Journal articles: 'Self-actualization (Psychology) in adolescence'

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Ahmed, Samiah, and Alia Ahmed. "Career Onion: Peeling off the layers for Occupational Preferences and Career Aspirations." International Journal of Management Excellence 8, no. 3 (April 30, 2017): 1023–32. http://dx.doi.org/10.17722/ijme.v8i3.904.

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Vocational psychology carts away the vocational behavior regarding the occupational preferences of every individual, which commences at the period of adolescence. These occupational or vocational preferences are shaped or crystallized through career guidance and theories, which further help an adolescent to climb the career ladder towards achieving career aspirations and success. This research article, focuses mainly on five theories, self-concept development theory, valence-instrumentality-expectancy theory, theory of work adjustment , tournament theory and Maslow hierarchy of needs theory, which help the adolescents with the occupational preferences, assist in climbing the career ladder from growth stage to retirement stage, ultimately resulting in achieving career aspirations. Furthermore, researchers reveal the differences among these theories highlighting unique features of every theory in predicting occupational or career preferences. Researchers also draw the career onion, where every layer of the career onion depicts that every adolescent peels off each career layer (starting from the growth stage until he eventually peels off the last layer of the retirement age) to achieve career self-actualization.

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Vranjesevic, Jelena. "Self constructing in adolescence." Psihologija 36, no. 4 (2003): 487–500. http://dx.doi.org/10.2298/psi0304487v.

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The aim of this study was to explore ?theories? adolescents have about themselves, i.e. about the changes in the ways they construe themselves in the period of middle adolescence: how they construe changes and estimate them according to some dimensions relevant for change (appreciation of change, its importance, expectancy, timing, comprehensiveness, intensity and visibility in social surroundings). The study was explorative and it was performed on the sample of 96 adolescents aged 15-17 (middle adolescence). Instruments used for the study were: interview and Role Construct Repertory Grid, adjusted to the need of study. The results show that the adolescents? construct system is highly monolithic and tight in regard to constructs (black and white construing), but at the same time vague and predictively unclear in regard to elements, i. e. the stated changes, meaning that adolescents are not able to construe those changes according to certain constructs. It seems that this study included the beginning of the loosening phase (creativity cycle) in which the system is still tight and, therefore, protects from threat and anxiety, while the elements are not predictively (this is what Erikson calls moratorium, i.e. the process of active experimenting). Changes which are fully predictively are those which refer to adults' roles, such as: self confident, experienced, independent and has responsibilities, worries. On the hand, changes which are predictably the most clear to adolescents (and not appreciated) are depression and nervousness. Adolescents face an implicative dilemma: positive implications of maturity are not enough, while negative implications, such as nervousness, depression and not trusting people are clear, predictable and negative. This dilemma can be the cause of their ambivalence towards growing-up and accepting the roles of adults.

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Noshpitz, Joseph D. "Self-Destructiveness in Adolescence." American Journal of Psychotherapy 48, no. 3 (July 1994): 330–46. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.3.330.

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Crone, Eveline A., and Andrew J. Fuligni. "Self and Others in Adolescence." Annual Review of Psychology 71, no. 1 (January 4, 2020): 447–69. http://dx.doi.org/10.1146/annurev-psych-010419-050937.

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Research has demonstrated that adolescence is an important time for self- and other-oriented development that underlies many skills vital for becoming a contributing member of society with healthy intergroup relations. It is often assumed that these two processes, thinking about self and thinking about others, are pitted against each other when adolescents engage in social decision making such as giving or sharing. Recent evidence from social neuroscience, however, does not support this notion of conflicting motives, suggesting instead that thinking about self and others relies on a common network of social-affective brain regions, with the medial prefrontal cortex playing a central role in the integration of perspectives related to self and others. Here, we argue that self- and other-oriented thinking are intertwined processes that rely on an overlapping neural network. Adolescents’ motivation to contribute to society can be fostered most when self- and other-oriented motives align.

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Yao, Zhuojun, and Robert Enright. "A Longitudinal Analysis of Social Skills and Adolescent Depression: A Multivariate Latent Growth Approach." International Journal of Psychological Research 14, no. 1 (April 30, 2021): 66–77. http://dx.doi.org/10.21500/20112084.4793.

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Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.

