No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Fragile Self-Esteem in Children and Its Associations With Perceived Patterns of Parent-Child Communication
Abstract
We examined the extent to which 11- to 12-year-old children's (N = 174) self-esteem (SE) stability and level related to their perceptions of various aspects of parent-child communication. Compared to children with stable SE, children with unstable SE reported that their fathers were more critical and psychologically controlling, and less likely to acknowledge their positive behaviors or to show their approval in value-affirming ways. Likewise, children with low SE reported that their fathers exhibited these qualities to a greater extent than did children with high SE. In addition, fathers of children with stable high SE were viewed as especially good at problem solving. Children's SE level related to perceptions of mothers' communication styles very similarly to how it did with fathers'; with respect to SE stability, however, relationships were generally less consistent and frequently absent. Discussion centered on the role of parent-child communication in promoting unstable SE.
... The effectiveness of orthopedic appliances, whether preventative or interceptive, is improved with increased patient adaptability linked to patient comfort with respect to the appliance and treating the oral habits associated with malocclusion [14][15][16][17][18]. The primary repercussions of malocclusion and orthopedic appliances are linked to emotional and social well-being, where at the ages 6-10 years old, the concept of aesthetics associated with health develops and becomes integrated into the young individual's self-esteem concept and identity [19][20][21][22][23][24][25][26][27][28][29][30][31]. Orofacial disorders can negatively affect the physical and psychosocial functions of children, adolescents, and young adults, ultimately influencing their quality of life [20,21]. ...
... An individual's self-perception translates into either a positive or negative attitude [27][28][29][30][31][32], where the negative aspect of self-esteem is associated with feelings of worthlessness and failure, while the positive aspect is linked with feelings of contentment and self-appreciation [28][29][30]. ...
... An individual's self-perception translates into either a positive or negative attitude [27][28][29][30][31][32], where the negative aspect of self-esteem is associated with feelings of worthlessness and failure, while the positive aspect is linked with feelings of contentment and self-appreciation [28][29][30]. ...
Objective: To investigate the correlation between dental anxiety and self-esteem in pediatric patients undergoing six months of maxillofacial orthopedic treatment in Portoviejo, Ecuador.
Material and Methods: A quasi-experimental study was conducted on 92 children aged 7 to 11 with malocclusions. Participants completed a dental anxiety scale questionnaire and the House-Tree-Person (HTP) psychological graphic test before and after the installation of maxillofacial orthopedics. Confidence interval analyses were performed for qualitative variables, while mean values with standard deviations were calculated for quantitative variables. The relationship between self-esteem and dental anxiety was assessed using a chi-square test.
Results: The mean age of participants was 9 years, with 86.96% residing in urban areas. Sociodemographic variables showed statistically significant differences (p<0.05). There were statistically significant differences in dental anxiety between the initial and final periods (p<0.05), with a decrease in anxiety observed after six months of treatment. As measured by the House drawing, self-esteem was significantly higher in the first period evaluated (p<0.05).
Conclusion: The study found a decrease in anxiety after six months of maxillofacial orthopedic treatment. Higher self-esteem was associated with better oral health practices, highlighting the importance of the orthodontist's role in evaluating behavior to enhance treatment success and the mental health of pediatric patients.
Keywords: Self Concept; Anxiety; Orthopedics; Malocclusion
... Self-esteem stability (or instability) refers to the extent to which an individual's self-esteem fluctuates or remains constant over time (Kernis, 2005;Kernis et al., 2000). It reflects the extent to which an individual experiences changes in his or her feelings of selfworth in response to different situations and experiences. ...
... It reflects the extent to which an individual experiences changes in his or her feelings of selfworth in response to different situations and experiences. Individuals with high self-esteem stability tend to have a relatively stable sense of self-worth and are less likely to experience dramatic shifts in their self-esteem in response to life events (Kernis, 2005;Kernis et al., 2000). In contrast, people with low self-esteem stability experience more fluctuations in their self-esteem, with feelings of self-worth changing greatly depending on their successes, failures, and interactions with others (Kernis et al., 2000). ...
... Individuals with high self-esteem stability tend to have a relatively stable sense of self-worth and are less likely to experience dramatic shifts in their self-esteem in response to life events (Kernis, 2005;Kernis et al., 2000). In contrast, people with low self-esteem stability experience more fluctuations in their self-esteem, with feelings of self-worth changing greatly depending on their successes, failures, and interactions with others (Kernis et al., 2000). Self-esteem stability may have important implications for mental health and well-being. ...
This study examined the relationships among the Big Five personality traits, self-esteem levels, self-esteem stability, and life satisfaction over a 15-year period. The primary objectives were to examine whether: (1) self-esteem stability contributed to the prediction of life satisfaction beyond self-esteem level, and (2) both self-esteem level and stability mediated the associations between personality traits and life satisfaction. Bayesian multilevel modelling was conducted on a sample of Dutch adults (N = 4,880), with self-esteem stability operationalised using within-person variance and mean square successive difference. Results indicated that higher levels of self-esteem and self-esteem stability were significantly associated with greater life satisfaction. All Big Five traits predicted higher self-esteem level, while emotional stability and conscientiousness emerged as robust predictors of self-esteem stability with both stability operationalizations. Self-esteem level mediated the relationship between all personality traits and life satisfaction. However, self-esteem stability only mediated the effects of emotional stability and conscientiousness on life satisfaction across both operationalizations of stability. This study provides new insights into the importance of self-esteem stability, in addition to self-esteem level, in shaping well-being. These findings underscore self-esteem levels and dynamics as a crucial mechanism linking personality dispositions to life evaluations.
... Studies show that families can contribute to marring identity if they undermine or ignore the opinions and thoughts of their children (Bluck & Habermas, 2000), if they are too controlling, and if they are not supportive. Children with an externally oriented locus of control report their families to be too controlling and demanding (Carton & Nowicki, 1994), while children with parents who are not supportive are more likely to have low self-worth (Kernis et al., 2000). ...
... Further evidence of the effect of families on identity suggests that supportive parents often have children with positive attributes of identity (Enger et al., 1994;Kernis et al., 2000). In addition, parents who encourage autonomy among their children enhance their positive self-efficacy (Allen et al., 1994;Gecas & Schwalbe, 1986). ...
... As much as families and religious communities facilitate identity transformation, they can contribute to marring identity if their influence is negative. Families that are too controlling, too demanding, unsupportive, and unappreciative of their children's thoughts and opinions facilitate the marring of identity (Allen et al., 1994;Carton & Nowicki, 1994;Gecas & Schwalbe, 1986;Kernis et al., 2000). Similarly, religious communities can influence identity negatively if they promote beliefs that socially exclude or undermine certain people groups, like what some white missionaries and colonists did to Africans. ...
This paper proposes a high-order conceptual model of human wellbeing that isolates identity among other discriminate variables that are constituents and determinants of wellbeing. Drawing on germane literature, the paper understands wellbeing as a dynamic and subjective state that is satisfied when individuals can pursue and achieve their aspired quality of life. Achievement of this state is facilitated by conversion factors that can be summarized into three overarching categories namely environmental, social, and personal conditions. These conversion factors enable individuals to transform resources or opportunities into functionings or their desired outcomes. The paper notes the vital role and magnitude of the influence of identity on human action in the pursuit of wellbeing at individual level and proposes a high-order conceptual model of wellbeing expressed as a function of identity, environmental, social, and personal conditions. Although identity is an element of personal conditions, it is argued here that identity deserves to be considered discriminately in the wellbeing model because of its unique and profound influence on human action, which lends weight to the explanatory power of the conceptual model of wellbeing. The paper appeals for inclusion of identity transformation interventions in the agenda of development practice and recommends areas that need further research.
... They see themselves as intrinsically worthy and tend to assume that others value them for who they are (Leary & Baumeister, 2000), even when they fail to live up to others' expectations of them (Baldwin & Sinclair, 1996;. As such, children with high self-esteem levels tend to believe that others value them unconditionally (Kernis et al., 2000), and they tend to be securely attached to others (Menon et al., 2018). Consequently, they tend to not fear other people's evaluations of them (Thomaes et al., 2008). ...
... This interpretation concurs with the sociometer model of self-esteem (Leary & Baumeister, 2000), which holds that self-esteem serves as a gauge-or sociometer-that indexes one's perceived likelihood of being accepted and valued by others (Thomaes et al., 2010). Children with high self-esteem levels believe that they will generally be accepted and valued (Leary & Baumeister, 2000), perhaps because they have internalized their parents' unconditional regard for them (Kernis et al., 2000) and they feel securely attached (Menon et al., 2018). Thus, even when they are preparing for or doing something as stressful as singing a song on stage in front of an audience while being videotaped, they may find comfort in the idea that others will most likely evaluate them favorably, giving rise to low skin conductance levels. ...
... For example, children predisposed to high narcissism levels may not experience socialevaluation concerns invariably; rather, they may experience such concerns specifically during the anticipation of social exposure ("If people evaluate me, then I fear their disapproval"; also see Morf & Horvath, 2010). By contrast, children predisposed to high self-esteem levels may lack these contingencies, which would help explain why they tend to experience few social-evaluative concerns (Baldwin & Sinclair, 1996;Kernis et al., 2000). An exciting research direction will be to use precise physiological assessments of if… then… contingencies in early childhood to examine whether and how these contingencies serve as building blocks of long-term personality development. ...
A common belief is that narcissism is a manifestation of high self-esteem. Here, we argue that self-esteem and narcissism are fundamentally distinct and have unique early physiological indicators. We hypothesized that children predisposed to narcissism would show elevated, whereas children predisposed to high self-esteem would show lowered, physiological arousal in social-evaluative contexts. We tested this in a prospective study including 113 children, who were first assessed at age 4.5, a critical age when children begin evaluating themselves through others' eyes. At age 4.5, children sang a song in front of an audience while being videotaped. Children's physiological arousal (skin conductance, heart rate, and heart rate variability) was assessed while children anticipated, performed, and recovered from the singing task. At age 7.5, children's narcissism and self-esteem levels were assessed. Consistent with our predictions, children predisposed to higher narcissism levels showed elevated skin conductance levels during anticipation. Their skin conductance levels further rose during performance (but less so than for other children) and failed to return to baseline during recovery. By contrast, children predisposed to higher self-esteem levels showed lowered skin conductance levels throughout the procedure. The effects emerged for skin conductance but not heart rate or heart rate variability, suggesting that arousal was sympathetically driven. Effects were larger and more robust for self-esteem than for narcissism. Together, these findings uncover distinct physiological indicators of narcissism and self-esteem: Narcissism is predicted by indicators reflecting early social-evaluative concerns, whereas self-esteem is predicted by indicators reflecting an early sense of comfort in social-evaluative contexts.
... By contrast, children with high self-esteem have relatively robust feelings about themselves. They feel worthy, even in the face of failure (Kernis, Brown, & Brody, 2000;Tracy et al., 2009). Consequently, they are unlikely to feel ashamed, and hence to become angry or aggressive (Donnellan et al., 2005). ...
... This does not mean that parents lavish their children with praise no matter what they do; rather, it means that parents accept children for who they are, even when the children fail (Harter, Marold, Whitesell, & Cobbs, 1996). For example, when children misbehave, parents may express unconditional regard by correcting children's behavior while continuing to be warm and accepting toward them as a person (Kernis et al., 2000). Similarly, when children work toward an achievement, parents may express unconditional regard by valuing children regardless of the outcome of their efforts. ...
... Similarly, when children work toward an achievement, parents may express unconditional regard by valuing children regardless of the outcome of their efforts. When parents express such unconditional regard, children feel more connected to their true selves (Harter et al., 1996) and have higher as well as more stable self-esteem (Kernis et al., 2000). Extending these findings, in a randomized intervention, children were invited to reflect on times when they were accepted and valued by others unconditionally (Brummelman et al., 2014). ...
