problems based on self-report, teachers' ratings, and parents' ratings, and for participants from different nationalities (United States and New Zealand) and age groups (adolescents and college students). Moreover, this relation held both cross-sectionally and longitudinally and after controlling for potential confounding variables such as supportive parenting, parent-child and peer relationships, achievement-test scores, socioeconomic status, and IQ. In addition, the effect of self-esteem on aggression was independent of narcissism, an important finding given recent claims that individuals who are narcissistic, not low in self-esteem, are aggressive. Discussion focuses on clarifying the relations among self-esteem, narcissism, and externalizing problems.     

人们为什么会羞怯：认知机制及神经基础

羞怯指个体在社交情境下的抑制, 是个体参与社交的阻碍。近年来, 关于羞怯的认知神经科学研究增多, 学者基于元认知模型、社会适应模型、侧化脑-体情绪模型等理论, 探讨了大脑结构和功能以及几种与感知觉和注意相关的ERP成分与羞怯的关系。但当前关于羞怯认知神经科学的理论和实证研究尚处于起步阶段。基于上述提出羞怯的心理发展模型; 未来应从人格和情绪双角度研究羞怯, 并在开发研究范式的基础上, 加大羞怯认知神经机制的探讨。     

Field dependence-independence and self-esteem in pre-adolescent children.

The field independence-dependence and self-esteem of 200 pre-adolescent boys and girls were studied using the Portable Rod-and-frame Test and the Coopersmith Self-esteem Inventory. Analysis of variance indicated that field-independent children had significantly higher self-esteem than middle-range and field-dependent individuals. A small significant correlation between field independence and high self-esteem obtained (-.24) but only for boys.     

Sex of figure drawings and self-esteem.

This study examined the relationship between sex order of human figure drawing and self-esteem. Undergraduates (N = 440) drew a person and completed the Rosenberg Self-esteem Scale. Female subjects (n = 255) drew the opposite sex 39.2% of the time (n = 100), while 185 men drew females first only 6.5% of the time (n = 12). Using median scores derived from the sample, men who drew females first were more likely to have low self-esteem than were the men over-all. Self-esteem judged on the sex of their drawing was not significantly different for women. These findings reinforce the importance of accounting for sex differences in personality assessment and support the hypothesis that drawing of the opposite sex by women may reflect social role rather than psychological conflict.     

Internet dependence in the collegiate population: the role of shyness.

Low sensation seeking and loneliness have been associated with collegiate Internet dependence. In an attempt to further explicate the factors associated with collegiate Internet dependence, interpersonal shyness (both online and in face-to-face [FTF] interactions) was explored. An online questionnaire was used to assess Internet dependency and shyness. The results demonstrated the predicted interaction such that shyness level for nondependents did not differ online or in FTF interactions. However, dependents' shyness was greater in FTF interactions relative to online interpersonal exchanges. The results were discussed in terms of how various Internet resources (e.g., e-mail, chat rooms, and instant messages) can be used to ameliorate shyness and how such negatively reinforced behavior could foster dependence.     

Self-critical perfectionism and depressive symptoms: Low self-esteem and experiential avoidance as mediators

This study of community adults (N = 210) aimed to gain a better understanding of the links among self-critical (SC) perfectionism, self-esteem, experiential avoidance, and depressive symptoms. Participants completed self-report questionnaires assessing perfectionism dimensions, self-esteem, experiential avoidance, and depressive symptoms. Confirmatory factor analysis supported SC perfectionism, self-esteem, experiential avoidance, and depressive symptoms as distinct, but related, constructs. Structural equation modeling (SEM) demonstrated that the relation between SC perfectionism and depressive symptoms was mediated by lower self-esteem. SEM also showed that experiential avoidance independently mediated the relation between SC perfectionism and depressive symptoms, controlling for the effects of lower self-esteem. These results distinguish SC perfectionism from lower self-esteem by demonstrating that individuals with higher SC perfectionism have a unique propensity toward experiential avoidance, which, in turn, incrementally explains why they experience higher levels of depressive symptoms.     

Implicit theories of shyness in American and Chinese children

This study examined whether implicit theories of shyness differed between American and Chinese children and how this difference helped explain cultural variations in stereotypical views about shy children and relationship with shy peers. We found that regardless of cultural group, children's implicit theories of shyness were not related to their own shyness, but were associated with stereotypical views about shy children (positively) and relationship with shy peers (negatively). American children reported stronger entity theories of shyness, i.e., they were more likely to view shyness as a stable and immutable trait than Chinese children, which partly explained why they had worse relationships with shy peers. These findings highlight the important roles implicit theories may play in understanding cultural similarities and differences in interpersonal perception and relationship.     

Body image and self-esteem in adolescent ballet dancers.

Body-image disturbances and low self-esteem have been implicated in the pathogenesis of eating disorders. This study investigated self-perception of body and personality among adolescent ballet dancers in a cross-sectional survey. Two questionnaires assessing "my body right now" and "my personality right now," using semantic differentials were completed by 90 ballet school students and 156 controls. Adolescent female dancers (ages 13 to 17 years) scored higher than age-matched controls and 11- to 12-yr. old peers on Undesirability and Sensitivity for personality and Unattractiveness for body. For both subscales of personality, differences were also found between male and female dancers; female ballet students scored higher. Within the control group a difference could be found only for Sensitivity on which girls scored higher than boys. Male dancers did not differ from controls except for a lower score on the Body mass measure. Adolescent female dancers showed a distinct answering profile for 7 of 16 semantic differentials in each questionnaire implicating less favorable body image and self-esteem. Interventions focused particularly on enhancing self-esteem may be useful in the prevention of psychopathology in adolescent ballet dancers.     

Cross-sectional and longitudinal comparisons of adolescent self-esteem.

The purpose of this study was to examine the self-esteem of adolescents over three years of high school. The study was designed to allow for cross-sectional and longitudinal comparisons of adolescent self-esteem, including the effects of gender and socioeconomic status. Two hundred seventy ninth graders completed the Coopersmith Self-Esteem Inventory for each of three years. Grade level was found to be significantly related to self-esteem in the longitudinal but not the cross-sectional design. The mediational effects of gender and socioeconomic status were found to be minimal. Theoretical implications of these results are discussed, and implications for future research are indicated.