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Gould, Laurence J. "The Self in Late Adolescence." Contemporary Psychology: A Journal of Reviews 31, no. 6 (June 1986): 444–45. http://dx.doi.org/10.1037/024822.

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Carapeto, Maria João, and Guillem Feixas. "The Organization of Self-Knowledge in Adolescence: Some Contributions Using the Repertory Grid Technique." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (February 5, 2020): 408–23. http://dx.doi.org/10.3390/ejihpe10010031.

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(1) Background: This study aims to explore the usefulness of personal construct psychology as a comprehensive framework and assessment tool to embrace a diversity of self-knowledge organization constructs, and to account for developmental differences across adolescence. (2) Methods: The repertory grid technique was used to measure self-knowledge differentiation, polarization, discrepancies between Actual Self, Ideal Self, and Others, and implicative dilemmas, a particular kind of intrapersonal conflict. Data were collected from two samples of early and late adolescents, respectively. (3) Results: Globally, they showed that the organization of self-knowledge was different in both samples. In particular, older adolescents revealed a less polarized self-knowledge. In addition, they tended to construe higher Actual–Ideal self-discrepancies and to present more internal conflicts. No differences were found between early and late adolescents concerning global differentiation and the discrepancies between the self (Actual and Ideal) and the Others. (4) Conclusions: Despite the limitations of the study (e.g., small sample size, cross-sectional design), these novel results support the suitability of the repertory grid technique to capture developmental changes in self-knowledge organization during adolescence, as well as the explanatory potential of personal construct psychology to advance their understanding.

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Loeb, Emily, Elenda T. Hessel, and Joseph Allen. "The self-fulfilling prophecy of adolescent social expectations." International Journal of Behavioral Development 40, no. 6 (July 10, 2016): 555–64. http://dx.doi.org/10.1177/0165025415618274.

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Adolescents’ negative social expectations of their peers were examined as long-term predictors of problematic self-reported social functioning. Early adolescent negative expectations were hypothesized to predict risk-averse functioning in late adolescence that would ultimately contribute to confirmation of those expectations. Utilizing observational data and friend- and self-reports from a community sample of 184 adolescents followed from ages 13 to 25, adolescents with more negative expectations were found to have become increasingly submissive with friends over time and were rated as less romantically appealing by late adolescence (after controlling for baseline levels of these variables, baseline friend-rated social competence and self-reported depressive symptoms). In turn, submissiveness and romantic appeal predicted problematic self-reported social functioning well into adulthood and mediated the relationship between adolescent negative expectations and problematic self-reported adult social functioning. These findings support the possibility of a self-fulfilling social process unfolding from early adolescence to adulthood.

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Heinonen, Kati, Katri Räikkönen, Pertti Keskivaara, and Liisa Keltikangas‐Järvinen. "Difficult temperament predicts self‐esteem in adolescence." European Journal of Personality 16, no. 6 (November 2002): 439–55. http://dx.doi.org/10.1002/per.464.

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A six‐year longitudinal study investigated the impact of maternal hostile child‐rearing attitudes, role dissatisfaction, and maternal perceptions of adolescent temperamental difficultness on self‐esteem in late adolescence, after controlling for the initial self‐esteem measured in early adolescence. Adolescents (n = 313), derived from the Cardiovascular Risk in Young Finns study, rated their self‐esteem at the study entry at age 12, and six years later at age 18. Maternal reports of child‐rearing attitudes, of role satisfaction, and of the temperament of the adolescent were obtained at the study entry and three years later. Mother's perceptions of adolescent's temperament as difficult at ages 12 and 15 predicted adolescent's self‐reported self‐esteem in late adolescence, whereas earlier self‐esteem did not predict later perceptions of temperament or parenting. We found no evidence that maternal perceptions of parenting indirectly, or after controlling for the initial level, predicted adolescent's self‐reported self‐esteem. Copyright © 2002 John Wiley & Sons, Ltd.

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Murad qızı Quliyeva, Şəfiqə. "Adolescent psychology." ANCIENT LAND 09, no. 3 (March 26, 2022): 9–12. http://dx.doi.org/10.36719/2706-6185/09/9-12.