With the rise of individualism since the 1960s, Western parents have become increasingly concerned with raising children’s self-esteem. This is understandable, given the benefits of self-esteem for children’s psychological health. However, parents’ well-intentioned attempts to raise self-esteem, such as inflated praise, may inadvertently breed narcissism. How, then, can parents raise self-esteem without breeding narcissism? Here, we propose a tripartite model of self-regard, which holds that the development of self-esteem without narcissism can be cultivated through realistic feedback (rather than inflated praise), focus on growth (rather than on outperforming others), and unconditional regard (rather than regard that is conditional). We review evidence in support of these practices and outline promising research directions. The tripartite model integrates existing research, stimulates theory development, and identifies leverage points for intervention concurrently to raise self-esteem and curtail narcissism from a young age.
... We did not have specific hypotheses about the role of the quality of communication with mothers versus fathers for adolescent mental health, as some studies showed that adolescents' communication and relationship with their mothers had stronger effects on adolescents' mental health than the communication and relationship with their fathers [9,13,14], while other studies showed that adolescents' communication and relationships with their fathers had stronger effects on the adolescents' mental health than the communication and relationships with their mothers [15][16][17][18]. Our results from the Swedish HBSC dataset showed that the ease of communication with fathers had stronger effects on the adolescents' mental health than the ease of communication with mothers in all survey years between 2002 and 2018. ...
... Consistent with the finding that the mother is the primary provider of emotional support, both boys and girls in the present study perceived that they had an easier time communicating with their mothers than with their fathers. One explanation for the study findings from the variableoriented analyses is that particularly poor communication with the father is associated with perceived low paternal emotional support and low-quality interactions, which negatively affect adolescents' mental health [17,18,36]; In the present study, adolescents' perceptions of poor communication with fathers were associated with more mental health problems (perceived overall unhealth and psychosomatic symptoms) than poor communication with mothers across all survey years and for both sexes in variable-oriented analyses. Good communication with both parents is considered crucial for adolescents' mental health [1]. ...
Background: Variable-oriented analyses of time trends in the ease of communicating with mothers and fathers in the Swedish HBSC (Health and Behavior in School-aged Children) dataset show that communication problems with fathers, but not with mothers, positively predict mental health problems among adolescents. This similarity across years is likely to lead to high structural stability in person-oriented analyses across survey years, providing opportunities to uncover typical communication patterns in a robust way. A person-oriented method, cluster analysis, was used in this study to clarify these variable-oriented findings on the prediction of mental health problems. Methods: The Swedish HBSC dataset of 15-year-olds for 2002, 2006, 2010, 2014, and 2018, with a total of 9255 participants, was used for variable- and person-oriented analyses. Results: Person-oriented analyses of ease of communication with the mother and ease of communication with the father show that poor communication with both parents is associated with the worst mental health problems. They also show that when there is poor communication with mothers, in most cases, adolescents also have poor communication with fathers. The variable-oriented analyses do not show that mental health problems are highest when adolescents find it difficult to communicate with both parents. Conclusions: Person-oriented analyses offer the possibility of drawing more specific conclusions about family conditions that affect adolescents’ mental health. More generally, person-oriented analyses are likely to clarify the results of variable-oriented analyses in many other areas also.
... Children under supportive, caring, and diverse parenting styles have higher self-esteem (Menon et al., 2007). Accepting and loving parenting styles positively influence the development of a high sense of self-esteem (Hurlock, 2001;Kernis et al., 2000). These results indicated that adolescents have increased selfesteem when parents employ positive parenting styles for their children. ...
... The higher is the adolescents' cognition of their parents' parenting styles, the higher is their SRL ability and the higher is the ability to independently regulate learning. The results are consistent with the previous results that positive parenting styles affect adolescents' self-esteem (Bean & Northrup, 2009; Bulanda & Majumdar, 2009;Chen et al., 2007;Hurlock, 2001;Kernis et al., 2000;Menon et al., 2007) and self-esteem affects SRL of adolescents (Klassen et al., 2008;Song, 2006;Woo, 2014;Zuffiano et al., 2013). The results of the mediating effect indicated that adolescents' self-esteem plays a mediating role in the effect of perceived positiveness of parenting styles on SRL. ...
The positive parenting styles and the self-esteem of the parents are two factors that affect Self-regulated learning (SRL). Moreover, the variable of self-esteem is influenced by the positive parenting styles. However, previous studies have investigated only the cross-sectional relationship between positive parenting styles and SRL and that between positive parenting styles and self-esteem. This study explored the relationship between positive parenting styles and self-regulated learning in Chinese adolescents and verified the mediating role of self-esteem in this relationship. The study used the panel data of 1180 1 adolescents (age, 10–15 years) from the 2014 China Family Panel Studies. The main variables were positive parenting styles, self-esteem, and SRL. The results showed that self-esteem plays a partial, but significant, mediating role in the relationship between parents’ positive parenting styles and adolescents’ SRL ability. This study emphasised that self-esteem is a variable that influences the SRL ability. The more active the parents are, the better the SRL ability of the adolescents is. Positive parenting styles have been proven to promote self-esteem development and can affect the SRL ability of adolescents.
... Based on previous findings (Coyne et al. 2014;Kroliczek 2015;Zhou et al. 2017), this result further revealed that online parent-child communication or interaction could promote parent-child connection, as well as children's well-being and adaptation. In addition, as a critical family factor influencing children's adaptation (Guan and Li 2017;Kernis et al. 2000), parent-child relationship can be influenced by parent-child communication (Popov and Ilesanmi 2015). Thus, online parent-child communication could foster good parent-child relationship, and further improve subjective well-being among leftbehind children. ...
... Second, the measure of online parent-child communication in this study only focuses on the frequency. Other indicators such as the topics and quality (Burke and Kraut 2016;Kernis et al. 2000) were not included. These indicators should be included in future studies, which may further reveal the influence of online parent-child communication on left-behind children's adaptation and its mechanisms and provide more operational and instructive suggestions on intervention for left-behind children. ...
The present study aimed to investigate the association between online parent-child communication and left-behind children’s adaptation as well as the underlying mechanisms – the mediating role of parent-child relationship and the moderating role of gratitude. A sample of 756 left-behind children (53.94% boys, Mage = 14.42) in central China was recruited to complete measures on online parent-child communication, parent-child relationship, gratitude, and subjective well-being. Results showed that online parent-child communication was positively associated with left-behind children’s subjective well-being, and parent-child relationship could mediate this relationship. Moreover, both the direct effect of online parent-child communication on left-behind children’ subjective well-being and the mediating effect of parent-child relationship were moderated by gratitude, they were stronger among individuals with higher gratitude. This study not only deepens our understanding on left-behind children’ development and adaptation in current information society, but also provides guidance for the intervention and improvement of their adaptation.
... Parker (1990) stated that AC parental style seemed to be a risk factor for neurosis or simply for seeking for help. The reason why a CR or AC parental style might be associated with lack of psychological health can be attributed to parents' use of love withdrawal and guilt induction as important factors generating unstable self-esteem (Kernis et al., 2000). Although the relationship between CR/AC and neurosis and psychological complaints has been firmly established in the literature (Brand et al., 2009;Maynard & Harding, 2010;McGinn et al., 2005) the association between CR/AC and alexithymia has been sparsely 160-174 http://journal.uinjkt.ac.id/index.php/tazkiya ...
Rogers stressed the impact of Conditional Regard (CR) towards the child in the development of neurotic anxiety. Miller noted that disorders in affect regulation relate to family atmospheres where the child is not allowed to express negative emotions. However, studies on the impact of paternal and maternal parenting styles lacking emotional warmth (EW) on the development of alexithymia in adulthood remain scarce. Therefore, The Bermond-Vorst Alexithymia Questionnaire (BVAQ) and the Leiden Parent-Child Interaction Questionnaire (LPCIQ-R) were administered to 152 male and female bachelor psychology students from 18 to 60 years of age at Leiden University. The results demonstrate that: 1) Both paternal and maternal parenting styles lacking EW induced significantly higher Alexithymia Total scores; 2) Fathers lacking EW induced significantly higher scores on Cognitive Alexithymia, while mothers lacking EW induced significantly higher scores on Affective Alexithymia; 3) Both CR fathers and CR mothers induced difficulties with Identifying emotions; 4) CR fathers induced difficulties with Verbalizing emotions, while 5) Indifferent mothers induced difficulties with Emotionalizing. The results above not only support Rogers’ view on the devastating affect of CR on emotion regulation, but empasize the different impact of paternal and maternal roles on the development of alexithymia features as well. In the past mothers were seen as the primary caretakers and consequently mothers were blamed for the child’s mental health problems. However, our results show that Cognitive Alexithymia, known for its association with mental illness is induced by fathers lacking EW. In contrast Affective alexithymia, associated with on the one hand stress resistance, and on the other hand lack of empathy and creativity, turned out to be induced by mothers lacking EW. Hence, with the growing active role of fathers in child rearing it is unfair to blame mothers for the child’s mental problems without prior investigations of parenting styles lacking EW.
... Soenens et al. (2005) discovered that parental psychological control was the most significant factor contributing to low self-esteem in a sample of Dutch-speaking late teenagers in Belgium. Several researchers (Kernis et al., 2000;Wouters et al., 2013) also found that young people who reported to have psychologically controlling parents exhibited low self-esteem and unstable traits. They seemed more easily affected by an internal issue or an external event. ...
Plain language summary
This study focuses on why some people feel confident when speaking a foreign language, like English, while others don’t. Previous research mostly used confidence to predict language learning success but didn’t explore other factors that might explain why some English learners feel more confident than others. The study aims to fill this gap by looking at four key factors: parental psychological control, self-esteem, language class risk-taking, and confidence in speaking English. It uses a university English as a Foreign Language (EFL) setting to gather data and understand how these factors are connected. The findings of this study are as follows: Parental psychological control has a negative impact on self-esteem. Self-esteem positively predicts confidence in speaking English. People with high self-esteem are more willing to take risks in language classes, like trying new things or making mistakes. Language class risk-taking predicts confidence in speaking English. Those who take risks in class tend to be more confident when speaking English. Additionally, the study shows that language class risk-taking plays a mediating role between self-esteem and confidence in speaking English. In other words, self-esteem indirectly affects confidence through risk-taking in the language class. These findings have implications for understanding how these factors influence English language learners. However, there are some limitations, such as the study’s sample being limited to Taiwanese university students, which may not fully represent all language learners. Despite the limitations, this study provides valuable insights into building confidence in speaking English and may be helpful for educators and learners.
... The negative effects of this have been shown in research across several domains Joseph and Murphy, 2013) and include children's developing less authentic selves, internal feelings of compulsion, shame following failure, unstable self-esteem and low self-worth, feelings of disapproval from parents, and resentment towards parents (cf. Kernis et al. 2000;Paradise and Kernis 2002). ...
... Learning is a complex process that is influenced by a range of factors. On the one hand, these are individual characteristics such as intelligence, aptitude, age, personality, learning styles, cognitive styles, learning strategies and, finally, motivation [1,2]. On the other hand, characteristics external to the learner, such as the school itself [3,4]. ...
Self-esteem is one of the most fundamental dimensions of the personality of human person, it is a discreet, intangible, complex phenomenon, of which we are not always aware. The aim of our study was to establish the profile of exhaustion and stress among a group of nurses at Idriss Hospital (in the case of patients with meningitis). In total, nearly 600,000 students participated in this study. For middle school students, the Kingdom displays a score of 384 points (the average is 500 points), for maths, and remains among the last in the 2015 ranking, where it precedes South Africa (372) and Saudi Arabia (368), the last in the ranking. In science, same story: Morocco is below the expected average, with a score of 393 points (at secondary school). (Men, 2016). The results indicate that 39.62% of caregivers in the tested group, compared to 25.58% in the control group, exhibited a high level of emotional exhaustion. On the other hand, 41.51% of caregivers in the tested group, compared to 32.56% in the control group, exhibited a high level of depersonalization. However, women in the tested group showed a stress rate of 89.09% compared to 30.77% in the control group. The most influential factors are the health status of the nurses, along with their seniority and workload. Faced with this alarming situation, authorities must intensify their efforts to address this public health issue.
... Thus, parents relying on greater psychologically controlling parenting such as love withdrawal, shame, and guilt are likely to have children more prone to developing an academic contingent self-esteem, in which a general sense of personal worth is derived mostly from successfully meeting the others' expectations. This introjection of external standards may make children more vulnerable and sensitive to their parents' feedback, and may also elevate their academicrelated anxieties (Ching et al., 2021;Kernis et al., 2000;Scharf et al., 2016). To further contribute to the existing literature, our longitudinal study examines the links between perceived PPC and children's academic self-concept after middle school transition. ...
This study examined whether parental psychological control reported by children before the transition to middle school, in the second semester of the fourth grade, is associated with children's worries after the transition to middle school, in the first semester of the fifth grade. We also evaluated the mediating role of children's post-transition perceived academic competence and the moderating role of physical transition (changing schools) on these relations. 370 Romanian early adolescents participated at both time points, with 30% of them having changed schools. Path analysis showed that the relation between children's perceptions of dependency-oriented psychological control and post-transition worries was mediated by academic competence and moderated by physical transition. Educational and counseling implications are discussed.
... It is seen that these incompatible patterns emerged especially in the border problems they experienced with their parents. Previous studies have highlighted that self-worth is affected by parent-child communication (Kernis et al., 2000). The four patterns called "placating, blaming, computing and distracting" put forward by Satir occur when responding to stress and at the same time feeling that one's self-worth is diminished. ...
The aim of this study was to examine the effect of the self-worth strengthening group psycho-education program based on systemic therapy on the self-worth of emerging adults. The study was designed in a static group experimental design including pre and post-tests and follow-up test. The experimental (n = 12) and control groups (n = 12) consisted of a total of 24 emerging adults. The Cooper-Smith Self-esteem Scale was used to test. An eight-sessions group psycho-education was applied to the experimental group. Results revealed that group psycho-education strengthened the self-worth of emerging adults. The results of the research were discussed within the framework of the relevant literature.
... The end-game of encouraging paternal involvement doesn't end with involvement alone. In fact, a father who spends lots of time interacting with his children but does so in a critical or demeaning way may be doing harm rather than good, for example, having children who demonstrate both lower and less stable selfesteem than other children (Kernis, et al. 2000). Switching angles and looking at poor-quality paternal involvement, Kernis points out that fathers can have a negative impact on children's outcomes as well. ...
This theoretical and conceptual analysis, rooted and organized by frameworks and empirical literature, aims to explain biases against fathers in the United States’ family court system. Positive paternal involvement has been shown to be correlated with positive child outcomes, placing an emphasis not just on quantity, but quality as well. Despite these findings, fathers are societally expected to be less involved than mothers. Fathers are also in positions to be held financially hostage even when alternatives to pregnancy are legally accessible, suggesting that paternal financial contributions are viable substitutes for paternal involvement. The court of law and the court of public opinion may be in opposition as to where we go from here.
... This is known as introjection in self-determination theory and may promote children's behavioral enactment because children strive to prove their sense of worth (Deci & Ryan, 1985. However, introjection does so at the expense of children's well-being (Assor et al., 2004;Baldwin & Sinclair, 1996;Crocker & Wolfe, 2001;Grolnick & Ryan, 1989;Kernis & Paradise, 2002;Kernis et al., 2000). ...
Studies around the world revealed that children's performance is a significant source of parents’ self-worth. This phenomenon is particularly salient among Chinese parents because of the emphasis on interdependent self-construal in a face culture. With child-based worth, many parents feel compelled to use conditional regard to minimize children's failure and maximize success. Yet, parental conditional regard is notorious for its undermining effects on children's well-being. This study aimed to investigate the antecedents and consequences of parental unconditional acceptance to children, an antidote to parental conditional regard. We conducted a priming experiment with 145 parents randomly assigned to child-based worth or unconditional self-acceptance conditions. Results showed that child-based worth was an inhibitive factor, whereas unconditional self-acceptance was a facilitative factor to parents’ provision of unconditional acceptance to children. Parents primed with unconditional self-acceptance had more intention to provide unconditional acceptance to their children, and in turn had more authoritative responses to their children's undesirable behavior. Our findings have practical implications for parent education.
... Επιπλέον, οι έφηβοι απάντησαν σε ερωτηματολόγια αυτοαναφοράς και τα δεδομένα εκφράζουν τις υποκειμενικές τους εκτιμήσεις, γεγονός που επηρεάζει τη γενίκευση των αποτελεσμάτων. Είναι πιθανό οι απαντήσεις τους να περιλαμβάνουν παρανοήσεις σε σχέση με τον τρόπο διαπαιδαγώγησης τον οποίο ακολουθούν οι γονείς τους, αν και έρευνες έχουν δείξει ότι οι αντιλήψεις των παιδιών για τους τύπους των γονέων τους είναι σε γενικές γραμμές αντικειμενικές (Kernis, Brown & Brody, 2000). Ωστόσο, θα είχε ενδιαφέρον να διεξαχθούν αντίστοιχες έρευνες στις οποίες θα συμμετείχαν και οι γονείς των παιδιών. ...
Parenting nurturing practices are crucial to children’s emotional development. Empathy, as an important ability of children that implies a variety of positive social behaviors, seems to be related to parents’ practices and it seems to change during adolescence. The present research investigated the relationship between parenting styles and adolescents’ empathy. 127 adolescents completed the Parenting Styles and Dimensions Questionnaire and the Basic Empathy Scale. The findings showed that the students’ cognitive empathy was positively related to the authoritative and permissive father as well as the authoritative mother. Moreover, authoritative mother and gender emerged as predictors of adolescents’ cognitive and emotional empathy. The results are important for understanding parents’ general contribution in emotional development during adolescence.
... In addition, Barber [31] proposed that the use of excessive personal control by parents can compromise children's perceptions of autonomy and undermine their need for relatedness [55,56]. Longitudinal studies have also shown that parent psychological control is positively associated with children's daily self-worth instability [57], and studies have provided strong evidence for correlations between parent conditional regard and failure (viz. competence), contingent shame and contingent self-worth among young people [51,52,58]. ...
Coaching style is key to athletes’ performance and mental well-being. However, few attempts have examined the effects of coaching style on athletes in a Chinese cultural context. Based on previous literature and 23 expert interviews (11 with athletes and 12 with coaches), we rebuilt a 16-items on the Controlling Coach Behaviors Scale. In study 1, 130 provincial team athletes completed a 16-items questionnaire on controlling coach behaviors. The questionnaire items were then screened using exploratory factor analysis and transformed into a formal scale. In study 2, another 560 provincial athletes completed several measures related to coaching style, motivation, subjective vitality, and burnout, and systematic tests were carried out to validate the scale. Study 3 examined the test-retest reliability of the Controlling Coach Behaviors Scale over a 2-week interval. Finally, the present study yielded a nine-item Controlling Coach Behaviors Scale with three dimensions (controlling use of reward, negative conditional regard, and excessive personal control). It suggests that cultural differences played an important role in the communication between athletes and coaches. The new Controlling Coach Behaviors Scale shows good validity and can be used in future research.
... Orphaned youngsters are thought to be at risk of developing poor self-esteem. Kids who have a strong sense of self-worth have a much deeper connection with their families than kids who have a poor sense of self-worth (Cooper & Smith, 1967;Gecas& Schwalbe, 1986;Kernis, 2000). According to studies, orphan children have a much lower self-esteem than youngsters who live with their parents. ...
... Self-esteem can either be global, meaning that it reflects an overall assessment of the self, or it can be specific, meaning that it reflects an assessment of a particular domain by itself, such as physical appearance, athletic ability or academic skills (Neiss et al., 2002). Self-esteem has two basic components, one is level; high or low, where high self-esteem is said to reflect a relatively greater tendency to like yourself, appreciate yourself and accept yourself, and it is believed to provide greater benefits to the psychological functions than low selfesteem (Brody, Brown, &Kernis, 2000). The other is stability;there are unconditional elements which are stable and independent of external events and circumstances and a conditional part which is variable (Bailey, Crocq, &Guillon, 2002). ...
Introduction Depression is defined as a state of feeling sad, severe hopelessness and dejection: a serious medical condition in which a person feels very sad, hopeless, and unimportant and often is unable to live in a normal way. Depression imposes itself not only on adults but it takes its toll on children and adolescents as well. Normally, parents want their children to be happy. Despite their best to provide and protect them, children still encounter disappointments, frustrations, or real heartbreak. The current study is an attempt to investigate depression and possible risk factors in adolescents in relation to psycho-social well-being in adolescents. Methodology A cross sectional survey research design was adopted in order to address the problem of depressive symptoms, risk factors and psychosocial well-being of adolescents in secondary schools. A total of 400 male and female emerging adults served as subjects in the study. Questionnaire was used to collect quantitative data. While qualitative data was collected with the use of focus group discussion and interview to buttress quantitative data collected with questionnaire. Chi- square was used to analyze the quantitative data and a thematic content assessment was used to analyze qualitative data. Results The results revealed that depression is negatively correlated with various dimensions of psycho-social well being and there exist a significant difference among male and female adolescents in context of depression. Again, findings reveal that the psychosocial well-being of adolescents is significantly affected by anxiety symptom. Equally it was retained that loneliness, low self-esteem and aggression has a significant negative effect on adolescents psychosocial well-being. It is thus, recommended that it will necessary to utilize the results of this study to implement programs or courses in psychology that will inform people about the early signs of adolescent risk factors and symptoms of depression. Implication This implies that a good proportion of adolescents in secondary schools are seen to portray some symptoms and risk factors for depression which has negatively affected their well-being both socially and psychologically. It is hope that this study will be helpful in highlighting the undesirable nature of depression among adolescents.
... Previous literature provides evidence that good parent-child interaction can keep children away from delinquency and criminal activities and help form good pro-social behaviors and have more self-esteem and self-love (Clifton-Sprigg, 2015; Davidson & Cardemil, 2009;Kernis et al., 2010). Specifically, parents spend more time caring for and accompanying their children and increase parent-child communication, which can promote their children to form good living habits and strong control capabilities (Clifton-Sprigg, 2015;Kelly, 2004;Wang et al., 2020), ultimately contributing to the development and improvement of children's non-cognitive abilities. ...
Background
Extensive research has confirmed the disadvantages of left-behind children in the development of human capital in rural China; however, evidence is limited on non-cognitive abilities, especially in the identification of causal effects. In recent years, the role of non-cognitive abilities on children has become increasingly prominent.
Objective
This study identifies the causal effects of parental migration and the decline of non-cognitive of left-behind children and explores the potential mechanisms.
Participants and setting
The participants were 4636 rural students in the seventh and ninth grades of 43 secondary schools from 26 counties based on the China Education Panel Survey (CEPS) in the 2013–2014 academic year.
Method
We adopt an endogenous treatment effect model with the instrumental variable (IV) to identify the causal effects by constructing a comprehensive index to measure children's non-cognitive abilities based on the Big Five Personality Model.
Results
Parental migration is significantly detrimental to non-cognitive abilities of rural left-behind children. Worse, except for agreeableness, the score of rural left-behind children in the other four sub-items is significantly lower. The negative impact of parental migration is partially explained by the fewer shadow education, the reduction in parent-child interactions, and the parental education participation, especially parent-child interactions in a major position.
Conclusion
Our findings are consistent with previous studies and further provide evidence that parental migration is the cause of the decline of non-cognitive abilities of rural left-behind children. These results indicate that it is necessary to formulate some public policies to focus on the neglected non-cognitive abilities of left-behind children.
... According to Gerard [30], the quality of communication between parents and children represents how well parents respond to their children in various circumstances. Parents who have healthy communication with their children can be considered empathetic [31], and healthy communication plays a protective role in children's engagement in risky behaviors [32]. Limit setting is considered a parenting discipline technique for establishing appropriate behaviors in children [33]. ...
Background
Emerging evidence suggests that parenting stress plays a significant role in children’s eating behavior. However, the nature of the relationship between parenting stress and children’s health behaviors is still not well understood, possibly because there is limited understanding of the mediating factors. The purpose of this study was to examine the mediating effect of the parent–child relationship on the association between parenting stress and children’s eating behaviors in families with young children.
Methods
Using a cross-sectional study design, we recruited mothers of families with children aged four to six years in the United States. We asked the mothers select one child if she has more than one eligible child. Mothers answered well-validated questionnaires regarding parenting stress, the parent–child relationship, and children’s eating behaviors. We utilized a structural equation model to analyze the mediating factors.
Results
A total of 172 mothers of children participated in this study. The children’s mean age was 4.92 (SD 0.89) years; 50% of children were female and 71.2% were non-Hispanic Whites. Parenting stress was associated with subcategories of the parent–child relationship (satisfaction with parenting [b* = − 0.69, p < .01], communication [b* = 0.45, p < 0.01], and limit setting [b* = − 0.82, p < .01]). The subcategories of communication and limit setting were negatively associated with food responsiveness in children (b* = − 0.24, p < .01; b* = − 0.46, p < .01, respectively). Limit setting was negatively associated with emotional overeating in children (b* = − 0.49, p < .01). Communication mediated the association between parenting stress and food responsiveness in children (b* = − 0.11, p < .01). The mediating role of limit setting was established in the association between parenting stress and food responsiveness as well as in the association between parenting stress and emotional overeating (b* = 0.38, p < .01; b* = 0.40, p < .01, respectively).
Conclusions
The parent–child relationship is an important component in improving children’s eating behaviors in families that have parents with higher parenting stress levels.
... The particular connections that are addressed, are depicted as green arrows at Level I. As "Emotion then facilitates behavior that is in line with our concerns" [41] "children who perceived their fathers to be highly critical.. engage in insulting name calling, and to use guilt arousal and love withdrawal … unstable SE indicated that their fathers less frequently talked about the good things" [42] "the possibility of inherited narcissism and employing narcissistic parenting strategies… analyze themselves constantly and protect their emotional motherhood constantly" [9] most states, these W-states change over time so that the base-level connections indeed get weights that adapt over time; this is specified according to the Hebbian learning adaptation principle, expressed by combination function hebb μ (..) defined at the end of Sect. 3. Some of the network characteristics of this first-order self-model based on the W-states are adaptive as well, in particular, the timing characteristics (the learning rates for the Hebbian learning) and the aggregation characteristics (for the persistency μ of the learned effects) of the Hebbian learning modeled by this self-model; this will be discussed later in Sect. 3.3. ...
Parents play an important role in the mental development of a child. In our previous work, we addressed how a narcissistic parent influences a child (online/offline) when (s)he is happy and admires the child. Now, we address the influence of a parent who is not so much pleased, and may curse the child for being the reason for his or her unhappiness. An abusive relationship with a parent can also cause trauma and poor mental health of the child. We also address how certain coping behaviors can help the child cope with such a situation. Therefore, the aim of the study is threefold. We present an adaptive agent model of a child, while incorporating the concept of mirroring through social contagion, the avoidance behaviors from a child, and the effects of regulation strategies to cope with stressful situations.
... Deci and Ryan (1995) argue that conditional love and overly controlling behavior of parents contribute to their children's overreliance on the acceptance of others and ultimately to the development of fragile self-esteem. In support of this idea, Kernis et al. (2000) indicated that parental psychological control promoted fragile self-esteem in children. Assor et al. (2004) found that parental conditional regard was associated with children's introjection of self-evaluations. ...
Using random intercept cross-lagged panel analysis, this study examined the longitudinal relations of mathematics anxiety to maternal achievement-oriented psychological control and academic contingent self-esteem in 336 Chinese adolescents from the age of 13 to 17. Results showed that, at the between-person level, adolescents who perceived their mothers as more psychologically controlling in achievement domains over time were also the ones with higher levels of academic contingent self-esteem and mathematics anxiety, compared with other adolescents. Our within-person analyses are in line with the within-person hypotheses that underline self-determination theory: adolescents’ perceptions of maternal achievement-oriented psychological control were linked to mathematics anxiety through academic contingent self-esteem. We also found that the association between maternal achievement-oriented psychological control and mathematics anxiety was bidirectional, which supports the transactional perspective of parental influence. This study contributes to the literature by elucidating potential processes and reciprocal associations involved in parental psychological control, academic contingent self-esteem, and mathematics anxiety.
... This is despite the fact that there is copious empirical evidence that unstable self-esteem is associated with multiple BPD-like symptoms in healthy subjects' everyday lives: Self-esteem instability has been found to be associated with diminished self-concept, self-concept clarity, and lower self-acceptance [6,7]. Individuals with unstable self-esteem are more reactive to daily events [8][9][10] and have a greater tendency to experience anger, hostility, and aggressive outbursts [11,12]. Moreover, they have a greater tendency to engage in maladaptive coping styles [13] and maladaptive interpersonal behaviors [7] and cognitions [14], and to have suicidal ideations [15]. ...
Background: Borderline personality disorder (BPD) is defined by a pervasive pattern of instability. According to prior findings and clinical theories, self-esteem instability and affective instability are key features of BPD. Previous e-diary studies showed that instability in self-esteem is heightened and that it is highly intertwined with affective instability in BPD in comparison to healthy controls (HC). The present study sought to extend these findings by adding symptomatologically remitted BPD patients (BPD-REM), i.e. former patients with BPD who met four or fewer BPD criteria within the past year, as a comparison group.
Methods: To examine differences regarding self-esteem instability and affective instability, we used e-diaries for repeatedly collecting data on self-esteem, valence, and tense arousal 12 times a day for four consecutive days while participants underwent their daily life activities. Determining three different state-of-the-art instability indices and applying multilevel analyses, we compared 35 BPD-REM participants with previously reported 60 acute BPD patients (BPD-ACU) and 60 HC.
Results: Our results revealed that self-esteem instability was significantly lower in the BPD-REM compared to the BPD-ACU group, irrespective of the instability index. In contrast, there were no significant differences regarding affective instability between the BPD-REM participants and those in the BPD-ACU group. The comparison between the BPD-REM with the HC indicated both a significantly higher instability in self-esteem as well as significantly heightened affective instability in the BPD-REM participants. Moreover, even though the associations were not significant, we found tentative support for the assumption that affective changes that are accompanied by changes in self-esteem are experienced as more burdensome and negatively impact the quality of life of remitted BPD participants.
Conclusions: This study builds on growing evidence for the importance of self-esteem instability in BPD. Whereas affective instability has been reported in various psychiatric disorders and might indeed constitute a transdiagnostic marker of affective dysregulation, our results indicate that self-esteem instability might be a specific symptom that construes the unique pathology in BPD.
... This is despite the fact that there is copious empirical evidence that unstable self-esteem is associated with multiple BPD-like symptoms in healthy subjects' everyday lives: Self-esteem instability has been found to be associated with diminished self-concept, self-concept clarity, and lower self-acceptance [6,7]. Individuals with unstable self-esteem are more reactive to daily events [8][9][10] and have a greater tendency to experience anger, hostility, and aggressive outbursts [11,12]. Moreover, they have a greater tendency to engage in maladaptive coping styles [13] and maladaptive interpersonal behaviors [7] and cognitions [14], and to have suicidal ideations [15]. ...
Background
Borderline personality disorder (BPD) is defined by a pervasive pattern of instability. According to prior findings and clinical theories, self-esteem instability and affective instability are key features of BPD. Previous e-diary studies showed that instability in self-esteem is heightened and that it is highly intertwined with affective instability in BPD in comparison to healthy controls (HC). The present study sought to extend these findings by adding symptomatologically remitted BPD patients (BPD-REM), i.e. former patients with BPD who met four or fewer BPD criteria within the past year, as a comparison group.
Methods
To examine differences regarding self-esteem instability and affective instability, we used e-diaries for repeatedly collecting data on self-esteem, valence, and tense arousal 12 times a day for four consecutive days while participants underwent their daily life activities. Determining three different state-of-the-art instability indices and applying multilevel analyses, we compared 35 BPD-REM participants with previously reported 60 acute BPD patients (BPD-ACU) and 60 HC.
Results
Our results revealed that self-esteem instability was significantly lower in the BPD-REM compared to the BPD-ACU group, irrespective of the instability index. In contrast, there were no significant differences regarding affective instability between the BPD-REM participants and those in the BPD-ACU group. The comparison between the BPD-REM with the HC indicated both a significantly higher instability in self-esteem as well as significantly heightened affective instability in the BPD-REM participants. Moreover, even though the associations were not significant, we found tentative support for the assumption that affective changes that are accompanied by changes in self-esteem are experienced as more burdensome and negatively impact the quality of life of remitted BPD participants.
Conclusions
This study builds on growing evidence for the importance of self-esteem instability in BPD. Whereas affective instability has been reported in various psychiatric disorders and might indeed constitute a transdiagnostic marker of affective dysregulation, our results indicate that self-esteem instability might be a specific symptom that construes the unique pathology in BPD.
... This also reflects that narcissism may fade away as the child grows older and counts him or herself responsible for his/her own actions, modeled by ownership state os. (Zeelenberg et al., 2008) "children who perceived their fathers to be highly critical .. engage in insulting name calling, and to use guilt arousal and love withdrawal … unstable SE indicated that their fathers less frequently talked about the good things" (Kernis et al., 2000) Secondly, a displeased narcissistic parent may influence a child in a different way. ...
Parents play an important role in the mental development of a child. In our previous work, we addressed how a narcissistic parent influences a child (online/offline) when (s)he is happy and admires the child. Now, we address the influence of a parent who is not so much pleased and, may curse the child for being the reason for his or her unhappiness. An abusive relationship with a parent can also cause trauma and poor mental health of the child. We also address how certain coping behaviors can help the child cope with such a situation. Therefore, the aim of the study is three folds. We present an adaptive agent model of a child, while incorporating the concept of mirroring through social contagion, the avoidance behaviors from a child, and the effects of regulation strategies to cope with stressful situations.
... Researchers found out Parent-child communication, parental monitoring/engagement, parenting styles and positive feedback from parents have been linked to better social and emotional functioning of adolescents. [11,12]. However, identification of parenting-child relationship and children emotional competence is relatively a new area of research. ...
... Self-esteem instability has been found to be associated with diminished self-concept, self-concept clarity, and lower self-acceptance [6,7]. Individuals with unstable self-esteem are more reactive to daily events [8][9][10] and have a greater tendency to experience anger, hostility, and aggressive outbursts [11,12]. Moreover, they have a greater tendency to engage in maladaptive coping styles [13] and maladaptive interpersonal behaviors [7] and cognitions [14], and to have suicidal ideations [15]. ...
Background: Borderline personality disorder (BPD) is defined by a pervasive pattern of instability. According to prior findings and clinical theories, self-esteem instability and affective instability are key features of BPD. Previous e-diary studies showed that instability in self-esteem is heightened and that it is highly intertwined with affective instability in BPD in comparison to healthy controls (HC). The present study sought to extend these findings by adding symptomatologically remitted BPD patients (BPD-REM), i.e. former patients with BPD who met four or fewer BPD criteria within the past year, as a comparison group.
Methods: To examine differences regarding self-esteem instability and affective instability, we used e-diaries for repeatedly collecting data on self-esteem, valence, and tense arousal 12 times a day for four consecutive days while participants underwent their daily life activities. Determining three different state-of-the-art instability indices and applying multilevel analyses, we compared 35 BPD-REM participants with previously reported 60 acute BPD patients (BPD-ACU) and 60 HC.
Results: Our results revealed that self-esteem instability was significantly lower in the BPD-REM compared to the BPD-ACU group, irrespective of the instability index. In contrast, there were no significant differences regarding affective instability between the BPD-REM participants and those in the BPD-ACU group. The comparison between the BPD-REM with the HC indicated both a significantly higher instability in self-esteem as well as significantly heightened affective instability in the BPD-REM participants. Moreover, even though the associations were not significant, we found tentative support for the assumption that affective changes that are accompanied by changes in self-esteem are experienced as more burdensome and negatively impact the quality of life of remitted BPD participants.
Conclusions: This study builds on growing evidence for the importance of self-esteem instability in BPD. Whereas affective instability has been reported in various psychiatric disorders and might indeed constitute a transdiagnostic marker of affective dysregulation, our results indicate that self-esteem instability might be a specific symptom that construes the unique pathology in BPD.
