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.

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.

Validity of Garmin Vívofit 1 and Garmin Vívofit 3 for School-Based Physical Activity Monitoring

2019 ◽  
Vol 31 (1) ◽  
pp. 130-136 ◽  
Author(s):  
Adam Šimůnek ◽  
Jan Dygrýn ◽  
Lukáš Jakubec ◽  
Filip Neuls ◽  
Karel Frömel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Activity Patterns ◽  
Physical Activity Promotion ◽  
After School ◽  
School Based ◽  
Physical Activity Monitoring ◽  
Activity Promotion ◽  
Before School ◽  
Criterion Method ◽  
Free Living Conditions

Purpose:Activity trackers are useful tools for physical activity promotion in adolescents, but robust validity evaluations have not been done under free-living conditions. This study evaluated the validity of the Garmin Vívofit 1 (G1) and Garmin Vívofit 3 (G3) in different settings and contexts.Methods:The participants (girls: 52%, age: 15.9 [1.9] y) wore the G1 and G3 on their nondominant wrist and the Yamax pedometer on their right hip for a period of 1 week. Validity was examined in 4 discrete segments (before school, in school, after school, and whole day). The criterion method was the Yamax pedometer.Results:Both the G1 and G3 could be considered equivalent to the Yamax pedometer regarding the before school, in school, and whole day segments. The G1 showed wider limits of agreement than G3.Conclusions:The G1 and G3 trackers exhibited acceptable validity for 3 of the 4 segments (before school, in school, and whole day measurements). The results were less accurate during the after-school segment. The evidence that the validity of the monitors varied depending on the setting and context is an important consideration for research on adolescent activity patterns.

scholarly journals Disentangling Physical Activity and Sedentary Behavior Patterns in Children with Low Motor Competence

2019 ◽  
Vol 16 (20) ◽  
pp. 3804 ◽  
Author(s):  
Dave H.H. Van Kann ◽  
Anoek M. Adank ◽  
Martin L. van Dijk ◽  
Teun Remmers ◽  
Steven B. Vos
Keyword(s):  
Physical Activity ◽  
High Risk ◽  
Sedentary Behavior ◽  
After School ◽  
Motor Competence ◽  
Negative Contribution ◽  
School Based ◽  
School Day ◽  
Total Data ◽  
Before School

Children with low motor competence (MC) are at high-risk for physical inactivity, yet little is known about their physical activity (PA) and sedentary behavior (SB) patterns throughout the day. The purpose of this study is to disentangle PA and SB patterns among children with low MC across segmented day periods taking into account differences in gender and age. Data collection took place between May and July 2017. The Athletic Skills Track was used to measure MC. PA levels were objectively measured using accelerometers (ActiGraph, GT3X+) on school days. Data were segmented for (1) time before school, (2) time during school (based on school schedules), and (3) time after school. In total, data from 117 7-to-11 years-old children with low MC were eligible for analyses (N = 58 girls; N = 59 boys). Differences in moderate-to-vigorous PA (MVPA) and SB between segmented periods, gender, and grade were analyzed by ANOVAs with post hoc tests (Tukey) and Independent Sample T-tests respectively. Time spent at school is the major contributor of time spent in SB in children with low MC. Low MC is equally distributed among gender, but large differences exist among boys and girls in both MVPA and SB, indicating low-MC girls as most inactive group. This pattern is found in all segmented periods of the school day, i.e., before, during, and after school. This study stresses the negative contribution of current school curricula on PA and SB in children with low MC, indicating the most efficient period of the day to intervene. Future school-based PA and SB interventions should particularly focus on specific high-risk populations, i.e., children with low MC, and girls in particular.

