运动员的生活满意感:个人自尊与集体自尊的贡献

评估了个人自尊与集体自尊在预测运动员的一般生活满意感和训练比赛满意感时的相对重要性。被试为139名中国运动员,男68名,女71名,平均年龄19．64岁。分层回归的结果发现,在控制了人口统计学变量、个人自尊和社会支持3类变量以后,集体自尊单独解释了训练比赛满意感总方差的13％。优势分析的结果表明,预测训练比赛满意感时,集体自尊最为重要,贡献了已解释方差的67％。这些结果提示,需要用不同的自尊来预测不同的满意感。     

From Equality‐Based Respect to Environmental Activism: Antecedents and Consequences of Global Identity

Global identity reflects social identification with the world and the largest, most inclusive human ingroup and is generally associated with behavior that serves the world and all humans, such as transnational cooperation or proenvironmental engagement. While the outcomes of being globally identified are well‐established, the antecedents of global identity are only partially explored. Drawing from research suggesting that respect fosters identification in small groups, we argue that the general experience of being respected as an equal by others increases global identification. In an online study with 469 Germans (students and nonstudents), we tested the relation between equality‐based respect and global identification in a structural equation model, with proenvironmental intentions and donation behavior as outcome variables. As expected, equality‐based respect, but not other forms of social recognition (need‐based care and achievement‐based social esteem), predicted global identity while higher global identity, in turn, predicted proenvironmental activism. These effects were substantial beyond known predictors of proenvironmental behavior and thus suggest that equality‐based respect represents an important facet of responses to global challenges.     

Engagement in After-School Programs as a Predictor of Social Competence and Academic Performance

Using the experience sampling method, this study examined two questions related to outcomes associated with after‐school programming. First, does the quality of experience in after‐school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after‐school programs during 1 week in the fall and spring of the 2001–2002 academic year. Engagement during after‐school hours partially mediated the relationship between participation in after‐school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after‐school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after‐school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.     

A Population-Based Study of Children’s Well-Being and Health: The Relative Importance of Social Relationships,Health-Related Activities,and Income

This study investigated how various risk and protective factors interface with child health and well-being at the population level. Specifically, we examined the association of income, social-contextual variables, and indicators of health-related habits and activities to children’s life satisfaction and perceived overall health. Child data were collected via a self-report survey, the Middle Years Development Instrument, which was administered in three demographically diverse Canadian school districts to 5026 grade 4 students (83 % of the students had complete data and were included in the analyses). Multiple regression and mediation analyses were conducted to examine the joint associations of social relationships with adults and peers, nutrition and sleep habits, and after school sports activities with children’s satisfaction with life and perceived health. Results indicate that peer belonging and relationships with adults at home and school were the strongest predictors of life satisfaction. Furthermore, the (small) association between income and life satisfaction was mediated by social relationship variables. Child reports of perceived health were predicted by peer belonging, adult relationships (home, school, neighborhood), after-school team sports, and nutrition habits. The (small) association between income and health was mediated by social relationships and team sports participation. Findings are discussed in light of previous research on social determinants and socio-economic gradients of children’s health and life satisfaction.     

