A Longitudinal Investigation of Sport Participation, Peer Acceptance, and Self-esteem among Adolescent Girls and Boys

The present investigation was designed to explore the relations between sport participation, peer acceptance, and global self-esteem. Peer acceptance was considered as a possible mediator of the relationship between sport participation and global self-esteem. The sample included girls (N?=?4,689) and boys (N?=?5,811) between the ages of 12 and 21 (M?=?15 years) who were part of the National Longitudinal Study of Adolescent Health. Analyses revealed that peer acceptance partially mediated the relation between sport participation and global self-esteem for girls as well as boys. Findings suggest the importance of considering how sport participation and self-evaluations in particular domains may contribute to global feelings of self-worth. The role of peers in this relationship is discussed in relation to changing social attitudes about girls’ sport participation.     

Physical Attractiveness and Popularity: The Mediating Role of Self-Perception

Subjective ratings of physical attractiveness were compared with objective ratings of attractiveness in the prediction of popularity. The relationships between Harter's (1979) Perceived Competency Scale for Children (PCSC) and both popularity and physical attractiveness were also examined. Fifty-three third-grade and 54 fifth-grade children were tested on the Harter scales and on a new 7-item scale of self-perceived attractiveness. Objective attractiveness ratings were provided by 30 other children of the same grades and sex. Popularity was assessed by sociometric nominations and ratings. The results replicated the moderate relationship of objective attractiveness and popularity found in prior studies. Self-perceived attractiveness was unrelated to popularity in third-grade children but was significantly related at the fifth-grade level. Subjective and objective attractiveness were inversely related at the third-grade level but were positively related in fifth graders. Objective attractiveness was unrelated to self-esteem at either grade level but subjective attractiveness predicted self-esteem for all the children.     

TEAM SPORTS ACHIEVEMENT AND SELF-ESTEEM DEVELOPMENT AMONG URBAN ADOLESCENT GIRLS

In this study we investigate the contribution of achievement in team sports to adolescent girls' self-esteem development. Adolescent girls ( N = 247) from racially and ethnically diverse backgrounds were surveyed as part of a larger study investigating the development of poor urban youth. Participants responded to items tapping global self-esteem, team sports achievement, and athletic self-evaluations. The results of hierarchical regression analyses indicate that girls' team sports achievement experiences in early adolescence are positively associated with self-esteem in middle adolescence. This relationship is partially mediated by team sports self-evaluations. Applications of these findings to the development of interventions designed to enhance the self-esteem of young women and girls are discussed.     

Profiles of Self-Esteem in Early Adolescence: Identification and Investigation of Adaptive Correlates

Investigated profiles of self-esteem during early adolescence and their adaptive correlates in two separate longitudinal studies. Using multidimensional ratings of self-esteem within a developmental-ecological framework, cluster analysis revealed five distinct profiles for each sample. The profiles found were characterized by differing patterns of self-evaluation across major contexts of development, including consistently positive or negative ratings for all domains as well as more variable patterns in which ratings for one or more domains (e.g., school) were elevated or diminished relative to those for other areas. Profiles, in turn, were found to be related to measures of youth adjustment both concurrently and longitudinally, independent of their associations with ratings of global self-esteem. Prospective analyses in each study further revealed that profile type predicted differential change in measures of youth adjustment over time, whereas this type of relationship was not found for global ratings of self-esteem. Implications for esteem-enhancement interventions with youth are discussed.     

Self-Concepts, Domain Values, and Self-Esteem: Relations and Changes at Early Adolescence

We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.     

Contributions to Global Self-Esteem: The Role of Importance Attached to Self-Concepts Associated with the Five-Factor Model

Previous research has attempted to clarify the relations that one's self-concepts have with one's global self-esteem. One hypothesis that has received the most attention to date is the view that characteristic attributes that an individual regards as especially important for his or her self-concepts exert the greatest influence on self-esteem. In an investigation of this hypothesis, 375 college undergraduates completed measures of global self-esteem as well as rating scales that assessed self-concepts and the importance attached to these self-concepts in the maintenance of self-esteem. The self-concept and importance domains examined corresponded to the five-factor model (FFM) personality dimensions. Consistent with previous research, importance ratings attached to self-concepts were not found to moderate the relation between self-concepts and self-esteem. Rather, ratings on self-concepts alone accounted for a substantial proportion of variance (53.3%) in self-esteem scores. Bivariate correlations based on FFM dimension scores and self-esteem scores revealed consistent positive associations. Hierarchical regression analyses indicated that among the FFM dimensions, self-concept ratings for emotional stability (vs neuroticism), extraversion, and agreeableness significantly predicted self-esteem.     