Partner or servant

2019 ◽  
Vol 2 (3) ◽  
pp. 284-297
Author(s):  
Yinghao Wu ◽  
Jing Jiang
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Social Relationship ◽  
Self Esteem ◽  
Content Type ◽  
Behavioral Studies ◽  
Negative Effect ◽  
Socially Excluded ◽  
Negative Feelings

Purpose The purpose of this paper is to take the perspective of repairing the negative effect of social exclusion, discussing how anthropomorphized brand role (partner vs servant) releases the negative effect of social exclusion. Design/methodology/approach In this research, two behavioral studies are conducted. Study 1 uses a one-factor (social exclusion vs social inclusion) between-subjects design. The purpose of Study 1 is to test the effect of social exclusion on consumers’ WTP for the anthropomorphized brand (H1). Study 2 uses a 2 (self-esteem (SE): high vs low) × 2 (anthropomorphized brand role: servant vs partner) between-subjects design. The aim of Study 2 is to investigate that after being socially excluded, how anthropomorphized brand roles (servant vs partner) and SE interactively release individuals’ negative feelings (H2a and H2b) and how the need for control recovery mediates this interaction effect (H3). Findings This study proposes that when individuals are socially excluded, they are willing to pay more for anthropomorphized brands than those who are not because anthropomorphized brands provide a quasi-social relationship. This study further posits that socially excluded consumers prefer the different role of anthropomorphized brands, given a different level of SE to meet their needs for control recovery. High self-esteem (HSE) (vs low self-esteem (LSE)) consumers are willing to pay more for a servant-like brand because such brands help them recover from low control by regaining a master role. In contrast, HSE and LSE consumers have no significant differences in WTP for a partner-like brand. Originality/value Few research studies have discussed how social exclusion influences individuals’ WTP. To fill this gap, the authors used WTP as the dependent variable, showing that after being socially excluded, individuals tend to pay a higher price for the anthropomorphized brand. Also, the research not only adds a contribution to research on the need for control recovery but also indicates how HSE vs LSE individuals behave differently in socially excluded contexts.

Within-Subject Variability in Ingratiation as a Function of Self-Esteem and Time

2019 ◽  
Vol 18 (4) ◽  
pp. 216-226
Author(s):  
Katharina Schmitte ◽  
Bert Schreurs ◽  
Mien Segers ◽  
I. M. “Jim” Jawahar
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Self Esteem ◽  
Random Coefficient ◽  
Person Perspective ◽  
Authority Figure ◽  
Subject Variability ◽  
Over Time ◽  
Within Subject Variability

Abstract. Adopting a within-person perspective, we theorize why ingratiation use directed toward an authority figure increases over time and for whom. We posit that as the appraisal event draws closer, the salience of achieving good evaluations increases, leading to an increasing use of ingratiation. We further propose that the increase will be stronger for individuals with low relative to high self-esteem. Participants were 349 students enrolled in a small-group, tutor-led management course. Data were collected in three bi-weekly waves and analyzed using random coefficient modeling. Results show that ingratiation use increased as time to the evaluation decreased, and low self-esteem students ingratiated more as time progressed. We conclude that ingratiation use varies as a function of contextual and inter-individual differences.

From Bullets to Handshake: The Dynamics of Social Exclusion, Social Inclusion, Social Protection and Boko Haram in Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 73-94
Author(s):  
Akinyetun Shola ◽  
Salau Jamiu Adewale Adewale ◽  
Ahoton Samuel ◽  
Alausa Abiodun ◽  
Odeyemi Deji
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Social Protection ◽  
Boko Haram

Perceived uniqueness: Locus of control, social exclusion, and choice

2019 ◽  
Vol 47 (11) ◽  
pp. 1-7
Author(s):  
Shichang Liang ◽  
Yaping Chang ◽  
XueBing Dong ◽  
Jinshan Wang
Keyword(s):  
Locus Of Control ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Inclusion ◽  
Personal Control ◽  
Central China ◽  
External Locus ◽  
Internal Locus Of Control ◽  
Uniqueness Results ◽  
The Relationship

We examined the influence of locus of control on the relationship between social exclusion and preference for distinctive choices. Participants were 212 undergraduate students at a university in Central China, who completed measures of social exclusion, locus of control, choice, and perceived uniqueness. Results showed that participants who believed that the environment controlled their fate (external locus of control) preferred more distinctive choices in a social exclusion context than in a social inclusion context, whereas participants who believed that they could control the environment (internal locus of control) preferred less distinctive choices. Further, perceived uniqueness mediated the effect of social exclusion and locus of control on choice. These results add to the literature on social exclusion and personal control.

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