... Relationships play a critical role in how we learn to regard ourselves and our skills, which in turn, affects our performance (e.g., in careers, relationships; Kernis, Brown, & Brody, 2000;Martin, Marsh, McInerney, Green, & Dowson, 2007;Orth & Robins, 2014); this suggests feeling valued and respected by one's supervisor may have a cumulative impact on professional development and career outcomes (Wulf & Nelson, 2001). Because my supervisor valued my time and clinical skills, I was able to develop a stronger internal voice that advocates for selfcare and for communicating my needs to colleagues and supervisors. ...
Dinámicas de apego en la relación de supervisión: Convirtiendose en su propio buen supervisor
En este artículo, discuto la dinámica en la relación supervisor-supervisado que es paralela tanto la relación terapeuta-cliente como la relación padre-hijo. Así como nuestras primeras experiencias siendo cuidados por nuestros padres nos enseñan qué esperar de los demás y cómo vernos a nosotros mismos, nuestras experiencias de supervisión se internalizan, de modo que los aprendizes pueden eventualmente convertirse en su propio “supervisor bueno (o malo)”. Primero, describo cómo el estímulo del supervisor para reflexionar sobre mis reacciones a situaciones clínicas dio forma al desarrollo de una voz interior positiva que guía mi trabajo clínico. También discuto cómo experiencias de supervisión que se centraron en enseñar técnicas terapéuticas específicas, con atención limitada a mis reacciones personales durante el trabajo clínico, han sido menos útil y a veces perjudicial para aumentar mi independencia y confianza en mí mismo como clínico. En los últimos años, la teoría y la investigación en psicología clínica han destacado cada vez más la contribución de los clientes y sus experiencias al proceso terapeutico, y es necesario aplicar estos principios a la supervisión. Cuando la supervisión es informada por el hecho de que los aprendices tienen características e historias de vida distintas, que afectan cómo experimentan e interactúan con los clientes, los supervisores pueden más guíar hábilmente el desarrollo de cada supervisado hacia un clínico competente.
... Caughlin dan Malis (2004); Masselink, Roekel dan Odenhinkel (2017) menyebutkan bahwa komunikasi orang tua remaja berpengaruh pada self-esteem, jika terjadi konflik antara orang tua-remaja maka akan menimbulkan perilaku berisiko pada kesehatan seperti penggunaan zat terlarang. Menurut Kernis et al. (2000) komunikasi orang tua-remaja berpengaruh terhadap tingkat self-esteem remaja. Pola komunikasi antara orang tua dan remaja dapat menunjukkan kestabilan selfesteem yang dirasakan oleh remaja, komunikasi yang erat antara orang tua dan remaja akan meningkatkan self-esteem. ...
The developmental of self-esteem is very important for adolescents. The high self-esteem refers to ability to predict the success and well-being of adolescents in their adulthood. This study examines the influence of parents-adolescent communication and attachment on adolescents’ self-esteem in intact and single-parent families. This research design was cross-sectional study and was conducted in public and private high schools and vocational schools in Bekasi City. School selection is done purposively. Participants of this study were 200 students who fit with the criteria which are students of class X - XII with an age range of 14-19 years from selected schools in the city of Bekasi from intact and single families. Data analysis wa done by descriptive and inferential analysis (independent t-test and multiple linear regression test). The results showed that family status has a significant influence on adolescent’s self-esteem. Parent-adolescent communication and parent-adolescent attachment have significant positive influence on adolescent’s self-esteem. The implications of research indicates the importance of support and education for families and adolescents to improve self-esteem, especially in adolescents from a single family, for example, changing negative perceptions to positive (feeling yourself useless, worthless to be useful and valuable for others).
... On the other hand, it is also clear that good relations with parents in adoles-cence positively influences a number of psychological, social and physical factors (Bulanda & Majunder, 2009). Studies have shown that adolescents who find it easy to talk to their parents about things that bother them are more likely to be resilient and to experience mental wellbeing (Kernis et al., 2000;Levin and Currie, 2010). ...
Adolescence is an important developmental period toward greater
independence. However, the family is still very important in the
life of young people. The aim of this study was to analyse changes
over time in easy communication between adolescents and their parents
in the Nordic countries.
The study used the Nordic part of Health Behaviour in School-aged
Children, carried out in four waves from 2002–2014. It included
109,446 adolescents. The adolescents were asked how easy it was
to communicate with their mother or father about things that really
bothered them. The results were analysed using descriptive statistics
and binomial logistic regression.
In all Nordic countries, the prevalence of easy communication
between adolescents and their parents increased from 2002 to 2014.
Although the positive change in parental communication was more
pronounced among Nordic fathers, the data showed that mothers had
markedly better communication with their adolescents than fathers
did. In 2014, around three out of four adolescents found it easy
to talk with their fathers, while four out of five found it easy
to talk with their mothers. The results indicate that policies in
the Nordic countries to support the role of both mothers and fathers
in caring for their children are warranted.
... Parents knew little of the interventions and could not therefore express an interest in this aspect of their children's education, such interest having been related to the value placed on learning by a secondary school sample [30]. Neither could parents reinforce the programme messages, despite participants recognising the role of the home environment in promoting healthy behaviours and evidence existing for parents' influence on, for example, children's self-esteem [31] and intention to smoke/initiation of smoking in adolescence [32][33]. Suggestions were made by participants for the introduction of homework activities for children to complete with their parents as a method of communicating programme content. ...
This study explores the views of children, parents, school staff and intervention staff regarding interventions designed to promote healthy lifestyles and positive choices in primary schools in the North East of England, United Kingdom. The interventions consisted of six weekly sessions in which classroom learning was followed by physically active games. Focus groups and semi-structured interviews were conducted with a total of 45 participants and thematic analysis was performed on the resultant 26 transcripts to identify themes relating to the role of physical activity, facilitators and barriers to children’s engagement in the sessions and the perceived outcomes of intervention participation. Results indicated that participants across the four groups felt the inclusion of classroom learning and physical activity made the interventions suitable for a range of children, with the games reinforcing classroom messages and acting as a reward for their work. Central to children’s active engagement was their enjoyment, and they were felt to benefit in terms of psychosocial wellbeing and–especially when the topic of the intervention was fitness and nutrition–physical wellbeing. Overall, combined classroom- and games-based interventions were valued methods for communicating healthy lifestyle and positive choices messages to a primary school audience, though research into intervention outcomes is currently limited.
... Specifically, individuals are assumed to internalize the contingency of their own worth when experiencing external contingent appreciation by their parents (Ryan & Deci, 2017). Indirect evidence supporting this assumption comes from studies demonstrating associations between psychologically controlling parenting and children's CSE (Kernis, Brown, & Brody, 2000;Wouters, Doumen, Germeijs, Colpin, & Verschueren, 2013). More direct evidence was provided in studies showing relations of conditional regard with adolescents' CSE (Assor & Tal, 2012;Otterpohl, Keil, Assor, & Stiensmeier-Pelster, 2017;Wouters, Colpin, Luyckx, & Verschueren, 2018). ...
Although research has documented the adverse consequences of parental academic conditional regard in different developmental periods, few studies have examined antecedents and, in particular, the possibility of intergenerational continuity of this parenting dimension. The current study aimed to identify patterns of intergenerational similarity in two types of conditional regard (i.e., positive and negative). Additionally, it examined mothers' and adolescents' contingent self‐esteem (CSE) and depressive symptoms as outcomes of this process. In total, 211 mothers and their 10–16 year‐old adolescents filled out questionnaires assessing perceived conditional regard in the relationship with their own mother (i.e., grandmothers', and mothers' conditional positive (PACPR) and negative regard (PACNR)), contingent self‐esteem (i.e., maternal child‐invested CSE and adolescents' academic CSE), and maternal and adolescents' depressive symptoms. Results revealed direct intergenerational similarity for PACPR, but not for PACNR. Within generations, PACPR was related positively to CSE, which, in turn, was related positively to depressive symptoms. Moreover, PACNR was related positively to depressive symptoms. Our findings provide preliminary evidence for the intergenerational continuity of conditional regard, which has important consequences because of its relation to CSE and subsequent depressive symptoms within both generations. This article is protected by copyright. All rights reserved.
Adequate knowledge of sexual and reproductive health (SRH) is critical in making informed decisions on safe sexual practices. However, knowledge of SRH among girls is limited in India, leading to adverse SRH outcomes. Parent–adolescent communication may play a crucial role in gaining accurate knowledge of SRH matters among girls. In this chapter, we use data from the UDAYA survey to examine the level of sufficient/adequate knowledge of SRH matters and its sociodemographic correlates among adolescents and young girls in Uttar Pradesh and Bihar. We further assess the relationship between parent–adolescent communication and girls’ knowledge of SRH matters. Overall, adequate knowledge of SRH among adolescents and young girls is critically low in the study setting. Over two-thirds of girls (69%) discuss the physical changes of puberty/menstruation, and only 3% of girls discuss pregnancy-related issues with their parents, where most of these discussions occur with mothers only. Our findings indicate that parent–adolescent communication is positively associated with knowledge of SRH matters. This study underscores the importance of parent–adolescent communication in girls’ gaining accurate information on SRH. The findings suggest that well-designed, culturally appropriate interventions tailored to specific contexts should be aimed at developing equitable attitudes towards gender-differential parental control or monitoring adolescents and suggest raising awareness and encouraging parents to enhance their positive involvement in advocating for the SRH issues of their children.
Parent–child communication plays a crucial role in children’s healthy growth. Nevertheless, there is currently a paucity of instruments designed to measure the quality of parent–child communication from a psychological perspective. Accordingly, based on the self psychology theory, this study has developed the Parent–Child Communication Quality Scale (PCCQS) to assess the quality of parent–child communication in terms of the extent to which children’s psychological needs are met. A total of 1095 urban children (50.9% girls, M = 9.92, SD = 1.15) aged 8 to 12 years in eastern China were surveyed in this study. The measurement structure of the PCCQS was examined using an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). The results of the CFA supported the second-order, four-factor structure of the PCCQS, with the 15-item PCCQS consisting of four factors (i.e., mirroring, idealization, empathy, and appropriate response). In conclusion, the PCCQS has good construct and criterion validity, as well as high internal consistency and split-half reliability. The scale is therefore a valuable tool for assessing the quality of parent–child communication.
Die vorliegende Studie untersucht den ressourcenorientierten Ansatz der Feedbackmethode „Bildungs- und Lerngeschichten“ im entwicklungssensiblen Bereich des Übergangs von der Grundschule zur weiterführenden Schule. Die Bildungs- und Lerngeschichten wurden in das Förderprojekt WEICHENSTELLUNG eingeführt, das Kinder aus benachteiligten Familien während der Übergangsphase unterstützt. Die Frage, der sich diese hier dargestellte Studie stellt, ist die, inwiefern die Bildungs- und Lerngeschichten das Selbstwertgefühl und die (intrinsische) Motivation während des Übergangs stützen bzw. fördern können. Mit einem längsschnittlichen Mixed-Methods-Design wurde diese Frage beispielhaft bei den Beteiligten des Projekts WEICHENSTELLUNG untersucht, um somit Aussagen für diese spezifische Zielgruppe und darüber hinaus treffen zu können. Abgesehen von der notwendigen Berücksichtigung der Lernvoraussetzungen der Kinder bei ressourcenorientiertem Feedback bieten die Bildungs- und Lerngeschichten bedeutende Möglichkeiten der Förderung der selbstbestimmten Formen der Motivation und des Selbstwertgefühls bei der Transition zur weiterführenden Schule und können, begleitet durch weitere Studien, in der Transitionsphase an Schulen eingesetzt werden.
Background
This systematic review addresses how adolescent‐rated parent‐child communication (PCC) quality is related to adolescent mental health.
Methods
We performed a systematic literature search in Medline and APA PsycInfo, including peer‐reviewed quantitative studies examining associations between adolescent‐rated dyadic PCC quality and general as well as specific measures of adolescent mental health. Qualitative and case studies were excluded, as were studies reporting only parent‐rated communication quality or instruments assessing other constructs than dyadic PCC. We screened 5314 articles, of which 37 were included in the review. We assessed study quality with the Mixed Methods Appraisal Tool.