Personality and job satisfaction: the mediating role of job characteristics

This study tested a model of the relationship between core self-evaluations, intrinsic job characteristics, and job satisfaction. Core self-evaluations was assumed to be a broad personality concept manifested in 4 specific traits: self-esteem, generalized self-efficacy, locus of control, and low neuroticism. The model hypothesized that both subjective (perceived) job characteristics and job complexity mediate the relationship between core self-evaluations and job satisfaction. Two studies were conducted to test the model. Results from Study 1 supported the hypothesized model but also suggested that alternative models fit the data well. Results from Study 2 revealed that core self-evaluations measured in childhood and in early adulthood were linked to job satisfaction measured in middle adulthood. Furthermore, in Study 2 job complexity mediated part of the relationship between both assessments of core self-evaluations and job satisfaction.     

Influence of individual and group identity salience in the global self-esteem of youth

Does a content-free measure of global self-esteem tap the same self-esteem dimensions as that measured by self-evaluations on specific dimensions that are then combined into a summated scale? We address this question by using a sample of 1,528 7th, 9th, and 11th graders. Nine specific self-ratings (e.g., "I am smart" and "I am GOOD-LOOKING") were combined into a scale that used various weightings, in an attempt to maximize correlations with global self-esteem measured by two content-free scales. The correlations do not exceed .453, suggesting that measures based on summations of a large number of specific self-ratings tap a somewhat different phenomenon than content-free global scales. The most effective weighting of specific dimensions for predicting global self-esteem depended on group identity salience rather than individual identity salience--that is, group means of the importance of the separate self-evaluation dimensions were used rather than each subject's own self-rating of the importance of that dimension. This result held even when interactive models of weighting were used.     

Younger children's changing self-concepts: boys and girls from preschool through second grade

The author investigated age- and gender-related changes in self-evaluative judgments of 87 children followed from preschool through 2nd grade. Focusing on cognitive, physical, and peer competence assessed by the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA; S. Harter & R. Pike, 1984), the author tested PSPCSA subscale measures for changes in their mean levels, for intercorrelations, and for correlations with external criteria, and then analyzed results for gender and grade trends. Gender effects were not identified in the analyses. Mean-level changes occurred, but patterns of change differed. External measures (teacher ratings) did not relate to children's self-perceptions (physical and social competences). Whereas external measures of academic competence correlated significantly with children's self-evaluations, the correlations across grade levels did not differ significantly.     

Becoming an adult: A proposed typology of adult status based on a study of Spanish youths

Emerging adulthood is a transitional period which has been examined in relatively few studies in Southern European countries. This study has two aims: (1) to determine the features of emerging adulthood in Spain based on criteria for adulthood and experiential dimensions; and (2) to explore whether variations in these criteria are related to gender and adult status (self‐classification as an adult and adult role adoption). Participants included 347 young Spanish people, aged 18–30, who completed a questionnaire about their conceptions of adulthood. They used similar criteria for adulthood to other Western countries, placing an extremely strong emphasis on psychological maturity criteria in comparison with role transition indicators. Important variations were observed in both the importance and achievement of criteria for adulthood according to gender and adult status. The results likewise suggest there may be different psychosocial profiles associated with each adult status group. The relevance of this classification to future research in the field of emerging adulthood is discussed.     