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Müəllif burada yeniyetməlik dövrünün psixoloji xüsusiyyətləri, fizoloji inkişafı, böhran dövrü, valdeyin-övlad münasibətlərin qeyd etmişdir.Yeniyetməlik dövrü qeyd etdiyimiz kimi çətin, həmçinin maraqlı bir yaş dövrüdür.Bu dövr psixoloji böhranla müşahidə edilir.Bu dövrdə valdeyinlər, yaşlılar çox həssas davranmalıdırlar. Bu dövrdə yeniyetmənin sosiallaşması, özünüqiymətləndirməsi və mənlik şüurunun formalaşması, düzgün ünsiyyətin qurulması, təlim,tərbiyyə prosseslərinin düzgün həyata keçirilməsi vacibdir. Açar sözlər: yeniyetmə,şəxsiyyət,böhran,tərbiyə, valideyn, sosiallaşma. Shafiqa Murad Quliyeva Western Caspian University Adolescent psychology Abstract The author focused on the psychological characteristics of adolescence, physiological development, identity crisis, parent-child relations. As you can see, adolescence is a hard and exciting life period. This period is marked by a psychological crisis. During this period, parents and older adults should behave extremely sensitive. In this period, adolescent socialization, the development of self-esteem and self-consciousness, the improvement of correct communication and educational process must be carried out properly. Key words: teenager, identity, crisis, upbringing, parent, socialization.

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Hagger, Martin S., Stuart J. H. Biddle, Edward W. Chow, Natalia Stambulova, and Maria Kavussanu. "Physical Self-Perceptions in Adolescence." Journal of Cross-Cultural Psychology 34, no. 6 (November 2003): 611–28. http://dx.doi.org/10.1177/0022022103255437.

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Bacchini, Dario, and Fabrizia Magliulo. "Self-Image and Perceived Self-Efficacy During Adolescence." Journal of Youth and Adolescence 32, no. 5 (October 2003): 337–49. http://dx.doi.org/10.1023/a:1024969914672.

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Noshpitz, Joseph D. "Self-Destructiveness in Adolescence: Psychotherapeutic Issues." American Journal of Psychotherapy 48, no. 3 (July 1994): 347–62. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.3.347.

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Stern, Lori. "Disavowing the Self in Female Adolescence." Women & Therapy 11, no. 3-4 (November 22, 1991): 105–17. http://dx.doi.org/10.1300/j015v11n03_07.

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Trent, Lynette M. Y., Graeme Russell, and George Cooney. "Assessment of self-concept in early adolescence." Australian Journal of Psychology 46, no. 1 (April 1994): 21–28. http://dx.doi.org/10.1080/00049539408259465.

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Mares, Suzanne H. W., Rebecca N. H. de Leeuw, Ron H. J. Scholte, and Rutger C. M. E. Engels. "Facial Attractiveness and Self-Esteem in Adolescence." Journal of Clinical Child & Adolescent Psychology 39, no. 5 (August 17, 2010): 627–37. http://dx.doi.org/10.1080/15374416.2010.501292.

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Van der Cruijsen, Renske, Renate Buisman, Kayla Green, Sabine Peters, and Eveline A. Crone. "Neural responses for evaluating self and mother traits in adolescence depend on mother–adolescent relationships." Social Cognitive and Affective Neuroscience 14, no. 5 (April 4, 2019): 481–92. http://dx.doi.org/10.1093/scan/nsz023.

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Abstract An important task in adolescence is to achieve autonomy while preserving a positive relationship with parents. Previous fMRI studies showed largely overlapping activation in medial prefrontal cortex (mPFC) for evaluating self and close-other traits but separable activation for self and non-close other. Possibly, more similar mPFC activation reflects closeness or warmth in relationships. We investigated neural indicators of the mother–adolescent relationship in adolescents between 11 and 21 years (N = 143). Mother–adolescent relationship was measured using (i) mothers’ and adolescents’ trait evaluations about each other, (ii) observations of warmth, negativity and emotional support in mother–adolescent conversation and (iii) similarity in adolescents’ neural activation for evaluating self vs mother traits. Results showed relatively more similar mPFC activation in adolescents who evaluated their mothers’ traits more positively, suggesting that this is possibly a neural indicator of mother–adolescent relationship quality. Furthermore, mid-adolescence was characterized by more negative mother–adolescent interaction compared to early and late adolescence. This effect co-occurred with mid-adolescent peaks in dorsal striatum, dorsal anterior cingulate cortex and superior temporal sulcus activation in evaluating traits of self vs mother. These results suggest more negative relationships and stronger self-focus in mid-adolescence.

