Age and Gender Differences in the Relation Between Self-Concept Facets and Self-Esteem
Bibliographic Data
| ID | 11670922 |
|---|---|
| Authors | A Katrin Arens (0000-0003-2494-4199, German Institute for International Educational Research, Frankfurt, Germany, corresponding author), Marcus Hasselhorn (0000-0002-6617-2556, German Institute for International Educational Research, Frankfurt, Germany) |
| Year | 2013 |
| Volume | 34 |
| Issue | 6 |
| Pages | 760-791 |
| Publication date | 2013-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431613503216 |
| OpenAlex | W2162562138 |
| Language | EN |
| Citations received | 9 |
| References cited | 70 |
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and self-esteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept–self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept-self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis
Developmental psychology · German · Self-concept · Self-esteem · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Psychology · Social and Intergroup Psychology · Social Psychology
Children’s domain-specific self-evaluations and global self-worth
From Adversity to Materialistic Value Orientation
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When boys and girls make their first career decisions
Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes
The relationship between emotional competence, classroom climate and school achievement in high school students / La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria
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A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Psychology.
Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence
Sex differences and adolescent depression.
Self-esteem in a broad-spectrum approach for mental health promotion
A multidimensional, hierarchical model of self-concept
Changes in Children’s Self-Competence and Values
Adolescent Development
Body dissatisfaction and adolescent self-esteem
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Implicit Stereotypes, Gender Identification, and Math-Related Outcomes
Confirmatory factor analysis models of factorial invariance
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Pathways to self‐esteem in late adolescence
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
Change in children's competence beliefs and subjective task values across the elementary school years
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On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
A Review and Synthesis of the Measurement Invariance Literature
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Measurement Invariance, Factor Analysis and Factorial Invariance
Self-Concept
Testing Structural Equation Models
Real Evidence for the Failure of the Jamesian Perspective or More Evidence in Support of It
The Importance of Importance in the Physical Self
The Elusive Importance Effect
Risk and maintenance factors for eating pathology
Evaluation of Scale Reliability for Unidimensional Measures Using Latent Variable Modeling
Self-Esteem and Body Satisfaction in Male and Female Elementary School, High School, and University Students
Gender and Age Patterns in Emotional Expression, Body Image, and Self-Esteem
Gender Differences in the Relationship between Achievement and Self-Image During Early Adolescence
Classroom Belonging among Early Adolescent Students
Surviving the Junior High School Transition Family Processes and Self-Perceptions as Protective and Risk Factors
Children's Competence Beliefs, Achievement Values, and General Self-Esteem
Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood
Transitions during early adolescence
The Multidimensional Structure of Academic Self-Concept
Adolescent Self-Concept
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement
Verbal and Math Self-Concepts
Application of confirmatory factor analysis to the study of self-concept
Testing for the equivalence of factor covariance and mean structures
Influence of individual and group identity salience in the global self-esteem of youth
Math = male, me = female, therefore math ≠ me
Top-down, bottom-up, and horizontal models
Principles and Practice of Structural Equation Modeling
Parental Behavior and Adolescent Self-Esteem
Alternative Ways of Assessing Model Fit
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,82 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |