The Sociometer Theory at Work: Exploring the Organizational Interpersonal Roots of Self‐Esteem

2021 ◽  
Author(s):  
Enrico Perinelli ◽  
Guido Alessandri ◽  
Gianluca Cepale ◽  
Franco Fraccaroli
Keyword(s):  
Self Esteem ◽  
Sociometer Theory

scholarly journals Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem

2020 ◽  
pp. 089020702096232
Author(s):  
Andrea Schmidt ◽  
Judith Dirk ◽  
Andreas B Neubauer ◽  
Florian Schmiedek
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Self Esteem ◽  
Change Score ◽  
After School ◽  
Everyday Lives ◽  
Person Perspective ◽  
School Based ◽  
Before School ◽  
Sociometer Theory

Sociometer theory proposes that a person’s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children’s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children’s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9–12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2–3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children’s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.

Self-esteem development in middle childhood: Support for sociometer theory

2018 ◽  
Vol 43 (2) ◽  
pp. 118-127 ◽  
Author(s):  
Sophia W. Magro ◽  
Till Utesch ◽  
Dennis Dreiskämper ◽  
Jenny Wagner
Keyword(s):  
Social Support ◽  
The Netherlands ◽  
Middle Childhood ◽  
Multilevel Models ◽  
Self Esteem ◽  
Second Graders ◽  
Demographic Groups ◽  
Family Social Support ◽  
Sociometer Theory

Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age MT1 = 7.99, SDT1 = 0.52 years; 52% male) in the Netherlands and Germany over three years. Multilevel models revealed that mean-level trends in self-esteem were stable across time among all demographic groups, but that males and students in the Netherlands consistently had higher self-esteem than females and students in Germany. Further analyses examining the role of social support in self-esteem development demonstrated that individuals with better peer and family social support tended to have higher levels of self-esteem and that within-person changes in social support were directly related to changes in self-esteem level, providing support for sociometer theory. These findings suggest that demographic factors as well as social support are important predictors of self-esteem as early as middle childhood.

scholarly journals DOES TASK-RELATED IDENTIFIED REGULATION MODERATE THE SOCIOMETER EFFECT? A STUDY OF PERFORMANCE FEEDBACK, PERCEIVED INCLUSION, AND STATE SELF-ESTEEM

2008 ◽  
Vol 36 (2) ◽  
pp. 239-254 ◽  
Author(s):  
Frédéric Guay ◽  
Marie-Noelle Delisle ◽  
Claude Fernet ◽  
étienne Julien ◽  
Caroline Sené cal
Keyword(s):  
Performance Feedback ◽  
Self Determination Theory ◽  
Self Esteem ◽  
Self Determination ◽  
Regression Analyses ◽  
Inclusion Process ◽  
Identified Regulation ◽  
Sociometer Theory

The aim of this study was to understand the processes explaining the effects of private performance feedback (success vs. failure) on state self-esteem from the stance of sociometer theory and self-determination theory. We investigated whether or not the effect of private performance feedback on state self-esteem was mediated by perceived inclusion as a function of participants' level of task-related identified regulation (i.e., importance of the activity for oneself). Ninety participants were randomly assigned to one of the following three conditions: failure, success, or control. Our regression analyses based on both original and bootstrap samples indicate that perceived inclusion does not mediate the effect of feedback on state self-esteem for individuals high in task-related identified regulation. Such an effect only operates for individuals low in task-related identified regulation. In sum, our results show that the perceived inclusion process proposed by sociometer theory applies more when individuals find that the activity is less important for them (i.e., identified regulation).

scholarly journals Evaluating Sociometer Theory in Children’s Everyday Lives: Inclusion, but not Exclusion by Peers at School is Related to Within-Day Change in Self-Esteem

2020 ◽  
Author(s):  
Andrea Schmidt ◽  
Judith Dirk ◽  
Andreas B. Neubauer ◽  
Florian Schmiedek
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Self Esteem ◽  
Change Score ◽  
After School ◽  
Everyday Lives ◽  
Person Perspective ◽  
School Based ◽  
Before School ◽  
Sociometer Theory

Sociometer theory proposes that a person’s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children’s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children’s self-esteem was associated with social inclusion and exclusion at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children’s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.

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