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Li, Jian-Bin, Yayouk E. Willems, F. Marijn Stok, Maja Deković, Meike Bartels, and Catrin Finkenauer. "Parenting and Self-Control Across Early to Late Adolescence: A Three-Level Meta-Analysis." Perspectives on Psychological Science 14, no. 6 (September 6, 2019): 967–1005. http://dx.doi.org/10.1177/1745691619863046.

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Self-control plays a significant role in positive youth development. Although numerous self-control challenges occur during adolescence, some adolescents control themselves better than others. Parenting is considered a critical factor that distinguishes adolescents with good self-control from those with poor self-control, but existing findings are inconsistent. This meta-analysis summarizes the overall relationship between parenting and self-control among adolescents aged 10 to 22 years. The analysis includes 191 articles reporting 1,540 effect sizes ( N = 164,459). The results show that parenting is associated with adolescents’ self-control both concurrently ( r = .204, p < .001) and longitudinally ( r = .157, p < .001). Longitudinal studies also reveal that adolescents’ self-control influences subsequent parenting ( r = .155, p < .001). Moderator analyses show that the effect sizes are largely invariant across cultures, ethnicities, age of adolescents, and parent and youth gender. Our results point to the importance of parenting in individual differences in adolescent self-control and vice versa.

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Dou, Kai, Yu-Jie Wang, Jian LI -Bin, and Yao Zhong Liu. "Core Self-Evaluation, Regulatory Emotional Self-Efficacy, and Depressive Symptoms: Testing Two Mediation Models." Social Behavior and Personality: an international journal 44, no. 3 (April 12, 2016): 391–99. http://dx.doi.org/10.2224/sbp.2016.44.3.391.

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We investigated the relationships between core self-evaluation (CSE), regulatory emotional self-efficacy (RESE), and depressive symptoms. In the first of two mediation models that we proposed, we predicted that RESE would mediate the relationship between CSE and depressive symptoms, and in the second model we proposed that CSE would mediate the relationship between RESE and depressive symptoms. Participants, who comprised 1,108 Chinese adolescents, completed surveys to assess their CSE, RESE, and depressive symptoms. Results showed that both models were a good fit to the data after demographic variables were controlled. We offered insight into depressive symptoms during adolescence by demonstrating that cultivating adolescents' positive view of themselves and their self-efficacy in regulating emotion is conducive to reducing their depressive symptoms.

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Rao, Devanshi Sudhindar, and Aneesh Kumar. "Development and Validation of the Social Media Self-Esteem Scale for Adolescents." International Journal of Cyber Behavior, Psychology and Learning 10, no. 4 (October 2020): 1–13. http://dx.doi.org/10.4018/ijcbpl.2020100101.

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Development of the self is a vital aspect during the period of adolescence. Interaction with peers contributes to the development of various aspects of self. Due to the technological advances in today's times, adolescents interact with their peers through social media sites and portals. It is essential to study this development in light of the increasing use of social media by adolescence. Thus, the study aimed at developing an item pool to tap the construct of social media influencing self-esteem of adolescents following the procedure of tool construction. Participants included adolescents ranging between 16 to 18 years of age, who have at least one social media account for personal use. There were 110 participants for the first phase and 397 participants for the second phase of the study. The scale has eight items with the overall reliability of .7. It indicates a fitting measure of self-esteem influenced by social media, with looking-glass self theory, according to which individuals develop their self, based on their perceptions of others responses to their behaviour.

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Marcionetti, Jenny, and Jerôme Rossier. "Global Life Satisfaction in Adolescence." Journal of Individual Differences 37, no. 3 (July 2016): 135–44. http://dx.doi.org/10.1027/1614-0001/a000198.

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Abstract. Positive levels of global life satisfaction are associated with a broad range of positive personal, psychological, and social outcomes both in the present and future. However, for adolescents, little is known about the underlying personal characteristics that predict global life satisfaction. Thus, the aim of the study was to investigate the relationship between personality traits, self-esteem, self-efficacy, and global life satisfaction in a sample of 437 Swiss adolescents attending the second last year of compulsory school. Results have shown that conscientiousness, neuroticism, extraversion, self-esteem, and self-efficacy are significantly associated with global life satisfaction. Moreover, self-esteem seems to be a mediator of the relationship between personality traits and global life satisfaction, suggesting that it might be considered as a process variable regulating behaviors, feelings, and thoughts that are related to personality dimensions.