Prediction of Chinese life satisfaction: Contribution of collective self‐esteem

Psychologists try hard to better predict life satisfaction and happiness using different predictors. The general public, especially in the Western culture, appreciates the importance of individual self‐esteem in ordinary human functioning. Therefore, high individual self‐esteem was suggested to be the most powerful predictor of life satisfaction ( 19 Diener, 1984) and this claim was supported by empirical studies (e.g., 8 Campbell, Converse, & Rodgers, 1976; 40 Neto, 1993). However, taking the importance of collective self‐esteem (CSE) in collective cultures, this investigation evaluated whether CSE has added value in prediction of life satisfaction beyond established predictors, i.e., demographic predictors, personality predictors, and individual self‐esteem. Participants were 1347 Mainland Chinese across three generations (aged from 14 to 88 years, 52.3% female). They finished the General Life Satisfaction Scale ( 31 Leung & Leung, 1992), Life Domain Satisfaction Scale (revised from 36 Michalos, 1985), Self‐Esteem Scale ( 43 Rosenberg, 1965), Collective Self‐Esteem Scale ( 34 Luhtanen & Crocker, 1992), and Simplified Chinese Version of NEO‐FFI ( 12 Costa & McCrae, 1992). Hierarchical regression analysis and dominance analysis were used to evaluate the contribution of CSE. The result indicated that CSE added 1% explained variance to general life satisfaction and 3% explained variance to life domain satisfaction beyond demographic variables, individual self‐esteem, and personality traits. The result also revealed that, when predicting general life satisfaction, 26% of the predicted variance was attributed to CSE among the four best predictors (individual self‐esteem, CSE, extraversion, and openness to experience). When predicting life domain satisfaction, 20% of the predicted variance was attributed to CSE among the five best predictors (individual self‐esteem, neuroticism, CSE, extraversion, and agreeableness). Among two self‐esteems and the Big Five personality traits, CSE was the second most powerful predictor of life satisfaction. These results suggested that CSE might be important in helping people cope with threat, reduce uncertainty, and achieve a high level of subjective well‐being.     

A Formal Recognition of Social Attachments: Expanding Axel Honneth's Theory of Recognition

Axel Honneth draws a distinction between three types of recognition: (1) love, (2) respect and (3) social esteem. In his The Struggle for Recognition, the recognition of cultural particularity is situated in the third sphere. It will here be argued that the logic of recognition of cultural identity also demands a non‐evaluative recognition, namely a respect for difference. Difference‐respect is formal because it is a recognition of the value of a particular culture not “for society” or “as such”, but for the social group involved. Yet, although it is formal, difference‐respect cannot be reduced to respect for personal autonomy and its preconditions, as Honneth wrongly suggests in Redistribution or Recognition? It is argued here that difference‐respect is oriented towards another dimension of the person, namely social attachments. This kind of respect entails a separate register of formal recognition with a corresponding concept of personal identity and a parallel category of social disrespect. What morally justifies difference‐respect from a recognition‐theoretic approach is the practical relation‐to‐self that thus becomes possible, namely self‐respect as a sense of belonging. The formal conception of the good life that Honneth articulates should include the insight that this sense of belonging is as much a necessary condition for the good life as is personal autonomy.     

Beyond-personal love – Experiencing love beyond the person

ABSTRACT

Love is seen as interpersonal phenomenon in western society. The love of things that are non-interpersonal or ‘beyond-personal’ is less understood. A sample of 208 adults responded to a questionnaire asking what they loved, and how much they loved 61 common objects, activities, experiences and ideas. An exploratory factor analysis yielded five distinct categories of beyond-personal love including spiritual ideology, physical activity, material objects, hedonic experiences and social experiences. Loving physical activities predicted life satisfaction, happiness, and presence of meaning. Loving social experiences predicted happiness and presence of meaning. Loving hedonic experiences, spiritual ideas or material objects did not predict any of the outcome variables when all factors were considered, but material love was correlated with search for meaning. Results show that beyond-personal love can be considered adaptive, yet the target of beyond-personal love can predict whether one feels life satisfaction, feels subjectively happy or has meaning in one’s life.     

Loneliness,self‐esteem,and life satisfaction as predictors of Internet addiction: A cross‐sectional study among Turkish university students

This study investigated the relationship among loneliness, self‐esteem, life satisfaction, and Internet addiction. Participants were 384 university students (114 males, 270 females) from 18 to 24 years old from the faculty of education in Turkey. The Internet Addiction, UCLA Loneliness, Self‐esteem, and Life Satisfaction scales were distributed to about 1000 university students, and 38.4% completed the survey (see Appendix A and B). It was found that loneliness, self‐esteem, and life satisfaction explained 38% of the total variance in Internet addiction. Loneliness was the most important variable associated with Internet addiction and its subscales. Loneliness and self‐esteem together explained time‐management problems and interpersonal and health problems while loneliness, self‐esteem, and life satisfaction together explained only the interpersonal and health problems subscales.     

