Age and Birth Cohort Differences in Self-Esteem: A Cross-Temporal Meta-Analysis

2001 ◽  
Vol 5 (4) ◽  
pp. 321-344 ◽  
Author(s):  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
Age Differences ◽  
Social Acceptance ◽  
Meta Analysis ◽  
Divorce Rate ◽  
Self Esteem ◽  
Cohort Differences ◽  
Analytic Review ◽  
Self Worth ◽  
Social Statistics ◽  
Over Time

A meta-analytic review finds that college students' self-esteem increased substantially between 1968 and 1994 when measured using the Rosenberg Self-Esteem Scale (RSE). Children's scores on the Coopersmith Self-Esteem Inventory (SEI) show a curvilinear pattern over time, decreasing from 1965 to 1979 and increasing from 1980 to 1993. Children's SEI scores are directly correlated with social statistics (e.g., divorce rate, unemployment) for the corresponding years. Analyses for age differences find that SEI scores decrease slightly during the transition from elementary school to junior high and then rise progressively through high school and college. RSE scores increase steadily with age. Results are discussed in terms of the antecedents of self-esteem, including social acceptance, competencies, and the culture of self-worth.

Self-Esteem and Socioeconomic Status: A Meta-Analytic Review

2002 ◽  
Vol 6 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
Socioeconomic Status ◽  
Young Adulthood ◽  
Asian Americans ◽  
Effect Size ◽  
Social Indicator ◽  
Middle Age ◽  
Meta Analysis ◽  
Self Esteem ◽  
Analytic Review ◽  
Over Time

Socioeconomic status (SES) has a small but significantrelationship with self-esteem (d = .15, r = .08) in a meta-analysis of 446 samples (total participant N = 312,940). Higher SES individuals report higher self-esteem. The effect size is very small in young children, increases substantially during young adulthood, continues higher until middle age, and is then smaller for adults over the age of 60. Gender interacts with birth cohort: The effect size increased over time for women but decreased over time for men. Asians and Asian Americans show a higher effect size, and occupation and education produce higher correlations with self-esteem than income does. The results are most consistent with a social indicator or salience model.

Birth Cohort Differences in Self-Esteem, 1988–2008: A Cross-Temporal Meta-Analysis

2010 ◽  
Vol 14 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Brittany Gentile ◽  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Meta Analysis ◽  
Self Esteem ◽  
School Students ◽  
Cohort Differences ◽  
Modal Response ◽  
Self Worth ◽  
Meta Analyses

Three meta-analyses find increases over the generations in Rosenberg Self-Esteem scale (RSE) scores between 1988 and 2008 among American middle school ( d = 0.78, n = 10,119), high school ( d = 0.39, n = 16,669), and college students ( d = 0.30, n = 28,918). The changes are consistent with an increasing emphasis on self-worth in American culture and, for high school students, with small increases in academic competence over time. College students’ scores change only when the RSE is administered with a 4-point Likert scale with no midpoint. By 2008, a score of 40 (perfect self-esteem) was the modal response of college students, chosen by 18% of participants; 51% scored 35 or over. Given these shifts in responses, the possibility of revising the RSE is discussed.

scholarly journals Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

2019 ◽  
Author(s):  
Neil Anthony Lewis ◽  
Nicholas Michael Michalak
Keyword(s):  
Stereotype Threat ◽  
Meta Analysis ◽  
White Men ◽  
Social Psychological ◽  
Analytic Review ◽  
The Social ◽  
Psychological Threat ◽  
Women In Mathematics ◽  
Racial Ethnic ◽  
Over Time

Stereotype threat – the social psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies (Steele, 1997) – has been broadly studied throughout the social sciences over the past two decades (for reviews, see Lewis & Sekaquaptewa, 2016; Steele, 2010). It is a theory that is purported to explain variance in disparities between those who are negatively stereotyped in certain domains (e.g. racial-ethnic minorities in academics, women in mathematics) and those who are not (e.g. White men in academics; Steele, 2010). Studies on stereotype threat have been conducted hundreds of times, and have yielded mixed findings. Early studies tended to yield positive findings (for meta-analytic review, see Nguyen & Ryan, 2008) whereas more recent reanalysis (Zigerell, 2017) and replication attempts (e.g., Finnigan & Corker, 2016) have failed to replicate findings. These conflicting accounts call into question the robustness of the paradigm, and raise two possibilities in our minds: either the strength of the evidence was weak to begin with, or something has changed over time to reduce the likelihood of finding stereotype threat effects. We test these possibilities in a pre-registered cross-temporal meta-analysis using multiple meta-analytic techniques.

Part I Summary

2020 ◽  
pp. 99-100
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
Identity Development ◽  
Critical Role ◽  
Self Esteem ◽  
Home School ◽  
Self Concept ◽  
Musical Identity ◽  
Important Others ◽  
Self Worth ◽  
Over Time

Using a developmental frame, we focused thus far on the innermost circles of adolescent musical identity development. In the chapter exploring “who I am,” we viewed adolescent self-concept, or traits and attributes they ascribed to their musicking; self-esteem, or a feeling of musical self-worth; and self-representation, or how adolescents viewed themselves musicking over time. In close interaction, we saw the critical role of important others and closest contexts, such as home, school, and community. Examining “how I think,” we discussed the importance of relatedness, mindset, autonomy, and building a sense of competency. While looking at adolescent feelings, we explored agency, perseverance, and vulnerability. In ...

