Sexism and Self-concept in the Language of Children: A Middle Childhood Survey

1983 ◽  
pp. 141-151
Author(s):  
Shelley Phillips
Keyword(s):  
Middle Childhood ◽  
Self Concept

scholarly journals Does a lower self-concept contribute to mental health disparities of diverse immigrant youth from middle childhood to late adolescence?

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
J. Busch ◽  
C. Claus ◽  
S. Schneider ◽  
R. G. Siefen
Keyword(s):  
Mental Health ◽  
Health Disparities ◽  
Middle Childhood ◽  
Immigrant Youth ◽  
The Self ◽  
Self Concept ◽  
Depression And Anxiety ◽  
Immigrant Status ◽  
Mental Health Disparities ◽  
Symptoms Of Depression

Abstract Background Three out of ten children in Germany have immigrant backgrounds and this proportion is expected to further increase in subsequent years. While immigrant youth have been found more vulnerable to developing symptoms of depression and anxiety, the underlying mechanisms of how such disparities unfold during youth development are still understudied. Some previous research has found that immigrant youth are at risk of experiencing a less positive self-concept compared to non-immigrant youth. We investigated whether the self-concept mediates mental health disparities and explored variability in such associations from middle childhood to late adolescence. Methods Overall 1839 children and adolescents aged 6–21 years (M = 14.05 years, SD = 3.03, 49.8% female, n = 782 with immigrant status) participated in a cross-sectional self-report survey in classroom settings using scales from the Beck Youth Inventories II (Beck et al. in Beck Youth Inventories - Second Edition, Psychological Corporation, San Antonio, 2005) to assess self-concept and symptoms of depression and anxiety. Links between immigrant status, age, self-concept and symptom levels of depression as well as anxiety were examined using hierarchical regression and moderated mediation models. Results Immigrant youth reported higher symptom levels of depression and anxiety than their non-immigrant peers but did not differ in their self-concepts. Hypothesized moderated mediation models were not fully supported and self-concept neither mediated the link between immigrant status and depression nor immigrant status and anxiety. However, self-concept was a significant predictor for symptom levels of depression as well as anxiety, with stronger associations in adolescents. Conclusions Our study substantiates previous findings that immigrant youth in Germany have overall increased symptom levels of depression and anxiety compared to non-immigrant youth. Our study however does not support that immigrant youth have a more negative self-concept and that the self-concept mediates such internalizing mental health disparities. Findings match previous evidence that developing a positive attitude towards the self is linked to better mental health. Beyond that, our findings suggest that mental health interventions addressing the self-concept could be especially relevant when targeting adolescents. Further research is needed to deepen the understanding of the mediating processes between migration status and mental health variables.

scholarly journals Brief Report: The Role of Psychological Language in Children’S Theory of Mind and Self-Concept Development

2014 ◽  
Vol 18 (1) ◽  
pp. 41-52
Author(s):  
Sandra L. Bosacki
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Theory Of Mind ◽  
Middle Childhood ◽  
Emotional Development ◽  
Sense Of Self ◽  
Self Concept ◽  
Social Understanding ◽  
Social And Emotional ◽  
Self Worth

Abstract Children’s self-concept and theory of mind are both important factors in children’s social, cognitive and emotional development. Research on gender differences in children’s theory of mind understanding reveals contradictory findings such as higher degree of social understanding or theory of mind in girls (Villaneuva Badenes, Clemente Estevan, & Garcia Bacete 2000), boys score higher than girls (Russell et al., 2007), or no gender differences at all (Villaneuva Badenes, Clemente Estevan, & Garcia Bacete, 2000). This research study is part of a larger 3-year longitudinal study, investigating children’s social and emotional development during middle childhood. This study explores the gendered relations between self-concept and social understanding (including psychological language) in middle school aged children (n = 49, ages 11-13). Results suggest a negative correlation between boys’ sense of self-worth and psychological language. Implications for curriculum development that promotes socio-emotional literacy within middle school are discussed

Ethnic Self-Concept During Middle Childhood

1980 ◽  
Vol 105 (1) ◽  
pp. 99-105 ◽  
Author(s):  
Victoria R. Fu ◽  
Mary K. Korslund ◽  
Dennis E. Hinkle
Keyword(s):  
Middle Childhood ◽  
Self Concept

Keeping it all inside: Shyness, internalizing coping strategies and socio-emotional adjustment in middle childhood

2009 ◽  
Vol 33 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Leanne C. Findlay ◽  
Robert J. Coplan ◽  
Anne Bowker
Keyword(s):  
Coping Strategies ◽  
Social Functioning ◽  
Middle Childhood ◽  
Emotional Adjustment ◽  
Well Being ◽  
Self Concept ◽  
Positive And Negative Affect ◽  
Potential Mediator ◽  
Internalizing Difficulties ◽  
And Coping

Despite growing research results indicating that shyness is a risk factor for psychosocial maladjustment in childhood, less is known about the conceptual mechanisms that may underlie these associations. The purpose of the current study was to explore links between self-reported shyness, coping strategies and social functioning in middle childhood. As well, we sought to examine the reliance on internalizing coping strategies as a potential mediator of the link between shyness and social functioning. Participants were 355 children aged 9 to 11 years who completed measures of shyness, loneliness, positive and negative affect, social anxiety, self-concept, well-being, and coping strategies. Results indicated that shyness was associated with greater internalizing difficulties and lower well-being. Moreover, internalizing coping was found to partially mediate the relation between shyness and certain indices of internalizing problems. These results suggest a conceptual pathway, where an over-reliance on internalizing coping may partially explain why shy children experience internalizing difficulties in middle childhood.

scholarly journals Emotion understanding and the moral self-concept as motivators of prosocial behavior in middle childhood

2020 ◽  
Vol 55 ◽  
pp. 100893 ◽  
Author(s):  
Natalie Christner ◽  
Carolina Pletti ◽  
Markus Paulus
Keyword(s):  
Prosocial Behavior ◽  
Middle Childhood ◽  
Emotion Understanding ◽  
Self Concept ◽  
Moral Self
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