Moderating effects of gender and age on the relationship between self‐esteem and life satisfaction in mainland Chinese

Previous studies indicated that not only individual self‐esteem (e.g., Diener & Diener, 1995; Neto, 1993) but also collective self‐esteem (e.g., Crocker, Luhtanen, Blaine, & Broadnax, 1994; Zhang & Leung, 1999) contributed to prediction of life satisfaction. When the effects of individual and collective self‐esteems on life satisfaction have been demonstrated, a further question in life satisfaction research is that whether the relationship between self‐esteem and life satisfaction is subject to the influence of boundary conditions. The present investigation focused on moderating effects of gender and age on the relationship between self‐esteem and life satisfaction in Chinese people. Participants were 1347 Mainland Chinese (aged from 14 to 88 years, 52.3% female) from three generations. They finished the General Life Satisfaction Scale (Leung & Leung, 1992), Life Domain Satisfaction Scale (revised from Michalos, 1985), Self‐Esteem Scale (Rosenberg, 1965) and Collective Self‐Esteem Scale (Luhtanen & Crocker, 1992). Hierarchical regression analysis indicated that the relationship between collective self‐esteem and general life satisfaction was stronger for the male participants than for the female participants. The effect of individual self‐esteem on life domain satisfaction was stronger in the male group than in the female group. The effect of individual self‐esteem on life domain satisfaction was stronger in the older people than in the younger people. However the effect of collective self‐esteem on life domain satisfaction was stronger in the younger people than in the older people. These results might reflect life task differences and social expectation differences between male and female, younger and older people. Additional research is needed with other types of samples, especially with samples from some individualist cultures to see whether the results could generalize to these cultures.     

Students Who Like and Dislike School

The major goal of this study was to investigate relationships among levels of 341 secondary school students’ school satisfaction and various intrapersonal, interpersonal, and academic measures. The measures included the School subscale from the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994), Students’ Life Satisfaction Scale (Huebner, 1991), Children’s Hope Scale (Snyder et al. 1997), Behavioral Assessment System for Children (Reynolds & Kamphaus, 1992), self-perceived grade point average (GPA) and participation in extracurricular activities (SEAs). Students were placed into three groups based on their school satisfaction reports, including very low (lowest 20%), average (middle 30%), and very high (highest 20%) levels of school satisfaction. Students with very low school satisfaction differed from students with very high school satisfaction on all adjustment measures; students with very low school satisfaction also differed from students with average levels of school satisfaction on all measures, except the self-esteem measure. Relative to students reporting average levels of school satisfaction, students reporting very high satisfaction demonstrated significantly higher scores on measures of global life satisfaction, hope, internal locus of control, and GPA. Finally, only three students in the very high satisfaction group and nine students in the average satisfaction group reported clinical levels of psychological symptoms. In the very low satisfaction group, clinical levels of symptoms were reported by 30%, 22%, and 16% of the students on the Clinical Maladjustment, Personal Adjustment, and Emotional Symptoms Index, respectively. Implications for future research and educational practices are discussed.     

Agentic and communal narcissism and satisfaction with life: The mediating role of psychological entitlement and self‐esteem

This study examined the mediational role of self‐esteem (as an enhancement) and psychological entitlement (as a cost) in the relationship between an agentic‐communal model of grandiose narcissism and satisfaction with life. Two hundred and forty‐eight university undergraduate students completed measures of agentic and communal narcissism, self‐esteem, psychological entitlement and satisfaction with life. The findings suggest that there is support for the usefulness of the agentic‐communal model of narcissism, and, consistent with predictions in the wider literature, self‐esteem and psychological entitlement mediated the relationship between agentic‐communal narcissism and life satisfaction.     

Adolescent well‐being and supporting contexts: A comparison of adolescents in Ireland and Florida

The purpose of this research was to examine the extent to which social support and wider community perceptions/engagements among adolescents are connected with well‐being. We compared adolescents in two different societal contexts, Florida in the United States and County Offaly, in Ireland, and posed the questions: What are the key predictors of subjective well‐being from the various sources of support, and to what extent does the impact of social support on well‐being vary across these two societies? Questionnaires were completed and returned for 607 respondents (322 in the Irish study and 285 in the Florida study). A variety of scales were adopted and designed to operationalize our key concepts of: Adolescent well‐being, social support, school satisfaction, neighbourhood quality of life and community/voluntary participation. Our results indicate that informal social support and school satisfaction were the strongest predictors of youth well‐being in both locations, despite some differences in terms of individual influencing variables. From informal sources, emotional support from friends and advice/concrete/esteem support from parents emerged as important predictive dimensions. Liking school, perceptions of doing well in school were the main predictors of school satisfaction in Ireland while, in Florida, student camaraderie and the experience of bullying emerged as significant. Copyright © 2009 John Wiley & Sons, Ltd.     

