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Individually endorsed and socially shared normative beliefs on acculturation. Resources and risk […]
Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai
Zeitschriftenbeitrag
| In: Journal of Educational Psychology. | 2023
43370 Endnote
Autor*innen:
Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai
Titel:
Individually endorsed and socially shared normative beliefs on acculturation. Resources and risk factors for academic and psychosocial adjustment in mid-adolescence
In:
Journal of Educational Psychology., 115 (2023) 4, S. 589-608
DOI:
10.1037/edu0000779
URL:
https://psycnet.apa.org/record/2023-35375-001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Akkulturation; Assimilation; Berlin; Bildungsaspiration; Deutschland; Einflussfaktor; Einstellung <Psy>; Emotionale Entwicklung; Fragebogenerhebung; Integrierte Sekundarschule; Jugendlicher; Längsschnittuntersuchung; Leistungstest; Lernerfolg; Migrationshintergrund; Motivation; Multikulturalität; Multivariate Analyse; Psychosoziale Fähigkeit; Schuljahr 09; Schuljahr 10; Segregation; Selbstwertgefühl; Soziale Anpassung; Soziale Ungleichheit; Überzeugung; Wirkung; Zufriedenheit
Abstract:
This article examines the extent to which normative beliefs on acculturation constitute (a) individual resources and risk factors for adolescents facing developmental tasks and (b) institutional norms that define developmental milieus in secondary schools. To what extent do egalitarianism, multiculturalism, assimilationism, and segregationism help or hinder academic and psychosocial adjustment in mid-adolescence? We examined how both individually endorsed beliefs and socially shared beliefs at the 10th-grade cohort level relate to students' academic performance, educational and occupational aspirations, motivational and emotional attachment to school, self-esteem, and life satisfaction. Data came from a random sample of 15- to 17-year-olds in Berlin, Germany, assessed at the end of Grades 9 and 10 (N = 1,992). Multivariate analyses identified egalitarianism and multiculturalism as the most prevalent acculturation beliefs, forming a combined belief pattern that pairs recognition of equality with respect for diversity. At the individual level, this belief pattern was positively related to academic and psychosocial adjustment. Assimilationism beliefs were associated with higher motivational and emotional attachment to school in both minority and majority students. Segregationism beliefs were associated with higher self-esteem in all adolescents regardless of background, but with lower levels of academic performance in immigrant youth. At the grade cohort level, a single bipolar factor (egalitarianism/multiculturalism vs. assimilationism/segregationism) described the institutional diversity culture. An environment characterized by egalitarianism/multiculturalism beliefs was positively associated with motivational and emotional attachment to school but not related to academic adjustment or psychological well-being. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Zum Zusammenspiel von Selbstwert, sozialer Herkunft und kognitiven Fähigkeiten für die Vorhersage […]
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Wagner, Jenny; Maaz, Kai; Köller, Olaf
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogik | 2021
42244 Endnote
Autor*innen:
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Wagner, Jenny; Maaz, Kai; Köller, Olaf
Titel:
Zum Zusammenspiel von Selbstwert, sozialer Herkunft und kognitiven Fähigkeiten für die Vorhersage von Bildungs- und Berufserfolg im Erwachsenenalter
In:
Zeitschrift für Pädagogik, 67 (2021) 5, S. 682-702
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Jugendlicher; Junger Erwachsener; Selbstwertgefühl; Kognitive Kompetenz; Soziale Herkunft; Prognose; Berufserfolg; Bildungserfolg; Psychosoziale Fähigkeit; Wirkung; Interaktion; Schulform; Bildungsbiografie; Sozioökonomische Lage; Einkommen; Regressionsanalyse; Multivariate Analyse; Längsschnittuntersuchung; Deutschland
Abstract:
Eine der zentralen Fragen sozialwissenschaftlicher Forschung ist die Vorhersage sozioökonomischen Erfolges im Erwachsenenalter. Die vorliegende Arbeit untersucht die Bedeutung des Selbstwertes und dessen Zusammenspiel mit sozialer Herkunft und kognitiven Grundfähigkeiten im frühen Jugendalter für die Vorhersage des Bildungs- und beruflichen Erfolges. Spezifisch wird geprüft, ob die Faktoren interagieren und vor allem Selbstwert kompensatorisch oder verstärkend auf existierende (soziale) Herkunftsunterschiede wirkt. Dies wurde mit der längsschnittlichen Studie Bildungsverläufe und psychosoziale Entwicklung im Jugendalter und jungen Erwachsenenalter (BIJU) mit den Entwicklungen von der 7. Klasse bis ins Alter von knapp 31 Jahren untersucht. Es ließen sich Hinweise auf einen positiven Interaktionseffekt zwischen Selbstwert und sozioökonomischem Hintergrund für die Vorhersage des Bildungserfolges identifizieren. Dieser Interaktionseffekt konnte jedoch auch mit einer Interaktion zwischen sozioökonomischem Hintergrund und kognitiven Grundfähigkeiten erklärt werden. Im Hinblick auf Berufsstatus und Arbeitseinkommen deuteten sich keine Haupt- und Interaktionseffekte des Selbstwerts an. Zusammenfassend fanden sich zumindest für den Bildungserfolg im Erwachsenenalter Indizien für kumulative Vorteile aufgrund vorangehender (sozialer) Unterschiede (Matthäuseffekte). Diese waren jedoch nicht spezifisch für Selbstwert, sondern auch durch kognitive Ressourcen erklärbar. Es fanden sich keine Hinweise auf kompensatorische Effekte zwischen vorangehenden Ressourcenunterschieden. (DIPF/Orig.)