Self-Concept and Perceived Social Support among College Students with and without Learning Disabilities

1997 ◽  
Vol 20 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Merith A. Cosden ◽  
Joanne McNamara
Keyword(s):  
College Students ◽  
Social Acceptance ◽  
Self Esteem ◽  
The Self ◽  
Domain Specific ◽  
Self Perceptions ◽  
Campus Organizations ◽  
Intellectual Abilities ◽  
Students With Ld ◽  
Self Worth

This study examined the self-perceptions of college students with and without LD. Fifty college students with LD and 50 college students without LD were individually administered the Self-Perception Profile for College Students and People in My Life. Students with LD had lower grades, test scores, and perceptions of their scholastic and intellectual abilities than students without disabilities. However, students did not differ in their perceptions of global self-worth, the importance they placed on academic competence, or their ratings of domain-specific competencies. Students with LD reported more social acceptance and support, and more support from campus organizations, than did students without LD. Support from campus organizations was related to self-esteem for students with LD, while support from instructors was associated with self-esteem for students without LD. Other factors related to self-esteem are discussed.

Death Anxiety and Self-Esteem in Young Children with Aids: A Sense of Hope

1997 ◽  
Vol 36 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Mary Ireland
Keyword(s):  
Young Children ◽  
Death Anxiety ◽  
Social Acceptance ◽  
Screening Tool ◽  
Self Esteem ◽  
Human Beings ◽  
Emotional Needs ◽  
Peabody Picture Vocabulary ◽  
Self Worth ◽  
Low Levels

This study used Roger's science of unitary human beings nursing model and the theory of accelerating change to examine young children who have AIDS. Differences in death anxiety and self-esteem were compared among thirty-five healthy and thirty-five AIDS-diagnosed African-American and Latino children. Each child was individually administered the screening tool, the Peabody Picture Vocabulary Test-Revised, the Thematic Instrument for Measuring Death Anxiety in Children, and the Pictorial Scale of Perceived Competence and Social Acceptance. The AIDS-diagnosed children did not manifest more death anxiety nor lower self-esteem than healthy peers. These findings are in contrast to previous studies about fatally ill children which routinely reported them to have high levels of death concern and low levels of self-worth. They provide a different framework for understanding the emotional needs of children with AIDS.

Self-Perception Profile in Children with Cancer: Self vs Parent Report

1999 ◽  
Vol 84 (2) ◽  
pp. 427-432 ◽  
Author(s):  
Valsamma Eapen ◽  
Christopher Mpofu ◽  
Tamas Revesz ◽  
Tewfik Daradkeh
Keyword(s):  
Therapeutic Intervention ◽  
Social Acceptance ◽  
Physical Appearance ◽  
Self Esteem ◽  
Parent Report ◽  
Poor Agreement ◽  
Self Perception ◽  
Children With Cancer ◽  
The Poor ◽  
Self Worth

Self-perception about competence, behaviour, and self-worth were examined in 30 children (8 to 14 years) recently diagnosed as having cancer and were compared with that of their parents' perception. The poor agreement between parents' and children's ratings on physical appearance and social acceptance is noteworthy in that these two domains are particularly vulnerable in children with cancer, given the effects of chemotherapy on physical appearance and children's tendency to view themselves as socially undesirable or a burden to others. This finding, if replicated, can have implications for therapeutic intervention since the discrepancy score could be used to challenge children's negative views in the context of cognitive therapy to improve their self-esteem.

Does Self-Esteem Have an Interpersonal Imprint Beyond Self-Reports? A Meta-Analysis of Self-Esteem and Objective Interpersonal Indicators

2018 ◽  
Vol 23 (1) ◽  
pp. 73-102 ◽  
Author(s):  
Jessica J. Cameron ◽  
Steve Granger
Keyword(s):  
Relationship Quality ◽  
Social Acceptance ◽  
Meta Analysis ◽  
Self Esteem ◽  
Interpersonal Behavior ◽  
Social Risk ◽  
Interpersonal Experience ◽  
Self Reports ◽  
Relational Outcomes ◽  
Meta Analyses

Self-esteem promises to serve as the nexus of social experiences ranging from social acceptance, interpersonal traits, interpersonal behavior, relationship quality, and relationship stability. Yet previous researchers have questioned the utility of self-esteem for understanding relational outcomes. To examine the importance of self-esteem for understanding interpersonal experiences, we conducted systematic meta-analyses on the association between trait self-esteem and five types of interpersonal indicators. To ensure our results were not due to self-esteem biases in perception, we focused our meta-analyses to 196 samples totaling 121,300 participants wherein researchers assessed interpersonal indicators via outsider reports. Results revealed that the association between self-esteem and the majority of objective interpersonal indicators was small to moderate, lowest for specific and distal outcomes, and moderated by social risk. Importantly, a subset of longitudinal studies suggests that self-esteem predicts later interpersonal experience. Our results should encourage researchers to further explore the link between self-esteem and one’s interpersonal world.

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