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Azmitia, Margarita, Angela Ittel, and Kimberley Radmacher. "Narratives of friendship and self in adolescence." New Directions for Child and Adolescent Development 2005, no. 107 (2005): 23–39. http://dx.doi.org/10.1002/cd.119.

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Luan, Ziyan, Astrid M. G. Poorthuis, Roos Hutteman, Jens B. Asendorpf, Jaap J. A. Denissen, and Marcel A. G. van Aken. "See me through my eyes." International Journal of Behavioral Development 42, no. 1 (February 21, 2017): 17–25. http://dx.doi.org/10.1177/0165025417690263.

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Achieving a clear view of one’s personality is a challenging but crucial developmental task during adolescence, which has enduring influences. This task might be harder if significant others see individuals differently from how the adolescents see themselves. Supporting this, the looking-glass-self theory suggests that significant others constitute a social mirror into which the individual gazes to form his/her self-view. The present study was the first to longitudinally examine whether self–other agreement in personality during adolescence (i.e., self–parent and self–friend agreement at age 12 and self–mother and self–father agreement at age 17) promote self-esteem development from age 17 to 29 years ( N =186, 53% boys). Results for girls consistently confirmed the hypothesized beneficial effect of self–parent agreement, while the picture was more complicated for boys. That is, for girls, self–parent agreement at age 12 and age 17 both predicted steeper increases in self-esteem. For boys, steeper self-esteem development was predicted by higher self–parent agreement at age 12, but unexpectedly, also by lower self–parent agreement at age 17. All these results remained after controlling for (self-rated) personality. Moreover, self–friend agreement did not show any effects on self-esteem development, suggesting that the influence of peers’ convergence with self-views during early adolescence may not be as prominent as parents’. Results are discussed from the perspective of self-view formation and maintenance during adolescence and young adulthood. The present study sheds light on the longitudinal effect of one’s own view of personality being shared by important others on self-esteem development.

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Şahin, Ezgi Ekin, Ahmet Altinok, and Baki Duy. "Grandiose Narcissism and Trait Anxiety among Adolescents: The Mediating Role of Perfectionism when Self-esteem is controlled." Anales de Psicología 38, no. 3 (August 27, 2022): 499–507. http://dx.doi.org/10.6018/analesps.495161.

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It seems quite interesting that during adolescence anxiety levels can spiral out of control. This is due to several factors; one of the possible determinants is personality traits such as narcissism. Contrary to high self-esteem being a predictive factor of mental health, narcissism needs self-esteem in order to be beneficial for a person. Therefore, as two factors of personality traits, self-esteem and narcissism need to be distinguished from each other. Narcissistic individuals try to meet their affirmation needs by setting perfectionistic goals and significant relationships between perfectionism dimensions and anxiety has been revealed in the related literature. Using a structural equation modeling, this study investigated the mediation role of perfectionism dimensions in the relationships between grandiose narcissistic personality trait and trait anxiety when self-esteem was controlled. A sample of 338 adolescents (192 females, 146 males, mean age = 15.84 years, SD = 1.01) from five high schools participated in the study. The participants completed the instruments including the Demographic Information Form aimed to gather personal information, the Rosenberg Self Esteem Scale, the trait anxiety dimension of the State-Trait Anxiety Inventory, the Child and Adolescents Perfectionism Scale, and the Narcissistic Personality Inventory. Findings revealed that adaptive perfectionism mediated the relationship between grandiose narcissism and trait anxiety when self-esteem was controlled. This study indicates that practitioners working with adolescents should focus on interventions, which aimed to decrease perfectionistic tendencies of adolescents. Parece bastante interesante que durante la adolescencia los niveles de ansiedad pueden salirse de control. Esto se debe a varios factores; uno de los posibles determinantes son los rasgos de personalidad como el narcisismo. Contrariamente a que la autoestima alta es un factor predictivo de la salud mental, el narcisismo necesita autoestima para ser beneficioso para una persona. Por lo tanto, como dos factores de rasgos de personalidad, la autoestima y el narcisismo deben distinguirse entre sí. Los individuos narcisistas intentan satisfacer sus necesidades de afirmación estableciendo objetivos perfeccionistas y se han revelado relaciones significativas entre las dimensiones del perfeccionismo y la ansiedad en la literatura relacionada. Usando un modelo de ecuación estructural, este estudio investigó el papel de mediación de las dimensiones del perfeccionismo en las relaciones entre el rasgo de personalidad narcisista grandioso y el rasgo de ansiedad cuando se controló la autoestima. Participaron en el estudio una muestra de 338 adolescentes (192 mujeres, 146 hombres, edad media = 15.84 años, DE = 1.01) de cinco colegios de secundaria. Los participantes completaron los instrumentos, entre ellos el Formulario de Información Demográfica destinado a recopilar información personal, la Escala de Autoestima de Rosenberg, la dimensión de ansiedad rasgo del Inventario de Ansiedad Estado-Rasgo, la Escala de Perfeccionismo del Niño y el Adolescente y el Inventario de Personalidad Narcisista. Los hallazgos revelaron que el perfeccionismo adaptativo medió en la relación entre el narcisismo grandioso y el rasgo de ansiedad cuando se controló la autoestima. Este estudio indica que los profesionales que trabajan con adolescentes deben centrarse en las intervenciones cuyo objetivo sea disminuir las tendencias perfeccionistas de los adolescentes.

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Coleman, John. "Coping and self-concept in adolescence." Journal of Adolescence 14, no. 1 (March 1991): 100–101. http://dx.doi.org/10.1016/0140-1971(91)90049-w.

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Kandler, Christian, Trine Waaktaar, René Mõttus, Rainer Riemann, and Svenn Torgersen. "Unravelling the Interplay between Genetic and Environmental Contributions in the Unfolding of Personality Differences from Early Adolescence to Young Adulthood." European Journal of Personality 33, no. 3 (May 2019): 221–44. http://dx.doi.org/10.1002/per.2189.

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In two studies, we examined the genetic and environmental sources of the unfolding of personality trait differences from childhood to emerging adulthood. Using self–reports from over 3000 representative German twin pairs of three birth cohorts, we could replicate previous findings on the primary role of genetic sources accounting for the unfolding of inter–individual differences in personality traits and stabilizing trait differences during adolescence. More specifically, the genetic variance increased between early (ages 10–12 years) and late (ages 16–18 years) adolescence and stabilized between late adolescence and young adulthood (ages 21–25 years). This trend could be confirmed in a second three–wave longitudinal study of adolescents’ personality self–reports and parent ratings from about 1400 Norwegian twin families (average ages between 15 and 20 years). Moreover, the longitudinal study provided evidence for increasing genetic differences being primarily due to accumulation of novel genetic influences instead of an amplification of initial genetic variation. This is in line with cumulative interaction effects between twins’ correlated genetic makeups and environmental circumstances shared by adolescent twins reared together. In other words, nature × nurture interactions rather than transactions can account for increases in genetic variance and thus personality variance during adolescence. © 2019 European Association of Personality Psychology

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Martinot, Delphine, Ann Beaton, Francine Tougas, Sandrine Redersdorff, and Natalie Rinfret. "Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence." Social Psychology of Education 23, no. 6 (October 7, 2020): 1539–64. http://dx.doi.org/10.1007/s11218-020-09592-w.

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AbstractThe purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global self-esteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem.

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Pastor, Yolanda, Antonio García-Jiménez, and Mari-Cruz López-de-Ayala. "Estrategias de regulación de uso del smartphone y uso problemático de internet en la adolescencia." Anales de Psicología 38, no. 2 (April 19, 2022): 269–77. http://dx.doi.org/10.6018/analesps.461771.