Abstract (english):
One of the central questions in social science research is what predicts socioeconomic success in adulthood. This article investigates the role of self-esteem and its interplay with social background and intelligence in early adolescence in predicting educational attainment and occupational success in adulthood. Specifically, the present study tests for interactions between these factors and examines whether self-esteem, in particular, has a compensatory or amplifying effect on existing (social) background differences. To this end, it draws on data from the longitudinal study Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood (BIJU), tracking development from the age of 12 to 31 years. The results indicate a positive interaction effect between self-esteem and socioeconomic background in predicting educational attainment. However, this interaction effect was similarly explained by an interaction between socioeconomic background and intelligence. There were no main or interaction effects of self-esteem on occupational status or income. In sum, at least for educational attainment in adulthood, the results point to cumulative advantages of baseline (social) differences (Matthew effects). These were not specific to self-esteem, however, but were also explained by cognitive resources. No evidence was found for compensatory effects between baseline differences in resources. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Within-person effects of inclusion and exclusion on well-being in daily life
Bernstein, Michael; Neubauer, Andreas B.; Benfield, Jacob A.; Potter, Lindey; Smyth, Joshua M.
Zeitschriftenbeitrag
| In: Personal Relationships | 2021
41485 Endnote
Autor*innen:
Bernstein, Michael; Neubauer, Andreas B.; Benfield, Jacob A.; Potter, Lindey; Smyth, Joshua M.
Titel:
Within-person effects of inclusion and exclusion on well-being in daily life
In:
Personal Relationships, 28 (2021) 4, S. 940-960
DOI:
10.1111/pere.12399
URL:
https://onlinelibrary.wiley.com/doi/10.1111/pere.12399
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Zwischenmenschliche Beziehung; Soziale Beziehung; Inklusion; Ausgrenzung; Wirkung; Emotionaler Zustand; Alltag; Wohlbefinden; Angst; Depression; Selbstwertgefühl; Soziale Interaktion; Student; Befragung; Mehrebenenanalyse
Abstract:
Whether exclusion hurts or inclusion feels good is debated within social psychology, and research designs often compare people who are excluded from those who are included. Here, we examined how participants differ when they are excluded or included relative to when they are not engaging in social interactions. Participants completed an ecological momentary assessment study (7 days, six measures a day). Participants indicated if they were having a social interaction, whether the interaction was inclusionary or exclusionary, and their mood and basic needs. We found that when people were excluded, relative to no interaction, they had lower basic needs and worsened mood; the reverse was true during inclusion episodes. We also found that the within-person effect of exclusion was larger than the within-person effect of inclusion and that exclusion experiences were relatively uncommon (≈10% of all reported social interactions). Future research and the importance of examining within-person effects are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at […]
Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Zeitschriftenbeitrag
| In: European Journal of Personality | 2021
40786 Endnote
Autor*innen:
Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Titel:
Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem
In:
European Journal of Personality, 35 (2021) 5, S. 736-753
DOI:
10.1177/0890207020962328
URN:
urn:nbn:de:0111-dipfdocs-236877
URL:
https://www.pedocs.de/volltexte/2022/23687/pdf/EJP_2021_5_Schmidt_et_al_Evaluating_sociometer_theory_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Selbstwertgefühl; Soziale Anerkennung; Soziale Integration; Soziale Ausgrenzung; Einflussfaktor; Schule; Peer Group; Selbstbeurteilung; Soziometrie; Theorie; Längsschnittstudie; Deutschland
Abstract:
Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
DIPF-Abteilung:
Bildung und Entwicklung
Students' social, emotional and intercultural competencies and their development in school settings