Results
We synthesized the findings in a table and narratively, reporting the main outcomes organized according to mental health constructs. The included studies were mainly cross‐sectional. The results showed that adolescent‐rated PCC quality is negatively associated with mental health constructs, demonstrating small to large effects across different mental health constructs and populations. The associations were found for general mental health and specific domains, including depression, anxiety, psychosis, suicidal ideation, post‐traumatic stress symptoms, and addictive internet use/gaming.
Conclusions
The findings demonstrate that PCC is a relevant variable to consider in assessing adolescent mental health and preventive efforts. Limitations include the exclusive focus on adolescent‐reported PCC questionnaires since parent‐ and observer‐rated instruments may lead to different results. Also, PCC is related to other constructs, such as dyadic relationships, that were not included in this review. We conclude that PCC is a relevant variable to consider in mental health research. Our findings suggest that PCC may be considered in mental health practice, both in terms of assessing its quality and potentially by tailoring interventions to enhance PCC. These may represent a mean to promote adolescent mental health.
A 3‐year follow‐up test (from grades 7 to 9) was administered to 807 junior high school students from two regions in Hunan Province, China, using multilevel analysis to examine trends in junior high school students' life satisfaction, differences by gender and location of life and the effects of father–child/mother–child communication on the development of life satisfaction. The results showed that (1) Chinese junior high school students' life satisfaction showed a decreasing trend from the seventh grade to the ninth grade, and there was a significant decreasing process in the eighth grade; (2) father–child communication and mother–child communication had a significant positive predictive effect on Chinese junior high school students' life satisfaction and (3) father–child communication and mother–child communication had a significant negative predictive effect on the decreasing trend of life satisfaction, in which the effect of mother–child communication was particularly significant.
The effects of parental migration on the well‐being of left‐behind children (LBC) are varied. Several studies demonstrated that parental migration reduces children's psychological health but other research showed contradictory results. This study sought to clarify this issue by examining the mediating role of psychological distress and the moderating role of parental migration status in the association between the parent–child relationship and children's psychological distress. A total of 743 LBC and 688 non‐LBC self‐reported their parent–child relationship, psychological distress, and well‐being. Findings showed that psychological distress mediated the association between parent–child relationship and children's well‐being. This denotes that greater parent–child relationship results into lowered levels of psychological distress, and in turn, increases children's emotional, psychological, and social well‐being. Moreover, the link between parent–child relationship and psychological distress was found to be contingent to parental migration status. Specifically, the negative association between parent–child relationship and psychological distress was especially strong among LBC in contrast to non‐ LBC. This implies that children with higher quality relationships with their parents tend to exhibit decreased severity of psychological distress symptoms, especially in children whose parents are working overseas. These results underscore the dynamic role of parent–child relationship in the well‐being of LBC, and suggest ways to develop intervention programs that include cultivating skills in managing psychological distress and improving the emotional, psychological, and social well‐being of LBC.
Family systems theories consider cohesion, flexibility, and communication as distinct but related key dimensions of family functioning. These dimensions are underexplored within adoptive families. We investigated the extent to which family cohesion, flexibility, and adoption communication openness relate to the adjustment of adoptees in adolescence. A self-report questionnaire was completed by 134 family triads, composed of internationally adopted adolescents and their parents, for a total of 402 participants. Adoptees and their parents shared similarities, but also differences in perceptions of cohesion, flexibility, and adoption communication openness, all playing specific roles within the family context. Structural equation model with family-level analyses showed that the association between cohesion and the adjustment of adoptees was mediated by adoption communication openness, whereas flexibility was not associated with either communication openness nor with the adjustment of adoptees. Results are discussed in terms of implications for adoption research and practice.
The opportunity for online engagement increases possible exposure to potentially risky behaviors for teens, which may have significant negative consequences. Effective family communication about online safety can help reduce the risky adolescent behavior and limit the consequences after it occurs. Our paper contributes a theory of communication factors that positively influence teen and parent perception of communication about online safety and provides design implications based on those findings. While previous work identified gaps in family communication regarding online safety, our study quantitatively identified the factors that significantly contribute to parents' and teens' differing perceptions. We analyzed data from a survey of 215 teen-parent pairs through a cross-sectional design and examined the factors that contribute to increased family communication about online safety. For parents, active mediation, technical monitoring, and a perceived positive affect of the teen were associated with higher levels of family communication. Our results were similar for teens, except that the teen's online safety concern and parental monitoring were also positively associated with increased family communication, while restrictive mediation was associated with lower levels of family communication. Many existing designs for online safety support a restrictive approach, despite teens not wanting technical restrictions. A key implication of our findings is that teens view active mediation and monitoring positively in respect to family communication. Contrary to mainstream narratives, this finding suggests that teens value parental involvement and do not desire complete independence online. By examining specific mechanisms which can hinder or improve family communication between parents and teens regarding online safety, we recommend solutions that give teens an active role in their online safety and facilitate effective family communication through cooperation between both parties, rather than technologies that promote parental restriction.
Researchers have shown that interpersonal and societal mattering have important implications for adolescent development. Yet, few researchers have focused on what predicts mattering, particularly societal mattering, and even fewer have studied mattering among rural youth. Thus, the purpose of this study is to explore how perceived contextual and relationship factors affect rural youths’ perceptions of societal and interpersonal mattering. Participants for this study were 381 middle school youth from two rural school districts in Michigan. Using structural equation modeling, we found that more positive perceptions regarding opportunities for youth involvement, availability of community resources, student input in decision‐making at school, and support for autonomy at school were associated with greater perceptions of societal mattering. In addition, greater support from friends, higher quality parent–child communication, and more parental involvement were associated with a greater sense of interpersonal mattering. This study identifies important relational and contextual factors that can be enhanced in an effort to foster greater perceptions of interpersonal and societal mattering among rural youth, and ultimately help us to promote positive youth development.
Introduction
A growing body of evidence has demonstrated the importance of mentalization for adolescents’ psychosocial functioning; however, further research is needed to understand links between mentalization and other socio-cognitive factors. The aim of this quantitative, cross-sectional study was to investigate the relationship between a teen’s capacity to mentalize and three attachment-related factors: parent-teen trust, parent-teen communication, and parent-teen alienation.
Methods
In an online survey, 82 (mainly) Australian adolescents (57 female; 23 male; 2 non-binary; mean age 17.09 years) completed: i) The Children’s Eyes Test, which measured mentalization; and ii) The Inventory of Parent and Peer Attachment-45, which measured trust, communication quality, and alienation.
Results
In teens’ relationships with both mothers and fathers, trust and communication quality were significantly positively correlated (p = .001) when controlling for age and gender. Both were significantly negatively correlated with alienation (p = .001) with control variables included. Capacity to mentalize did not correlate with trust, communication quality, or alienation in relationships with either mothers or fathers (p ≤ .05).
Conclusions
Possible reasons are proposed for why no relationship was found between mentalization and trust, communication quality, or alienation. Implications for future research are discussed.
Purpose:
Parental influence over early marriage of girls is well-documented in qualitative research, but little quantitative work in this area has been conducted. This study assesses the effects of the parent-child relationship in early adolescence (aged 12 years) on early marriage of girls.
Methods:
We analyzed survey data from a multicountry prospective cohort of girls (n = 1,648) followed over four rounds from age 8 to 19 years (2002-2013), as part of the Young Lives study in India, Ethiopia, Vietnam, and Peru. Multinomial logistic regression models assessed the effects of parent-child communication and parent-child relationship quality, as reported when girls were aged 12 years on child and early marriage (married <16 years, married 16-17 years, married 18-19 years, unmarried). Covariates were wealth, rural/urban residence, maternal education, parents' value of education, early menarche, and country.
Results:
One in five girls (18.04%) reported marriage before 18 years of age, and 8.1% reported marrying before 16 years (8.3% and 13.7% in India and Ethiopia). Multinomial regression found that girls reporting good parent-child communication and high parent-child relationship quality at age 12 years were significantly less likely to marry before age 16 years (moderate relationship quality, adjusted relative risk ratio: .23, 95% confidence interval: .07-.72; high relationship quality, adjusted relative risk ratio: .34, 95% confidence interval: .11-.99).
Conclusion:
Parent-child relationship quality and communication in early adolescence are protective against very early marriage of girls cross-nationally, although communication may facilitate marriage soon on completion of school. Primary prevention interventions targeting child marriage may benefit from components focused on improving the parent-child relationship.
Publisher Summary This chapter deals with terror management theory that attempts to contribute to the understanding of social behavior by focusing on the essential being and circumstance of the human animal. The theory posits that all human motives are ultimately derived from a biologically based instinct for self-preservation. Relative equanimity in the face of these existential realities is possible through the creation and maintenance of culture, which serves to minimize the terror by providing a shared symbolic context that imbues the universe with order, meaning, stability, and permanence. The theory provides a theoretical link between superficially unrelated substantive areas, and focuses on one particular motive that makes it distinctly human and, unfortunately, distinctly destructive. Theories serve a variety of equally important functions, all of which are oriented towards improving the ability to think about and understand the subject matter of discipline. The chapter discusses the dual-component cultural anxiety buffer: worldview and self-esteem, the development and functioning of the cultural anxiety buffer for the individual, and a terror management analysis of social behavior in great detail.
The relation of self-esteem stability to early adolescent adjustment was investigated among 53 eighth- and ninth-grade junior high school students. Youth reported domain specific self-evaluations and global feelings of self-worth on 9 separate days over a 3-week period. Measures of adjustment assessed symptoms of depression and aggressive behavior Instability in self-evaluations of peer relationships and physical appearance predicted greater depression independent of ratings of trait-oriented self-evaluations and daily hassles for those same domains. Relatively less stable evaluations of physical appearance also were associated significantly with reports of aggressive behavior, although not when controlling for trait-oriented self-evaluations and daily hassles. Further findings indicated interactions between self-esteem stability and corresponding aspects of trait self-esteem and daily hassles in the prediction of adjustment measures. The need for a complex, multifaceted conceptualization of self-esteem during early adolescence is discussed.
