Physical Self-Concept Changes in a Selective Sport High School: A Longitudinal Cohort-Sequence Analysis of the Big-Fish-Little-Pond Effect

2015 ◽  
Vol 37 (2) ◽  
pp. 150-163 ◽  
Author(s):  
Herbert W. Marsh ◽  
Alexandre J.S. Morin ◽  
Philip D. Parker
Keyword(s):  
High School ◽  
Gender Differences ◽  
Sequence Analysis ◽  
Elite Athletes ◽  
Self Concept ◽  
Cross Sectional ◽  
Age Cohorts ◽  
Stability Change ◽  
Multiple Occasion ◽  
Over Time

Elite athletes and nonathletes (N = 1,268) attending the same selective sport high school (4 high school age cohorts, grades 7–10, mean ages varying from 10.9 to 14.1) completed the same physical self-concept instrument 4 times over a 2-year period (multiple waves). We introduce a latent cohort-sequence analysis that provides a stronger basis for assessing developmental stability/change than either cross-sectional (multicohort, single occasion) or longitudinal (single-cohort, multiple occasion) designs, allowing us to evaluate latent means across 10 waves spanning a 5-year period (grades 7–11), although each participant contributed data for only 4 waves, spanning 2 of the 5 years. Consistent with the frame-of-reference effects embodied in the big-fish-little-pond effect (BFLPE), physical self-concepts at the start of high school were much higher for elite athletes than for nonathlete classmates, but the differences declined over time so that by the end of high school there were no differences in the 2 groups. Gender differences in favor of males had a negative linear and quadratic trajectory over time, but the consistently smaller gender differences for athletes than for nonathletes did not vary with time.

Age and Gender Effects in Physical Self-Concepts for Adolescent Elite Athletes and Nonathletes: A Multicohort-Multioccasion Design

1998 ◽  
Vol 20 (3) ◽  
pp. 237-259 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
Elite Athletes ◽  
Gender Effects ◽  
Self Concept ◽  
Cross Sectional ◽  
Age And Gender ◽  
Group Interactions ◽  
Age Cohorts ◽  
Age Cohort ◽  
Longitudinal Comparison ◽  
And Gender

Age and gender effects in 10 physical self-concept scales for elite athletes and nonathletes were based on responses from 4 age cohorts (grades 7-10 in high school) who completed the same instrument 4 times during a 2-year period. A multicohort-multioccasion design provides a stronger basis for assessing development differences than a cross-sectional comparison collected on a single occasion or a longitudinal comparison based on responses by a single age cohort collected on multiple occasions. Across all 10 physical self-concepts there were substantial differences due to group (athletes greater than nonathletes), gender (males greater than females), and gender x group interactions (athletes less than nonathletes in gender differences). There were no significant effects of age cohort and only very small effects of occasions. Thus longitudinal and cross-sectional comparisons both showed that mean levels of physical self-concept were stable over this potentially volatile adolescent period and that this stability generalized over gender, age, and athlete groups.

Does College Education Pay? Evidence From The NLSY-79 Data

2010 ◽  
Vol 3 (1) ◽  
pp. 119 ◽  
Author(s):  
Diamando Afxentiou ◽  
Paul Kutasovic
Keyword(s):  
High School ◽  
Regression Model ◽  
College Graduates ◽  
College Education ◽  
Cross Sectional ◽  
Income Gap ◽  
High School Degree ◽  
And Gender ◽  
College Educated ◽  
Over Time

This study examines if the college wage premium favoring college graduates still exists. The NLSY-79 data is employed. The sample includes individuals who received their high school degree and college degree in 1980 and 1981. These individuals were followed until the year 2004. A cross sectional regression model was estimated for the years 1982, 1994, and 2004 and found that education, occupation, and gender were the primary determinants of wages. The income gap between college educated workers and high school educated workers has widen over time. Most interestingly, it is the stagnation of high school educated workers that accounts for the gap.