Attachment models of the self and others: Relations with self‐esteem,humanity‐esteem,and parental treatment

The present research tested the extent to which perceptions of early childhood experiences with parents predicted general views of the self (i.e., self‐esteem) and others (i.e., humanity‐esteem), and whether attachment self‐ and other‐models mediated these links. Two studies used a new measure of humanity‐esteem (Luke & Maio, 2004) to achieve these ends. As expected, indices that tapped a positive model of the self in relationships were associated with high self‐esteem and indices that tapped a positive model of others in relationships were associated with high humanity‐esteem. Also, early attachment experiences with fathers and mothers predicted self‐esteem and humanity‐esteem, respectively, and these direct relations were mediated by the attachment models. The studies, therefore, provide direct evidence that attachment measures predict general favorability toward the self and others, while revealing novel differences in the roles of childhood experiences with fathers and mothers.

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The importance of feeling sexually attractive: Can it predict an individual's experience of their sexuality and sexual relationships across gender and sexual orientation?

Limited research exists on the implications of feeling sexually attractive for various aspects of sexuality and sexual relationships. This article examined associations between self‐perceived sexual attractiveness and sexual esteem, sexual satisfaction and amount of sexual experience, among both men and women who identified as heterosexual (n = 1017), gay or lesbian (n = 1225) or bisexual (n = 651). Results of the study demonstrated that positive self‐perceptions of sexual attractiveness predicted greater sexual esteem, greater sexual satisfaction, a higher frequency of sexual activity with others and a larger number of sexual partners among both men and women who identified as heterosexual, gay, lesbian or bisexual. The findings suggest that feeling sexually attractive may have implications for how an individual experiences their sexuality and sexual relationships regardless of their gender or sexual orientation. The importance of considering an individual's self‐perceptions of sexual attractiveness when they present with concerns related to their sexual experiences or relationships, and the potential benefits of educational and therapeutic interventions designed to enhance self‐perceptions of sexual attractiveness are discussed.     

Responses to positive affect,life satisfaction and self‐esteem: A cross‐lagged panel analysis during middle adolescence

During middle adolescence, elevated stress and a greater presence of psychological disorders have been documented. The research has paid little attention to the regulation of positive affective states. Fredrickson's broaden‐and‐build theory suggests that cultivating positive emotions helps to build resources that boost well‐being. The current research aimed to examine the longitudinal associations between responses to positive affect (emotion‐focused positive rumination, self‐focused positive rumination, and dampening) and psychological adjustment (self‐esteem and life satisfaction) during middle adolescence. A longitudinal study with two waves separated by one year was conducted, assessing 977 adolescents (M = 13.81, SD = 0.79; 51.5% boys) with self‐report measures. A cross‐lagged panel analysis was performed by including within the same model the relationships between all of the variables in the two assessment points. The results indicated cross‐lagged positive relationships of self‐focused positive rumination with both self‐esteem and life satisfaction, while dampening showed a negative cross‐lagged relationship with self‐esteem. Moreover, higher self‐esteem predicted more emotion‐focused positive rumination, and more dampening predicted lower life satisfaction. Thus, the use of adaptive responses to positive affect and a better psychological adjustment were found to be prospectively interrelated at the one‐year follow‐up during middle adolescence. The discussion argues for the need to implement programmes to promote more adaptive responses to positive affect to enhance psychological adjustment in the adolescent transition to adulthood.     