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3–6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
introduce and elaborate upon a critical distinction between what [the authors] call "contingent" and "true" self-esteem / contingent self-esteem involves feelings of self-worth that are dependent on matching standards of excellence or expectations (i.e., ego involvement) / it is thought to be associated with various narcissistic and defensive processes that reveal less than optimal psychological well-being / true self-esteem is more solidly based and stable, and it reflects positive mental health / discuss how this distinction fits into [the authors'] well-known theory of self-determination / describe in detail various self-regulatory processes that are thought to promote either contingent or true self-esteem / discuss how these various self-regulatory processes are related to mental health, and . . . describe the social conditions that are thought to promote self-determination and the development of true self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Attempted (a) to replicate or modify parent-child relationships found in 2 previous studies by D. Baumrind (see record
1967-05780-001) and D. Baumrind and A. E. Black (see record
1967-10271-001); and (b) to differentiate further among patterns of parental authority and measure their effects upon the behavior of preschool children. Data were based upon observational procedures, and were analyzed for boys and girls separately. Ss were 146 white preschool children and their families. Results include the following: (a) authoritative parental behavior was clearly associated with independent, purposive behavior for girls but only associated with such behavior for boys when the parents were nonconforming; (b) authoritative parental control was clearly associated with all indexes of social responsibility in boys compared to authoritarian and permissive parental control, and with high achievement in girls, but not with friendly, cooperative behavior; and (c) contrary to expectations, parental nonconformity was not associated with lack of social responsibility in either boys or girls. (45 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Three studies were conducted to determine whether physical attractiveness (PAT) is related to subjective well-being (SWB). In the first study (
N = 221), unselected students were photographed and videotaped. In the second study (
N = 131), participants were selected on the basis of extremes in PAT, and in the third study (
N = 155), participants were preselected for extreme scores on SWB. Correlations between SWB and PAT varied from .03 to .33. In Study 1 the mean correlation between PAT and SWB was .13. When appearance enhancers (hair, clothing, and jewelry) were covered or removed in Studies 2 and 3, the correlation between PAT and SWB dropped, suggesting that part of the SWB–PAT relation might be due to happier people doing more to enhance their beauty. The impact of PAT on SWB may be mitigated by the fact that others agree on a target's PAT at only modest levels. It was found that self-perceptions of PAT were correlated with both one's objective PAT and one's SWB. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Three studies, involving 146 undergraduates and 68 heterosexual couples, assessed the construct validity of the self- and other-model dimensions underlying the 4-category model of adult attachment. Five methods were used to assess the hypothesized dimensions: self-reports, friend-reports, romantic partner reports, trained judges' ratings of peer attachment, and trained judges' ratings of family attachment. Study 2 related the latent attachment dimensions to theoretically relevant outcome latent variables. As predicted, Ss' self models converged with direct measures of the positivity of their self-concepts, and Ss' other models converged with direct measures of the positivity of their interpersonal orientations. Study 3 related the latent attachment dimensions to 3 alternate self-report measures of adult attachment and showed that the 2 dimensions served as an organizing framework for the different measurement approaches. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The contribution of marital attributions to parenting and parent-child interaction was examined, along with the contribution of children's attributions for negative parental behavior to ineffective parent-child communication. Data from 170 children 10 to 12 years old (84 girls, 86 boys) were used to test a model of hypothesized links among conflict-promoting marital attributions, negative marital context, parenting practices, children's attributions for parent behavior, and ineffective parent-child communication. Husbands' and wives' marital attributions were related to the marital context, which was related to ineffective parent-child communication. Husbands' and wives' conflict-promoting marital attributions also were related to parenting practices, which were related to children's attributions for negative parental behavior. Children's attributions also accounted for unique variance in ineffective parent-child communication. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Employing a new self-report technique (paging devices), this study assessed the self-feelings of 35 adolescents (mean age 13.3 yrs) in various naturalistic contexts. Regression analysis was used to assess the stability of self-feelings. Ss fell into 3 groups: stable, oscillating, and unpredictable (the largest). For the sample as a whole, self-feelings were not influenced by the immediate context, although specific settings, activities, and others present within the contexts elicited various levels of self-feelings. More crucial for predicting the self-feelings were such enduring characteristics as sex, social class, pubertal maturation, stability group, birth order, and number of siblings. The authors argue for a baseline conceptualization of adolescent self-conception from which fluctuations occur. (44 ref)
Previous research has shown that low self-esteem individuals are more likely than their high self-esteem counterparts to have adverse affective, cognitive, and behavioral reactions to failure or negative feedback. The present field study tested the hypothesis that self-esteem differences in response to negative feedback are mediated by the greater tendency of low than high self-esteem persons to overgeneralize the implications of negative feedback to other aspects of their identities. The results supported the hypothesis. Theoretical and practical implications of the results and limitations of the study are discussed.
The hypothesis that stability of self-esteem would moderate the predictive relationship between level of self-esteem and depression was tested. Specifically, level of self-esteem was hypothesized to relate more strongly to subsequent depression for individuals with stable self-esteem than for individuals with unstable self-esteem. Results strongly supported this hypothesis. Implications for the relation between level of self-esteem and depression, and for the moderator variable approach to personality and prediction, are discussed.
Punishment has long been a controversial topic in psychology, perhaps partly because its effects are different under different circumstances. This study used retrospective reports from college students to examine the effects of spanking, a common aversive punishment, on self-esteem and perceived fairness of parental discipline, while taking the effects of other parental characteristics into account. No parental characteristic interacted with the slightly negative effect of spanking on self-esteem and fairness. However, controlling for positive communication or for a parent-oriented motivation for spanking eliminated the negative effects of spanking, suggesting that the negative effects reflected use of spanking as a replacement for positive communication with the child.
In this article we suggest that events and contexts relevant to the initiation and regulation of intentional behavior can function either to support autonomy (i.e., to promote choice) or to control behavior (i.e., to pressure one toward specific outcomes). Research herein reviewed indicates that this distinction is relevant to specific external events and to general interpersonal contexts as well as to specific internal events and to general personality orientations. That is, the distinction is relevant whether one's analysis focuses on social psychological variables or on personality variables. The research review details those contextual and person factors that tend to promote autonomy and those that tend to control. Furthermore, it shows that autonomy support has generally been associated with more intrinsic motivation, greater interest, less pressure and tension, more creativity, more cognitive flexibility, better conceptual learning, a more positive emotional tone, higher self-esteem, more trust, greater persistence of behavior change, and better physical and psychological health than has control. Also, these results have converged across different assessment procedures, different research methods, and different subject populations. On the basis of these results, we present an organismic perspective in which we argue that the regulation of intentional behavior varies along a continuum from autonomous (i.e., self-determined) to controlled. The relation of this organismic perspective to historical developments in empirical psychology is discussed, with a particular emphasis on its implications for the study of social psychology and personality.
Previous research has demonstrated a relation between depression and attributional style. In the present study we evaluated the extent to which self-esteem may be an important determinant of attributional style. Subjects completed measures of self-esteem, depression, and anxiety and responded to the Attributional Style Questionnaire. Maximum R2 analyses revealed that for significant one-variable and multivariable regression models, self-esteem accounted for the variation in attributional style on the majority of outcome measures. Depression and anxiety added little beyond the contribution of self-esteem. These findings were consistent for both positive and negative events. In addition, self-esteem accounted for variation in attributional evenhandedness. Results are discussed in terms of the role of self-esteem maintenance in attributional style.
Analyzed the literature on children's reports of parent behaviors in terms of a model combining features from E. S. Schaefer and M. Seigelman. 3 orthogonal factors loving (acceptance-rejection), demanding (psychological control), and punishment and the intersecting planes of the 1st 2 factors describe the traditional domain of parent-child interactional variables as reported by children. However, process variables such as perceived parental consistency, delay of reward, etc., and noninteractional variables such as parental social sex role, etc., are not described by the combined model. The model was applied to empirical findings, and the children's reports of parent behaviors were shown to be different for mother-report and father-report and to be related clearly to the sex, social class, and behavior of the children. Suggestions are presented for additional research which is relevant to both theoretical and applied goals. (2 p. ref.)
On occasion, I speak to groups of housewives and elementary school teachers about Type A behavior. Afterwards, members of the audience have commented, “Yes, I know the behavior pattern you are describing—I have two Type A sons,” or “Last year my classroom contained largely Type B children, but this year, well, I am exhausted.” Although these women report easy recognition of Type A children, the assessment techniques of children’s Type A behavior are immature. Research on the developmental antecedents of Type A is also in its youth. The goals of the present paper are to thoroughly review the literature relevant to the etiology of Type A, and to suggest directions for future research. We begin with a description and critique of the current methods for assessing Type A, in children, followed by an outline of research on Type A behavior in children. Then, the literature on components of Type A, that is, children’s competitive achievement-striving, aggression, and time perception, is reviewed and its implications for the development of Type A are discussed. Finally, directions for future research are suggested.
Three studies assessed the construct validity of the self- and other-model dimensions underlying the 4-category model of adult attachment (Bartholomew, 1990). Five methods were used to assess the hypothesized dimensions: self-reports, friend-reports, romantic partner reports, trained judges' ratings of peer attachment, and trained judges' ratings of family attachment. In each study, the convergent and discriminant validity of the dimensions were assessed by multitrait-multimethod matrices and by confirmatory factor analysis. Study 2 related the latent attachment dimensions to theoretically relevant outcome latent variables. As predicted, individuals' self models converged with direct measures of the positivity of their self-concepts, and individuals' other models converged with direct measures of the positivity of their interpersonal orientations. Study 3 related the latent attachment dimensions to 3 alternate self-report measures of adult attachment and showed that the 2 dimensions serve as an organizing framework for the different measurement approaches.
In this study we examine the relationship between parental behavior as reported by parents, children's perceptions of parental behavior, and the effects of each on various aspects of children's self-evaluations—specifically, self-worth, self-efficacy, and general self-esteem. The study is based on a sample of 128 families, each consisting of a mother, a father, and a child in late adolescence (17 to 19 years of age). We found little correspondence between parents' reports of their behavior (on measures of control/autonomy, support, and participation) and children's perceptions of this behavior. Furthermore, children's self-evaluations were much more strongly related to their perceptions of parental behavior than to parents' self-reported behavior. Boys' self-esteem was found to be more sensitive to the control/autonomy aspect of parental behavior; girls' self-esteem was more strongly affected by parental support and participation. In general, perceptions of paternal behavior were somewhat more consequential for adolescent self-esteem than were perceptions of maternal behavior, and surprisingly, these parent-child interaction variables were found to be more strongly related to boys' self-esteem than to girls' self-esteem. These findings tend to support the symbolic interactionist perspective on the development of self-concept.
Three studies examined the relationship between self-esteem and responses to periodic decline in close relationships. A four-category typology of responses to dissatisfaction was utilized: exit — actively destroying the relationship; voice — actively and constructively attempting to improve conditions; loyalty — passively but optimistically waiting for conditions to improve; and neglect — passively allowing the relationship to deteriorate. It was hypothesized that individuals with stronger self-esteem would attempt to solve problems in a more active fashion — with exit and voice — whereas those with weaker self-esteem would react to problems in their relationships in a more passive manner — with loyalty and neglect. The relationship between self-esteem and generalized problem-solving styles was explored among university students in study 1, and among adults residing in the local community in study 2. Study 3 explored the relationship between self-esteem and actual problem-solving behaviour in the relationships of lesbians, gay males and heterosexual women and men. Consistent with predictions, a meta-analysis of the results of the three studies revealed that individuals with stronger self-esteem were more likely to engage in active exit behaviours and were less likely to react with passive neglect. However, self-esteem was only weakly promotive of loyalty and was unrelated to voice behaviours. Thus, self-esteem is an effective predictor of negative problem-solving behaviours in close relationships.
The Attitude Toward the Freedom of Children Scale and the revised Parent Attitude Research Instrument was administered to 28 Australian mothers. Fourteen mothers attended a nine-week course in Systematic Training for Effective Parenting (STEP) and the remaining 14 mothers were placed on a waiting list for the STEP program and acted as the control group. A one-way analysis of variance evaluated the effects of STEP on parental attitudes. The results showed that STEP mothers (as compared to non-STEP mothers) were more democratic in their child rearing attitudes, had a significantly higher tendency to encourage verbalization, and had a significantly lower tendency to be strict with their children.
The authors examined the extent to which level and stability of fifth-grade children's self-esteem predicted intrinsic motivation and related achievement behaviors, and reasons for anger. The findings indicated that the more unstable the children's self-esteem, the lower their scores on measures of curiosity/interest and preference for challenge. In addition, the lower the children's self-esteem, the lower their preference for challenge. Additional analyses indicated that (a) self-evaluations of scholastic competence mediated the effects of both stability and level of self-esteem and (b) day-to-day variability in self-evaluations of scholastic competence was so intertwined with stability of self-esteem that neither uniquely predicted either curiosity/interest or preference for challenge. Finally, the more unstable the children's self-esteem, the greater the likelihood that they reported that they would become angry because of the self-esteem-threatening aspects of aversive interpersonal events. Theoretical implications are discussed.
The effect of parental authority upon the self-esteem of 230 college students was studied. Authoritarianism and authoritativeness of the mother and the father were found to correlate significantly with self-esteem; authoritarianism was inversely related to self-esteem while authoritativeness was directly related to self-esteem. Permissiveness of the mother and the father were not significantly related to self-esteem. Regression analyses revealed that the proportion of variance in self-esteem that was associated with parental authoritarianism and authoritativeness was over twice as great for females as for males.
This study tested the relationship between parent-adolescent communication and the Circumplex Model of Marital and Family Systems. While most studies of the Circumplex Model have focused on problem families, this study used fathers, mothers, and adolescents from 426 "normal" families. Family scores were developed and used to help describe the type of family system. Because of generational differences in terms of how parents and adolescents perceived their communication, separate analysis was done for each group. It was hypothesized that Balanced families (Circumplex Model) would have more positive parent-adolescent communication than Extreme families. This hypothesis was clearly supported for the parents but not for the adolescents. In contrast to the conflicting findings using individual level analysis (parents and adolescents), the findings at the family level using discriminant analysis indicated a linear relationship between parent-adolescent communication and the Circumplex dimensions (cohesion, adaptability) and family satisfaction. Families with good parent-adolescent communication perceived themselves in terms of the Circumplex Model as higher on family cohesion, family adaptability, and family satisfaction.