A Longitudinal Test of Three Theories of Overconfidence

2017 ◽  
Vol 9 (3) ◽  
pp. 353-363 ◽  
Author(s):  
Sean C. Murphy ◽  
Fiona Kate Barlow ◽  
William von Hippel
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Outcomes ◽  
Intellectual Ability ◽  
Mental Health Outcomes ◽  
Cross Sectional ◽  
Health Motivation ◽  
Social Success ◽  
Over Time

This article presents a longitudinal test of three proposed functions of overconfidence. In a sample of 894 high school boys surveyed across two school years, we examined whether overconfidence in sporting ability and intelligence predicts improved mental health, motivation, and popularity. Both sporting and intelligence overconfidence showed positive cross-sectional associations with mental health outcomes, but there was little evidence that overconfidence predicted improved mental health over time. Some evidence emerged that overconfidence in sporting ability, but not intellectual ability, predicted increased effort, but neither type of overconfidence predicted improvements in ability over time. Finally, sporting but not intellectual overconfidence predicted increased popularity over time. These results suggest that overconfidence is associated with increased social success over time in at least some domains, and contradict the oft-cited possibility that overconfidence leads to increasingly deleterious outcomes over time.

scholarly journals Disparities at the entrance door: gender gaps in elementary school

2018 ◽  
Vol 44 (0) ◽  
Author(s):  
Lina Martínez ◽  
Natalia Serna
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Standardized Test ◽  
Early Years ◽  
School Factors ◽  
Gender Gaps ◽  
Cross Sectional ◽  
Entrance Door ◽  
The Usa ◽  
Over Time

Abstract A sizable body of literature has concluded that males do better in math compared with females. Although differences have narrowed over time, generally speaking males do better on standardized test scores. However, there is no agreement on when such disparity appears and how big the differences are. This paper explores at what point during elementary school gender differences appear, when these become significant and how the gap evolves as children progress at early years. To explain differences by gender, math scores are used. Data comes from the Early Childhood Longitudinal Program (ECLS-K) in the USA. Longitudinal and cross-sectional analysis are conducted. Gender gaps are decomposed through the use of ñopo-match. Results show that gender gaps are almost inexistent at the beginning of schooling but they broaden rapidly. Between first and fifth grade, gender gaps increase by 60.8%. The unexplained components of gender differences increase over time, which suggests that the importance of socioeconomic and school factors decreases as children progress in the school.

scholarly journals The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components

2021 ◽  
pp. 089020702110356
Author(s):  
Thomas Gfrörer ◽  
Gundula Stoll ◽  
Sven Rieger ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Gender Differences ◽  
Early Adolescence ◽  
Variance Components ◽  
Vocational Interests ◽  
Late Childhood ◽  
Major Life ◽  
Stability Change ◽  
Trait Variance ◽  
And Gender ◽  
Over Time

Vocational interests predict major life outcomes such as job performance, college major choice, and life goals. It is therefore important to gain a better understanding of their development during the crucial years of late childhood and early adolescence, when trait-like interests are starting to develop. The present study investigated the development of vocational interests in a longitudinal sample, comprising N = 3,876 participants—assessed at four time points from ages 11 to 14. Stability, state-trait variance components, mean-level development, and gender differences in mean-levels of Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) dimensions were examined. Stabilities were moderate for all dimensions, but Realistic, Investigative, Social, and Conventional interests became more stable over time. For Realistic, Artistic, Social, and Conventional interests, the trait variance increased over time. At age 14, all dimensions had substantial trait variance components. The mean-levels of Realistic, Investigative, Artistic, and Conventional interests decreased over the 3 years (–0.44 <  d < –0.24). Initial gender differences—with girls having higher Artistic and Social interests and boys having higher Realistic and Investigative interests—increased over time. By investigating the development of vocational interests in late childhood and early adolescence, we complement previous findings and provide first insights about state-trait proportions in early adolescence.

scholarly journals Putting me back together by getting back together: Post-dissolution self-concept confusion predicts rekindling desire among anxiously attached individuals

2020 ◽  
Vol 38 (1) ◽  
pp. 384-392
Author(s):  
Morgan A. Cope ◽  
Brent A. Mattingly
Keyword(s):  
Emotional Distress ◽  
Romantic Relationship ◽  
Attachment Anxiety ◽  
Self Concept ◽  
Relationship Dissolution ◽  
Cross Sectional ◽  
Cross Sectional Studies ◽  
The Relationship ◽  
Over Time