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; […]
Zeitschriftenbeitrag
| In: Šolsko polje | 2020
40961 Endnote
Autor*innen:
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; Kozina, Ana; Ojsteršek, Aleš; Sälzer, Christine; Veldin, Manja; Vieluf, Svenja
Titel:
Students' social, emotional and intercultural competencies and their development in school settings
In:
Šolsko polje, 31 (2020) 3/4, S. 115-137
DOI:
10.32320/1581-6044.31(3-4)115-137
URL:
https://www.pei.si/ISSN/1581_6044/3-4-2020/1581-6044.31(3-4)115-137.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Schülerin; Emotionale Kompetenz; Interkulturelle Kompetenz; Soziale Kompetenz; Wohlbefinden; Schulerfolg; Schülerleistung; Literaturbericht; Schule; Förderung; Intervention; Selbstwertgefühl; Respekt; Zwischenmenschliche Beziehung; Unterrichtsmethode; Unterrichtsorganisation; Wirkung
Abstract (english):
As the field of social and emotional learning has developed and grown over the last decades, so too has the number of different programmes seek-ing to achieve various SEL goals, resulting in a significant body of research on the topic. Meanwhile, there has also been an increase in the number of programmes aimed at developing intercultural competencies. For the pur-pose of developing a new programme for social and emotional learning, we reviewed the key characteristics of existing evidence-based social, emo-tional and intercultural learning programmes, including their theoretical and conceptual backgrounds, content, methodological and organisation-al aspects, and their evaluation. This review has revealed multiple similar-ities between these two approaches (i.e. social and emotional and intercul-tural), presenting a rationale for their integration. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave […]
Fetvadjiev, Velichko H.; He, Jia
Zeitschriftenbeitrag
| In: Journal of Personality and Social Psychology | 2019
39222 Endnote
Autor*innen:
Fetvadjiev, Velichko H.; He, Jia
Titel:
The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave study of a nationally representative sample
In:
Journal of Personality and Social Psychology, 117 (2019) 2, S. 448-464
DOI:
10.1037/pspp0000246
URN:
urn:nbn:de:0111-dipfdocs-189987
URL:
http://www.dipfdocs.de/volltexte/2020/18998/pdf/JPSP_2019_Fetvadjiev_He_The_longitudinal_links_of_personality_traits_values_and_well-being_and_self-esteem_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Einflussfaktor; Kognition; Längsschnittuntersuchung; Messverfahren; Niederlande; Persönlichkeit; Persönlichkeitsmerkmal; Selbstwertgefühl; Wert; Wohlbefinden
Abstract:
[Correction Notice: An Erratum for this article was reported online in Journal of Personality and Social Psychology on Apr 4 2019 (see record 2019-18472-001). In the article, the stability model is referred to incorrectly as trait-state error model in the abstract, twice in the main body of the article, and in the Table 2 Note. Corrected versions of the fourth sentence in the abstract, the first sentence of the Analysis Outline section, and the first sentence of the Table 2 Note are provided in the erratum. The Kenny & Zautra (1995) reference has been deleted from the text and References list, and Steyer & Schmitt (1994) was added to the text and References list. All versions of this article have been corrected.] The existence of links between personality traits, values, and well-being and self-esteem is well established, but the nature and direction of these links have been less clearly understood. This study examines longitudinally the stability of traits and values, their mutual effects, and their effects on affective and cognitive well-being and self-esteem. We analyzed data from a nationally representative panel in The Netherlands, spanning 5 time points spread across 8 years (n = 5,159 to 7,021 per time point, total N = 11,890). We estimated latent state-trait models with autoregression and random-intercepts cross-lagged panel models to account for the trait-like, time-invariant stability of the constructs. Traits were more stable than values. The bidirectional effects tended to be significant, but could be distinguished by their relative size. Traits predicted values more strongly than they were predicted by values, and generally predicted well-being and self-esteem more strongly than values did. Traits predicted broad well-being (especially its affective aspects) more strongly than they were predicted by it; values, by contrast, were predicted by well-being (especially its cognitive aspects and self-esteem) more strongly than they predicted it. The findings highlight the central role of traits for personality functioning, while also supporting the mutual constitution of traits and other personality concepts. The results are discussed in the framework of different theoretical approaches to the composition of the broader personality system. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Partizipation in der Ganztagsschule - vertiefende Analysen
Sauerwein, Markus
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2019
38609 Endnote
Autor*innen:
Sauerwein, Markus
Titel:
Partizipation in der Ganztagsschule - vertiefende Analysen
In:
Zeitschrift für Erziehungswissenschaft, 22 (2019) 2, S. 435-459
DOI:
10.1007/s11618-018-0844-9
URN:
urn:nbn:de:0111-pedocs-189959
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-189959
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Empirische Untersuchung; Deutschland; Ganztagsschule; Schüler; Partizipation; Teilnahme; Unterricht; Bildungsangebot; Vergleich; Deutschunterricht; Leseförderung; Medien; Soziales Lernen; Einflussfaktor; Selbstwertgefühl; Selbstwirksamkeit; Befragung; Schuljahr 05; Datenanalyse; Regressionsanalyse
Abstract:
Partizipation ist für das Aufwachsen von Jugendlichen bedeutsam und wird auch im Kontext von Ganztagsschule diskutiert. Bisher vorliegende Studien betrachten Partizipationsmöglichkeiten in der Ganztagsschule vornehmlich deskriptiv und vergleichen Unterricht und Ganztagsangebote. Inwiefern diese Vergleiche in methodischer Hinsicht zulässig sind, wird außer Acht gelassen. Ebenso bleibt unbeachtet, wovon Partizipationsmöglichkeiten abhängen genauso wie Effekte von Partizipation auf die Entwicklung von Kindern und Jugendlichen. Mit Daten eines Teilprojekts der Studie zur Entwicklung von Ganztagsschulen (StEG-S) bei dem 2105 Fünftklässler*innen zu ihren Partizipationserfahrungen befragt wurden, sollen diese offenen Forschungsfragen beantwortet werden. Die Ergebnisse zeigen, dass in methodischer Hinsicht ein Vergleich zwischen Unterricht und Ganztagsangeboten zulässig ist, hier jedoch keine Unterschiede bestehen. Nehmen Schüler*innen freiwillig an Ganztagsangeboten teil, bewerteten sie die Partizipationsmöglichkeiten höher. Zudem beeinflussten Partizipationsmöglichkeiten in Unterricht und Ganztagsangeboten die Entwicklung des Selbstwertgefühls sowie der sozialen Selbstwirksamkeit. (DIPF/Orig.)
Abstract (english):
Providing opportunities for participation is highly relevant during adolescence and is also being discussed in the context of all-day-schools. Previous studies of the opportunities enabling students to participate in all-day-schools were primarily descriptive and often compared compulsory instruction with extra-curricular activities. However, the question of whether these comparisons are methodologically admissible has been disregarded. Moreover, there is a lack of research on the antecedents of participation and on the effects of participation on adolescents' development. The current study addresses these research gaps by using data from a subproject of the study on the development of all-day-schools (StEG), in which 2105 fifth grade students were asked about their experiences on participation at school. Results show that a comparison of participation between compulsory instruction and extra-curricular activities is methodologically permissible, but there were no differences. Voluntary participation in extra-curricular activities correlated positively with students' ratings of the opportunities to participate. In turn, students' ratings of the opportunities to participate in compulsory instruction and extra-curricular activities correlated positively with changes in students' perceived self-worth and social self-efficacy. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Qualität in Unterricht und von Angeboten an Ganztagsschulen
Sauerwein, Markus N.
Zeitschriftenbeitrag
| In: sozialmagazin | 2019
38976 Endnote
Autor*innen:
Sauerwein, Markus N.