The change in perceived motor competence and motor task values during elementary school: A longitudinal cohort study

Participation in motor activities is essential for social interaction and life satisfaction in children. Self‐perceptions and task values have a central position in why children do or do not participate in (motor) activities. Investigating developmental changes in motor self‐perceptions and motor task values in elementary school children would provide vital information about their participation in motor activities. We therefore examined the change in, and associations between, self‐perceptions and task values of fine motor competence, ball competence, and athletic competence in 292 children from kindergarten to grade 4. We also investigated differences between boys and girls, and between children with motor problems and typically developing children. Results indicated that self‐perceptions and task values are domain specific and differ between boys and girls, but not between children with motor problems and typically developing children. Self‐perceptions were not associated with task values. Educators should address specific self‐perceptions to enhance participation into the corresponding motor activities in children between kindergarten and grade 4, and differences in self‐perceptions and task values between boys and girls should be taken into account.     

中学生精神信仰及其与生活满意度的关系

运用问卷法对431名中学生的精神信仰和生活满意度进行研究,结果表明：中学生精神信仰的总体状况呈现出社会信仰最强、实用信仰次之、超自然信仰最弱的特点。在社会信仰上更注重国家民族信仰,在实用信仰上更注重家庭信仰,在超自然信仰上更注重宗教信仰;精神信仰各维度对不同领域生活满意度的预测作用各不相同。不同生活满意度水平的学生在社会信仰和实用信仰的所有构成维度上的得分均存在显著差异。     

The impact of a peer counselling scheme to address bullying in an all‐girl London secondary school: A short‐term longitudinal study

Background A variety of peer support schemes are now widely used in schools, notably to reduce bullying. However, there has been little systematic investigation of the impact and effectiveness of these approaches. Aims To assess the impact of a peer counselling scheme on peer counsellors and the school community. Sample The research was conducted in a North London all‐girls state secondary school. Data were collected from all lower school classes (years 7, 8, and 9) and some staff members, in addition to year 10 peer counsellors and an age equivalent comparison group. Method A detailed 1‐year longitudinal study combined qualitative and quantitative methods of assessment. Results Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age‐matched control pupils, had increased social self‐esteem. There were no reductions in self‐reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes. Conclusions Peer‐counselling schemes can improve self‐esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.     

Society matters: The mediational role of social recognition in the relationship between victimization and life satisfaction among gay men

This article examines the role of social recognition in the relationship between gay men's victimization and their life satisfaction. Using a comprehensive catalog of victimization, we obtained empirical evidence that strongly suggests that victimization negatively affects gay men's life satisfaction and that this relationship is mainly mediated by a perceived lack of social recognition in society. In addition, although active involvement in the gay community served as a coping mechanism, concealment of one's sexual identity played no role in the victimization–life satisfaction relationship, neither as a coping mechanism nor as a competing mediator. The mediational role of societal recognition underlines the importance of the symbolic meaning of victimization. Copyright © 2014 John Wiley & Sons, Ltd.     

Psychological disidentification with the academic domain among ethnic minority adolescents in The Netherlands

Background: Among ethnic minority group adolescents, experiences with discrimination and prejudice in school settings are thought to lead to a defensive detachment of the self from the school domain. That is, these adolescents may disengage their self‐feelings from their academic performances causing the academic self to become a less important part of global self‐worth. However, there is limited empirical evidence for this assumption and the existing research is on African American students. Aims: To examine among ethnic minority adolescents in the Netherlands the hypothesis that under conditions of perceived discrimination minority group members tend to psychologically disengage their self‐feelings from educational performance. Samples. Study 1 was conducted among 161 Turkish students between 13 and 16 years of age. The sample in Study 2 consisted of 112 Turkish participants of 11 and 12 years of age. Methods: Two questionnaire studies were conducted and participants responded to questions on perceived academic performance, academic self‐esteem, global self‐worth and perceived discrimination in school. Results: In both studies, academic self‐esteem mediated the relationship between perceived educational performance and feelings of global self‐worth. More importantly, perceived discrimination in school moderated the relationship between academic self‐esteem and global self‐worth. Discrimination did not moderate the relationship between academic performance and academic self‐esteem. Conclusion: The results indicate that for ethnic minorities perceived discrimination in school can lead to psychological disidentification from the academic domain whereby global self‐worth is less based on performances and competencies in the academic domain.