Continuity and change in emerging adults’ mate preferences and mating orientations

The various milestones and transitions of emerging adulthood have led previous researchers to investigate continuity and change in personality traits during this life period. In the current study, we build on that research by investigating continuity and change during emerging adulthood in mate preferences and mating orientations. Following past research, we hypothesized that mate preferences and mating orientations would demonstrate weak-to-moderate rank-order stability over 3 years of emerging adulthood. We also hypothesized that emerging adults would display mean-level changes that reflect increasing maturity, such as an increased emphasis on long-term committed relationships and partners’ internal attributes and a decreased emphasis on short-term sexual relationships and partners’ physical attractiveness. We followed 200 young adults from their first year to their fourth year in college. Analyses revealed weak-to-moderate rank-order stability but very little mean-level change in mate preferences and mating orientations. We discuss limitations of this study and directions for future research.     

Young Adults' Perceived Purposes of Emerging Adulthood: Implications for Cohabitation

The authors investigated associations between young adults' perceived purposes of emerging adulthood and their attitudes toward and participation in cohabitation. In a sample of 775 never married individuals, ages 18–29 (69% female, 69% white) from the United States, young people's perceptions of this period of life were associated with their acceptance of cohabitation, their reasoning for accepting cohabitation, and the likelihood of cohabiting. Results showed that the perception that emerging adulthood is a time to prepare for future family roles was negatively associated with acceptance of cohabitation whereas the perception that emerging adulthood is a time to take risks was positively associated with acceptance of cohabitation. The perception that emerging adulthood is a time to prepare for future family roles was associated with an increased likelihood of having cohabited while the perception that emerging adulthood is a time of possibilities was associated with a decreased likelihood of having cohabited. Implications for future research are discussed.     

Protective factors for depressive symptoms in emerging adulthood

Emerging adulthood is characterized by pervasive changes in identity and relationships. These challenges can entail problems for subjective well-being, leading to depressive symptoms. The development of an autonomous-related self is considered crucial for emerging adults’ personal growth and psychological well-being. Autonomous-related self is linked to self-esteem and secure attachment style, which are also protective factors for depression. The current research sought to investigate the relation between autonomous-related self and depressive symptoms, as well as the role of secure attachment style and self-esteem, in a sample of 356 Italian emerging adults. Gender differences were taken into account in preliminary analyses. Gender differences emerged for autonomous-related self and self-esteem, while secure attachment and depression levels were similar across gender. Our results suggest that autonomous-related self, mediated by self-esteem and secure attachment style, is a protective factor for emotional states of depression, controlling for social desirability. These findings emphasize the importance of taking autonomy and relatedness into account in emerging adulthood and represent a starting point for future studies.     

Emerging adult self-perception and link with adjustment to academic context among Female College Students

ObjectivesThis research aimed to investigate female emerging adult students’ self-perception in relation to their adjustment to academic context in France.MethodFirst, a preliminary study was a validation of the French version of the Self-Perception Profile for College Students (SPPCS, Neeman & Harter, 2012). Second, the study explored freshman year emerging adult females’ self-perception profiles based on the SPPCS, and their association with adjustment to academic context (depression and academic results).ResultsCluster analysis revealed seven self-perception profiles characterized by both global self-worth and self-esteem domains. These profiles were differently associated with positive and negative adjustment.ConclusionOverall, the findings highlight the importance of considering both global self-worth and domain-specific self-esteem to emphasize emerging adult students’ self-perception and its links with adjustment.     

Psychological and overall well-being of Italian young adults in transition to adulthood: Evidence from a sequential explanatory mixed-methods study

Transitioning to adulthood is a fundamental yet challenging phase in human development. Despite its relevance, the literature has paid little attention to the impact that transitioning to adulthood has on multiple aspects of individual well-being. This is one of the few attempts that has employed a sequential explanatory mixed-methods study to explore how the path to adulthood impacted on the psychological and overall well-being of Italian young adults. In the quantitative phase, we employed two-step cluster analysis to assign 45 young adults, who had completed the Italian I COPPE scale of multidimensional well-being, to three clusters based on their level of change in psychological and overall well-being. Results from mixed design ANCOVA revealed that participants belonging to the high change cluster showed the highest significant positive change over time with respect to well-being. In the qualitative phase, 17 individuals took part in focalized narrative interviews, which aimed at exploring significant events, barriers, and facilitators, which had impacted on their well-being during the transition to adulthood. The textual material was analysed through the Grounded Theory Methodology. It emerged that the state of transition was associated with some triggering events and a temporary negative impact on the interviewees' well-being. However, findings also revealed that people assigned to different clusters had put in place or learned several resources, skills, and copying strategies, which led to different transitional and well-being outcomes.     