Previous research suggests that romantic relationship dissolution diminishes self-concept clarity, leading to emotional distress. Over time, people overcome breakup. But little is known about how people respond to the reduced self-concept clarity that results from this process. The current research examined predictors and mediators of relationship rekindling (desiring to reestablish a relationship with an ex-partner) as a method of navigating self-concept clarity impairment post-dissolution. In two cross-sectional studies, we found that attachment anxiety predicted relationship rekindling both retrospectively (Study 1) and concurrently (Study 2), and this association was mediated by self-concept clarity. These results indicate that anxiously attached individuals may attempt to resolve the substantial self-concept impairment posed by dissolution by reestablishing the relationship with the ex-partner.

scholarly journals A-127 Changes in Frequency of ImPACT Assessments Over Time

2020 ◽  
Vol 35 (6) ◽  
pp. 920-920
Author(s):  
Kuwabara H ◽  
Moore S ◽  
Grant K ◽  
Maietta J ◽  
Kinsora T ◽  
...  
Keyword(s):  
Gender Differences ◽  
Female Athletes ◽  
Cross Sectional Study ◽  
Future Research ◽  
Chi Square ◽  
Cross Sectional ◽  
Impact Tests ◽  
Present Cross Sectional Study ◽  
Concussion History ◽  
Over Time

Abstract Objective Assessment, management, and rates of sport concussion have changed significantly over the past decade. The present cross-sectional study investigated rates of ImPACT baseline and post-concussion assessments and self-reported concussion history (CH) to gain insight on patterns of change between 2008, 2012, and 2016. Methods Participants included 14,129 high-school athletes (Mage = 15.11; 42.9% male) in Nevada who completed ImPACT baseline and post-concussion assessments in 2008 (n = 677), 2012 (n = 8315), and 2016 (n = 5137). Chi-square analyses were conducted to examine frequencies of ImPACT tests by year (i.e., baseline, initial post-concussion test, and post-concussion follow-up). Further analyses investigated gender differences and changes in self-reported CH. Results There were significant differences in rates of all ImPACT tests (p &lt; .01) with baselines, post-concussion assessments, and post-concussion follow-ups increasing over time. Female athletes accounted for less than 35% of post-concussion assessments in 2008 and 2012 but increased to 41.5% in 2016 (p &lt; .05). There were no gender differences over time in baselines or post-concussion follow-ups. There were no significant differences in self-reported CH between years (p &gt; .05). Conclusions The present study found an increase in the rate of post-concussion assessments; however, no increase in self-reported CH were evident. It is possible that an increase in awareness and preventative efforts could account for the increased utilization of post-concussion assessments. Results also indicated that female athletes took more post-concussion assessments over time suggesting an increase in concussions or prevention efforts for females. Future research should continue exploring possible risk factors to ensure proper intervention and implementation of prevention protocols where applicable.

Personality change and sustainability attitudes and behaviors

2021 ◽  
pp. 089020702110162
Author(s):  
Christopher J Hopwood ◽  
Ted Schwaba ◽  
Taciano L Milfont ◽  
Chris G Sibley ◽  
Wiebke Bleidorn
Keyword(s):  
Climate Change ◽  
Personality Traits ◽  
Personality Change ◽  
Cross Sectional ◽  
Environmentally Sustainable ◽  
Age Cohorts ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
The Individual ◽  
Over Time

Withstanding the climate crisis will depend in part on individuals behaving in a more environmentally sustainable manner. However, relatively little is known about the individual factors that promote sustainable attitudes and behaviors (SABs). Although there are established cross-sectional associations between personality traits and SABs, it is unclear whether changes in personality are related to increases in SABs over time, and how personality is differentially related to specific SABs. Using data from 61,479 participants in New Zealand, we tested preregistered hypotheses about how personality codevelops with valuing the environment, believing in climate change, concern about climate change, personal environmental efficacy, personal environmental sacrifice, and support for the Green Party. We found that SABs generally increased from 2009 to 2017, although there was variation across age cohorts, SAB variables, and samples. We replicated concurrent correlations between broad personality traits—particularly Agreeableness, Openness, and Honesty/Humility—and SABs and present novel evidence that increases in SAB are related to changes in traits, particularly Agreeableness. These findings have implications for both understanding the factors associated with changes in SABs over time and understanding the factors that drive personality change.

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