Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates |
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Authors: | MIRKA HINTSANEN SAIJA ALATUPA HELLE PULLMANN PAULA HIRSTIÖ‐SNELLMAN LIISA KELTIKANGAS‐JÄRVINEN |
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Institution: | 1. Institute of Behavioral Sciences / Psychology, University of Helsinki, Finland;2. The Estonian Centre of Behavioural and Health Sciences, University of Tartu, Estonia;3. Unit of Development and Education, University of Helsinki, Finland |
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Abstract: | Hintsanen, M., Alatupa, S., Pullmann, H., Hirstiö‐Snellman, P. & Keltikangas‐Järvinen, L. (2010). Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates. Scandinavian Journal of Psychology 51, 488–494. The present study examined the validity of self‐ and teacher‐reported social status and its relations to self‐esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self‐ and teacher‐rated social status (r = 0.42). Different aspects of self‐esteem were differently related to social status. When other temperament and self‐esteem variables were included in the analyses, strongest predictor for self‐rated social status in both genders was social self‐esteem (p < 0.01) and for teacher‐rated social status general self‐esteem (p < 0.01). The strongest temperamental predictors of social status were lower inhibition in girls (p < 0.01, self‐ and teacher‐rated) and higher impulsivity (p < 0.01, self‐rated) and activity (p < 0.01, teacher‐rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self‐concept and temperament dimensions. |
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Keywords: | Social status self‐esteem temperament self‐teacher ratings personality |
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