The Adlerian approach to family education is receiving increasing attention. The Adlerian philosophy reflects a systematic approach with special emphasis upon the family constellation. The family is viewed as a total unit, and the individual needs of the family members are seen as family group needs with each meinber attempting to establish his/her place within the family structure. The purpose of the present study was twofold: first, to determine the reliability and validity of three measurement scales appropriate for assessing the effects of family education programs, and second, to determine the effects of a family education program using the Adlerian approach. The data indicated high reliability for the scales and the beneficial aspects of the family education program.
A reveiw of recent survey research suggests that the importance of the reflected-appraisal process has been exaggerated by the symbolic interactionists. Communication barriers make it difficult to make accurate reflected appraisals and for some attributes, institutionalized indicators of performance are used rather than the reflected (or perceived) appraisals of others. In the second part of the paper, data from children in fourth-through eighth-grade classrooms are reanalyzed in order to estimate the effect of the reflected appraisals of peers on self-appraisals of physical attractiveness. The results suggest that the reflected appraisals of peers are an important source of self-appraisals of physical attractiveness, and reflected appraisals are likely to be more important for attributes that are defined in terms of the perceptions of others.
This correlational study sought to assess the formulations of Matthews (1978) and Price (1982) concerning the influence of parents' continually escalating performance standards, constant disapproval, and punitive or hostile methods of control in the childhood etiology of Type A behavior. Male college students (N = 186) were administered the student version of the Jenkins Activity Survey, a self-report measure of Type A behavior, and the Parent Behavior Form, an instrument designed to assess perceptions of a variety of parental child-rearing attitudes and practices, including achievement expectations, methods of control, and acceptance or rejection. Males exhibiting greater Type A tendencies were significantly more likely to describe both parents as placing high emphasis on achievement, expecting competence in a wide variety of areas, and continually demanding better performance. They were also more likely to describe one or both parents as being strict, using frequent physical punishment or other hostile methods of control, and communicating frequent disapproval. Possible mechanisms by which such parental behaviors may promote Type A behavior in the developing child are discussed.
American women in general and women alcoholics in particular suffer from low self-esteem, which is characterized by a discrepancy between one's ideal self-concept and actual self-concept. For many, this discrepancy begins in adolescence. For alcoholic women, it is difficult to ascertain whether their gender or their alcoholism is more damaging to self-esteem. However, some alcoholic women have low self-esteem that is so entrenched that even achieving abstinence or making improvement in drinking behavior does not help raise it. This paper examines the relationship between the fall of self-esteem in adolescent females and persistent low selfesteem in some alcoholic women.
present research and theory on the joint roles of stability and level of self-esteem in psychological functioning / [focus] on the reasons people vary in the extent to which their self-esteem is unstable / 2 factors are discussed: the extent to which people are ego-involved in everyday activities and how well-developed (vs. impoverished) their self-concepts are / discuss potential early childhood experiences that may promote unstable self-esteem / focus on the roles of unstable self-esteem among high and low self-esteem individuals / note [that] there is considerable disagreement over the extent to which high self-esteem is associated with self-protective and self-enhancement strategies, as well as the extent to which low self-esteem is related to maladjustment / discuss research and theory that suggest that these controversies may be resolvable through a consideration of stability of self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
address a number of important self-esteem issues from the perspective of Cognitive–Experiential Self Theory (CEST) / [present] the essential features of CEST that are most relevant to self-esteem issues / CEST also assumes that the motive of self-enhancement is only 1 of 4 basic motives [the others being the need to maximize pleasure and minimize pain, to develop and maintain a coherent, accurate model of the world, and the need to maintain relatedness with others] that are equally important and that serve as checks and balances on one another / present research that shows that compromises among these motives account very well for how high and low self-esteem individuals respond to favorable and unfavorable feedback / discuss some implications of distinguishing between the rational and experiential systems for the conceptualization and measurement of self-esteem / conclude by applying CEST to issues related to psychological adjustment (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assessed the effects of an Adlerian-based parent training group on mothers' perceptions of child behavior changes. 26 middle- to upper middle-class mothers of children aged 4–13 yrs volunteered to participate on the basis of their expressed need for improved parent–child relationships. After pretesting with the Adlerian Parental Assessment of Child Behavior Scale, Ss were randomly assigned to 1 of 2 groups and retested with the same scale 1 wk after treatment. The experimental group attended 9 weekly 2-hr multimedia training sessions focusing on behavioral analysis, emotionality, expression, encouragement and listening techniques, decision-making, and the development of responsibility and self-confidence. Training followed the content outlined in the "Systematic Training for Effective Parenting" program. The control group received no training. One-way analyses of covariance showed that the experimental Ss were significantly more positive in their perceptions of their children's behavior than were the untreated controls. Further research is needed to clarify more fully the efficacy of this type of training. (20 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
summarize the recent efforts . . . to understand the role of stability of self-esteem (in combination with its level) in psychological functioning / [describe] the nature of stability of self-esteem and its assessment / present a theoretical framework for understanding the joint influences of stability and level of self-esteem on people's reactions to evaluative events / research that bears on this framework will be described / conclude by focusing on some issues of validity related to the assessment and conceptualization of stability of self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter demonstrates the ways in which consideration of both level and stability of self-esteem can provide a vehicle for reconciling these differing views. The chapter provides a framework and review evidence that suggests that a full understanding of self-esteem processes requires a consideration of both self-esteem components. It discusses the meaning of stability of self-esteem and the way it can be—and has been—measured and examines the reason for people varying in the extent to which their self-esteem is unstable, focusing on both contemporaneous and early childhood influences. A preliminary model of the way stability and level of self-esteem jointly relate to the use of self-protection and self-enhancement strategy is presented. The chapter describes important differences that emerge between and within high and low self-esteem individuals (SEs) as a function of stability of self-esteem. The different views of low and high self-esteem and the relevance of self-esteem instability for reconciling them have been discussed.
Reports of parenting styles were assessed in 110 primarily white, middle-class sixth, eighth, and tenth graders (M= 11.98, 13.84, and 16.18 years of age) and their parents (108 mothers and 92 fathers). Parents judged the legitimacy of parental authority and rated family conflict and rules regarding 24 hypothetical moral, conventional, personal, multifaceted (containing conventional and personal components), prudential, and friendship issues. Adolescents viewed their parents as more permissive and more authoritarian than parents viewed themselves, whereas parents viewed themselves as more authoritative than did adolescents. Parents' parenting styles differentiated their conceptions of parental authority, but adolescents' perceptions did not. Differences were primarily over the boundaries of adolescents' personal jurisdiction. Furthermore, conceptions of parental authority and parenting styles both contributed significantly to emotional autonomy and adolescent-parent conflict. The implications of the findings for typological models of parenting and distinct domain views of social-cognitive development are discussed.
There are few topics so fascinating both to the research investigator and the research subject as the self-image. It is distinctively characteristic of the human animal that he is able to stand outside himself and to describe, judge, and evaluate the person he is. He is at once the observer and the observed, the judge and the judged, the evaluator and the evaluated. Since the self is probably the most important thing in the world to him, the question of what he is like and how he feels about himself engrosses him deeply. This is especially true during the adolescent stage of development.
We examined stability and level of self-esteem as predictors of excuse making; the extent to which self-ratings of stability are related to a statistical index of self-esteem stability; and the relations between stability and certainty of self-esteem and a variety of other psychological constructs. Regarding excuse making, our findings indicated that for high self-esteem individuals, instability was related to greater excuse making following success, but not following failure. However, for low self-esteem individuals, instability was related to greater excuse making following failure, but not following success. Other findings indicated that self-ratings of stability were only minimally related to a statistical measure of stability based on repeated assessments of self-esteem obtained in naturalistic contexts. Finally, stability of self-esteem was not significantly correlated with certainty of self-esteem. In addition, the pattern of correlations that emerged between certainty and other constructs suggested that uncertainty reflects the phenomenal experience of a tenuous self-view. On the other hand, stability of self-esteem appears to reflect the extent to which one's self-view is malleable, which may not be completely available to conscious awareness. Our discussion focuses on the nature of self-esteem stability and the roles of stability and level of self-esteem in reactions to evaluative events.
Across diverse theoretical orientations, vulnerable self-esteem (SE) is thought to act as a diathesis for depression after life stress. In the present study, the roles of trait-level SE, low SE primed by depressed mood, and labile SE in prospectively predicting changes in depressive symptoms in a nonclinical sample (n = 192) were examined. Results indicated that labile SE predicted increases in symptoms. Furthermore, a 3-way interaction (Labile SE x Academic Stress x Initial Depression) suggested that in Ss who were initially asymptomatic, lability made Ss differentially vulnerable to increases in depressive symptoms after stress. In contrast to labile SE, trait-level SE and priming of low SE were relatively weak predictors of changes in depressive symptoms and did not interact with stress.
In this article we examine the effects of self-esteem and self-complexity on cognitive appraisals of daily events and emotional lability. Subjects (n = 67) participated in a 2-week diary study; each day they made five mood ratings, described the most positive and negative events of the day, and rated these two events on six appraisal measures. Neither self-esteem nor self-complexity was related to an extremity measure of mood variability. Both traits were negatively related to measures assessing the frequency of mood change, although the effect of self-complexity dissipated when self-esteem was taken into account. Self-esteem (but not self-complexity) was also related to event appraisals: Subjects with low self-esteem rated their daily events as less positive and as having more impact on their moods. Subjects with high self-esteem made more internal, stable, global attributions for positive events than for negative events, whereas subjects low in self-esteem made similar attributions for both types of events and viewed their negative events as being more personally important than did subjects high in self-esteem. Despite these self-esteem differences in subjects' views of their daily events, naive judges (n = 63) who read the event descriptions and role-played their appraisals of them generally did not distinguish between the events that had been experienced by low self-esteem versus high self-esteem diary subjects.
We examined stability of self-esteem and level of self-esteem as predictors of dispositional tendencies to experience anger and hostility. We reasoned that individuals with unstable high self-esteem would report especially high tendencies to experience anger and hostility, and that individuals with stable high self-esteem would report particularly low tendencies. We expected individuals with stable and unstable low self-esteem to fall between these two extremes. These predictions were derived from an analysis of anger and hostility that emphasized the instigating role of threats to self-esteem. Stability of self-esteem was assessed through multiple assessments of global self-esteem in naturalistic settings. Results revealed the predicted pattern for the tendency to experience anger and a "motor" component of hostility. The importance of considering both stability and level of self-esteem in analyses of anger and hostility is discussed.
Synopsis
A prospective study of 400 largely working-class women with children living at home has used measures of self-esteem and ‘social support’ to predict the risk of depression in the following year once a stressor had occurred. Actual support received at the time of any crisis in the follow-up year was also measured. Self-esteem was correlated quite highly with some of the measures of support.
A core tie was defined as a husband, lover or someone named as very close at first contact. Negative evaluation of self (i.e. low self-esteem), and various indices of lack of support from a core tie at the first interview, were associated with a greatly increased risk of subsequent depression once stressor occurred. Lack of support from a core tie at the time of the crisis was particularly highly associated with an increased risk. There was also a high risk among those who were ‘let down’ - that is, for those who did not receive the support which they might have expected in terms of the first interview material. It is concluded that it is essential for prospective enquiries to take account of the actual mobilization of support in the follow-up period.
This study of the reliability and validity of scales from the Child's Report of Parental Behavior (CRPBI) presents data on the utility of aggregating the ratings of multiple observers. Subjects were 680 individuals from 170 families. The participants in each family were a college freshman student, the mother, the father, and 1 sibling. The results revealed moderate internal consistency (M = .71) for all rater types on the 18 subscales of the CRPBI, but low interrater agreement (M = .30). The same factor structure was observed across the 4 rater types; however, aggregation within raters across salient scales to form estimated factor scores did not improve rater convergence appreciably (M = .36). Aggregation of factor scores across 2 raters yields much higher convergence (M = .51), and the 4-rater aggregates yielded impressive generalizability coefficients (M = .69). These and other analyses suggested that the responses of each family member contained a small proportion of true variance and a substantial proportion of factor-specific systematic error. The latter can be greatly reduced by aggregating scores across multiple raters.