Self-esteem memories and school success in early adolescence

2010 ◽  
Vol 24 (9) ◽  
pp. 1265-1278 ◽  
Author(s):  
Zorana Ivcevic ◽  
David B. Pillemer ◽  
Marc A. Brackett
Keyword(s):  
Early Adolescence ◽  
School Success ◽  
Self Esteem

Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial attitudes in early adolescence

1999 ◽  
Vol 22 (6) ◽  
pp. 867-880 ◽  
Author(s):  
EMILIE PHILLIPS SMITH ◽  
KATRINA WALKER ◽  
LAURIE FIELDS ◽  
CRAIG C. BROOKINS ◽  
ROBERT C. SEAY
Keyword(s):  
Ethnic Identity ◽  
Early Adolescence ◽  
Self Esteem ◽  
Perceived Efficacy ◽  
Prosocial Attitudes

scholarly journals Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

2021 ◽  
Vol 12 ◽  
Author(s):  
Nina Steenberghs ◽  
Jeroen Lavrijsen ◽  
Bart Soenens ◽  
Karine Verschueren
Keyword(s):  
Cognitive Ability ◽  
Peer Effects ◽  
School Engagement ◽  
School Success ◽  
Self Esteem ◽  
Emotional Engagement ◽  
Moderating Effects ◽  
The Social ◽  
High Cognitive Ability ◽  
Engagement And Disengagement

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students’ own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students’ self-esteem and cognitive ability were examined. The results showed effects from friends’ and classmates’ (dis)engagement on all dimensions of (dis)engagement. Popular Students’ engagement only affected individual Student’s behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

Problem behavior as a precursor of male criminality

1996 ◽  
Vol 8 (2) ◽  
pp. 443-455 ◽  
Author(s):  
Minna Hämäläinen ◽  
Lea Pulkkinen
Keyword(s):  
Early Adolescence ◽  
School Success ◽  
Late Onset ◽  
Teacher Rating ◽  
Criminal Records ◽  
Criminal Offenses ◽  
Peer Nomination ◽  
Different Types ◽  
Violent Offenses ◽  
Property Offenses

AbstractThe participants (originally 196 boys and 173 girls) in an ongoing longitudinal study were examined using peer nomination and teacher rating at ages 8 and 14 years. Criminal records were collected at age 27 years. The results showed that (a) criminal offenses were best predicted if the accumulation of behavior problems over the school years was considered; (b) the risk for different types of offenses was highest for boys who exhibited escalating conduct problems and school failure over the school years; (c) norm-breaking behavior in early adolescence was strongly related to a propensity to later criminal offenses; (d) childhood aggressiveness did not predict arrests without the presence of other problems. When followed by norm-breaking in early adolescence, it predicted violent offenses, and when followed by poor school success, it predicted property offenses; (e) interestingly, low prosociality turned out to have a significant independent relationship to arrests; and (f) the distinction between an early-onset path and a late-onset path proved to be valid.

scholarly journals Self-criticism and self-esteem in early adolescence: Do they predict depression?

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244182
Author(s):  
Catherine B. Gittins ◽  
Caroline Hunt
Keyword(s):  
Depressive Symptoms ◽  
Early Adolescence ◽  
Self Esteem ◽  
Early Adolescent ◽  
Reciprocal Relation ◽  
Early Step ◽  
Time Period ◽  
Growth Curve Modelling ◽  
Adolescent Period

Beck’s theory suggests that forming negative self-cognitions is a key early step in the development of depression. However, others have suggested the reverse, arguing that depression leads to development of negative self-beliefs. As such, there is debate about whether these cognitions are precursors to, or alternatively are caused by, depression. Although Beck’s theory is supported in older adolescents, it has not been clearly seen in younger adolescents. This study aimed to assess the relation between two major self-cognitions (self-esteem and self-criticism) and depressive symptoms in early adolescence. Two-hundred and forty-three Australian adolescents (mean age = 12.08, 52% female) completed measures of self-esteem, self-criticism and depressive symptoms at baseline, then approximately 12- and 24-months later. Growth-curve modelling was used to assess changes in the variables. Cross-lagged analysis assessed whether either of the self-cognition variables predicted depressive symptoms, or if depressive symptoms predicted self-cognitions. Results indicated that self-criticism and depressive symptoms increased over the time period, while self-esteem decreased, and these changes were all related. Self-esteem predicted depressive symptoms from Time 2 to Time 3, while depressive symptoms predicted self-esteem from Time 1 to Time 2. Self-criticism did not predict depressive symptoms, nor did depressive symptoms predict self-criticism. These links appeared largely independent of gender. Self-esteem and depressive symptoms during the early adolescent period thus appear to have a somewhat reciprocal relation, while self-criticism does not appear to predict the development of depression. As such, while low self-esteem does appear to have an important role of in the development of depression in this age group, it is not strictly predictive, nor is this effect seen across all negative self-cognitions.

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