UNDERSTANDING RESPONSES TO MULTI-SOURCE FEEDBACK: THE ROLE OF CORE SELF-EVALUATIONS

This longitudinal study examines the role of core self-evaluations in responses to multisource feedback. Consistent with past research, feedback recipients were most satisfied when others' ratings were high. Core self-evaluations was not related to satisfaction with feedback, but was positively linked to goal commitment 4 months after feedback. Polynomial regression results reveal a complex pattern of associations among core self-evaluations, ratings, satisfaction, and commitment to developmental goals. Specifically, individuals with high core self-evaluations were most committed to developmental goals when self and others' ratings were discrepant. In contrast, individuals with low core self-evaluations were most committed to developmental goals when self and others' ratings were in agreement. Our results question the notion that satisfaction with feedback affects motivation to improve and highlight the importance of personality in motivation to improve following feedback. We discuss practical and theoretical implications of our findings and provide a theoretical framework for future research.     

Self‐esteem and culture: Differences in cognitive self‐evaluations or affective self‐regard?

Although people from East Asian countries consistently report lower self-esteem than do those from Western countries, the origins of this difference are unclear. We conducted two studies to illuminate this issue. Study 1 found that Chinese participants appraised themselves less positively than American participants on a cognitive measure of self-evaluations, but cultural differences were absent on a measure of affective self-regard. Moreover, cultural differences in global self-esteem were eliminated once cognitive self-evaluations were statistically controlled. Study 2 found that cultural differences in modesty underlie cultural differences in cognitive self-evaluations. These findings suggest that Chinese feel as positively toward themselves as Americans do, but are less inclined to evaluate themselves in an excessively positive manner.     

TRADUCTION ET VALIDATION CANADIENNE-FRANÇAISE DE L'ÉCHELLE DE L'ESTIME DE SOI DE ROSENBERG*

Since the early days of psychology, the self-concept and more specifically global self-esteem has been addressed by numerous researchers in the field. Among the widely used instruments for measuring global self-esteem, Rosenberg's Self-Esteem scale (RSE) has displayed high levels of validity and reliability (Harter 1983; Wylie 1974). Through a brief (10 items) and direct approach, the RSE can be answered quickly by different age and social groups. Considering the good psychometric properties of the RSE mentioned above, and the importance of self-esteem for research in psychology, the purpose of the present four studies was to translate and validate in French the RSE Internal consistency (study 1) and confirmatory factor analyses through LISREL VI (study 2) were conducted with a French-Canadian junior college student population in order to verify the internal consistency and the unidimensional factorial structure of the scale. In addition, the construct validity (study 3) and temporal stability (study 4) of the scale were assessed. Although the present findings are preliminary in nature, they nevertheless support the reliability and validity of the Rosenberg's Self-Esteem scale in French.     

THE INFLUENCE OF UPWARD FEEDBACK ON SELF- AND FOLLOWER RATINGS OF LEADERSHIP

The impact of upward feedback (followers' perceptions of leadership provided to leaders) on leaders' self-evaluations and followers' subsequent ratings of leadership was assessed in a field setting. Subjects were 978 student leaders and their 1,232 followers. Results indicated that overall, leaders' behaviors as rated by followers improved after feedback. Leaders' self-evaluations following feedback became more similar to the evaluations provided by followers. Interestingly, when leaders were grouped according to whether feedback was positive, neutral, or negative based on agreement between self- and follower ratings, differences between groups in post-feedback self-evaluations and follower ratings emerged. Self-evaluations for leaders receiving negative feedback (high self- relative to followers' ratings) went down, while self-evaluations for leaders receiving positive feedback (low self- relative to follower's ratings) went up. Follower ratings of leaders who received negative feedback improved following feedback to leaders, while there was no change in follower ratings for those receiving positive feedback. Implications for using upward feedback in organizations are discussed.