Titel:
Qualität in Unterricht und von Angeboten an Ganztagsschulen
In:
sozialmagazin, 44 (2019) 1, S. 67-75
URN:
urn:nbn:de:0111-pedocs-174048
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174048
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; Sonderheftbeitrag
Sprache:
Deutsch
Schlagwörter:
Sozialpädagogik; Qualität; Unterricht; Ganztagsschule; Unterrichtsforschung; Außerunterrichtliche Aktivität; Bildungsangebot; Kind; Jugendlicher; Indikator; Soziales Lernen; Selbstwertgefühl; Anerkennung; Empirische Forschung; Deutschland
Abstract:
Sozialpädagogik sollte stärker auf eigene Aspekte von Qualität setzen. So die These von Markus Sauerwein. Er stellt dafür eine Heuristik für Qualität in Bildungssettings der Ganztagsschule vor, die Aspekte der Unterrichtsforschung und Sozialpädagogik gleichermaßen berücksichtigt und unterzieht diese einer empirischen Prüfung. Bedeutsam ist die Heuristik für Unterricht und Angebote gleichermaßen. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Think positive? Examining the impact of optimism on academic achievement in early adolescents
Tetzner, Julia; Becker, Michael
Zeitschriftenbeitrag
| In: Journal of Personality | 2018
38273 Endnote
Autor*innen:
Tetzner, Julia; Becker, Michael
Titel:
Think positive? Examining the impact of optimism on academic achievement in early adolescents
In:
Journal of Personality, 86 (2018) 2, S. 283-295
DOI:
10.1111/jopy.12312
URN:
urn:nbn:de:0111-dipfdocs-155511
URL:
http://www.dipfdocs.de/volltexte/2020/15551/pdf/Think_positive_Tetzner_2018_b_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Jugendlicher; Selbstwertgefühl; Einflussfaktor; Lernerfolg; Emotionaler Zustand; Wohlbefinden; Wirkung; Schuljahr 07; Messverfahren; Mathematikunterricht; Leistungstest; Veränderung; Regression; Modell; Empirische Untersuchung
Abstract (english):
Objective: Although optimism's beneficial role for various life areas is well documented, previous findings regarding its significance for students' achievement at school are inconclusive. This study examined the relation between optimism and academic achievement in early adolescents. It investigated the functional form of this relation, addressed whether the initial achievement level moderates this association, and compared this with effects on self-esteem. Method: We used a large German sample (N56,010; 53.2% females; baseline Mage514.1) with two measurement points over a period of 5 months (middle and end of 7th grade). Estimating LOESS curves and latent change-regression models revealed three main findings. Results: (a) Optimism showed a nonlinear association with subsequent changes in academic achievement: Optimism promoted academic achievement, but this positive association reached a plateau in above-average optimism ranges and a minimum value in below-average ranges of optimism. (b) The achievement level at t1 moderated this relation so that high optimism exerted a more positive effect for high-achieving adolescents. (c) By contrast, optimism had an overall positive effect on self-esteem. Conclusions: The results therefore broaden the evidence on benefits of optimism by linking optimism to academic success in early adolescents but indicate only small and nonlinear associations. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Self-esteem trajectories and their social determinants in adolescents with different levels of […]
Morin, Alexandre J. S.; Arens, A. Katrin; Tracey, Danielle; Parker, Philip D.; Ciarrochi, Joseph; […]
Zeitschriftenbeitrag
| In: American Journal on Intellectual and Developmental Disabilities | 2017
36975 Endnote
Autor*innen:
Morin, Alexandre J. S.; Arens, A. Katrin; Tracey, Danielle; Parker, Philip D.; Ciarrochi, Joseph; Craven, Rhonda G.; Maïano, Christophe
Titel:
Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability
In:
American Journal on Intellectual and Developmental Disabilities, 122 (2017) 6, S. 539-560
DOI:
10.1352/1944-7558-122.6.539
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Australien; Befragung; Einstellung <Psy>; Eltern; Entwicklung; Erziehungsstil; Faktorenanalyse; Fragebogenerhebung; Integration; Kognitive Kompetenz; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Lesekompetenz; Mathematische Kompetenz; Peergroup; Schreibkompetenz; Schule; Schüler; Sekundarstufe I; Sekundarstufe II; Selbstwertgefühl; Test; Unterschied; Weiterführende Schule
Abstract:
This study examines the development of self-esteem in a sample of 138 Australian adolescents (90 males; 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556 Australian adolescents (312 males; 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grade 7 to 12). The findings showed that adolescents with L-CA and A/H-CA experience similar high and stable self-esteem trajectories that present similar relations with key predictors (sex, school usefulness and dislike, parenting, and peer integration). Both groups revealed substantial gender differences showing higher levels of self-esteem for adolescent males remaining relatively stable over time, compared to lower levels among adolescent females which decreased until midadolescence before increasing back. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Markierungen aufheben
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