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Self-regulation is a basic skill that can prevent problematic Internet and smartphone use in adolescence (LaRose et al., 2003). The present study explored regulation strategies in the use of this device, as well as the relationships between such strategies and the background variables of Caplan's (2010) model, to identify those adolescents who present high or low negative consequences of Internet use. With a representative sample of adolescents from 1st to 4th year of secondary education in the Community of Madrid (N = 524, Mage= 13.57, SD= 1.24, Range= 12-17), our results indicated that parents were the ones who regulated smartphone use in about half of the adolescents. Self-regulation deficit with cognitive rumination, parent intervention to regulate the use of this device and the variables of Caplan’s (2010) model -except for online emotional regulation- were significant predictors to identify those adolescents who showed high or low negative consequences. Educational implications and future lines of research are also discussed La autorregulación constituye una habilidad básica que puede prevenir el uso problemático de internet y del smartphone en la etapa adolescente (LaRose et al., 2003). El presente estudio explora las estrategias de regulación del uso de este dispositivo, así como las relaciones de tales estrategias y de las variables antecedentes del modelo de Caplan (2010) para identificar a aquellos adolescentes que presentan altas o bajas consecuencias negativas del uso de internet. Con una muestra representativa de adolescentes de 1º a 4º de la ESO de la Comunidad de Madrid (N = 524, Medad = 13.57, DT = 1.24, Rango = 12-17), nuestros resultados apuntaron a que son los padres los que regulaban el uso del smartphone en cerca de la mitad de los adolescentes. El déficit de autorregulación con rumiación cognitiva, la intervención de los padres para regular el uso de este dispositivo y las variables del modelo de Caplan (2010) –excepto la regulación emocional online- fueron predictores significativos para identificar a aquellos adolescentes que mostraban altas o bajas consecuencias negativas. Las implicaciones educativas y las futuras líneas de investigación son resaltadas.

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Matsushima, Rumi, and Kunio Shiomi. "SOCIAL SELF-EFFICACY AND INTERPERSONAL STRESS IN ADOLESCENCE." Social Behavior and Personality: an international journal 31, no. 4 (January 1, 2003): 323–32. http://dx.doi.org/10.2224/sbp.2003.31.4.323.

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The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.

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Bonn, Marta. "Book Review: Coping and Self-Concept in Adolescence." South African Journal of Psychology 22, no. 1 (March 1992): 35–36. http://dx.doi.org/10.1177/008124639202200108.

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Feldman, Brian. "Identity, sexuality and the self in late adolescence." Journal of Analytical Psychology 41, no. 4 (October 1996): 491–507. http://dx.doi.org/10.1111/j.1465-5922.1996.00491.x.

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Shapka, Jennifer D., and Daniel P. Keating. "Structure and Change in Self-Concept During Adolescence." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 37, no. 2 (April 2005): 83–96. http://dx.doi.org/10.1037/h0087247.

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Sebastian, Catherine, Stephanie Burnett, and Sarah-Jayne Blakemore. "Development of the self-concept during adolescence." Trends in Cognitive Sciences 12, no. 11 (November 2008): 441–46. http://dx.doi.org/10.1016/j.tics.2008.07.008.

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Hoffman, Michael A., Varda Ushpiz, and Rachel Levy-Shiff. "Social support and self-esteem in adolescence." Journal of Youth and Adolescence 17, no. 4 (August 1988): 307–16. http://dx.doi.org/10.1007/bf01537672.

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Tommasi, Marco, Paola Grassi, Michela Balsamo, Laura Picconi, Adrian Furnham, and Aristide Saggino. "Correlations Between Personality, Affective and Filial Self-Efficacy Beliefs, and Psychological Well-Being in a Sample of Italian Adolescents." Psychological Reports 121, no. 1 (July 27, 2017): 59–78. http://dx.doi.org/10.1177/0033294117720698.

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Adolescence is a critical period for the emergence of a balanced personality in adults. Extraversion, neuroticism, and affective self-efficacy beliefs in emotion regulation showed to be good predictors of psychological well-being in adolescents. We analyzed the association between affective self-efficacy beliefs, personality traits, and psychological well-being of 179 Italian adolescents. We also analyzed the connection between adolescents’ filial self-efficacy beliefs and psychological well-being and possible moderating effects of self-efficacy beliefs on personality traits. Results show that extraversion, neuroticism, and self-efficacy beliefs in emotion regulation are correlated with psychological well-being, while filial self-efficacy does not. Self-efficacy beliefs do not show significant moderating effects on personality traits, even if self-efficacy beliefs in expressing positive emotions reduce negative characteristics of individuals with high level of psychoticism.

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Caprara, Gian Vittorio, Maria Gerbino, Marinella Paciello, Laura Di Giunta, and Concetta Pastorelli. "Counteracting Depression and Delinquency in Late Adolescence." European Psychologist 15, no. 1 (January 2010): 34–48. http://dx.doi.org/10.1027/1016-9040/a000004.

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A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.

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Schei, Jorun, Torunn Stene Nøvik, Per Hove Thomsen, Stian Lydersen, Marit S. Indredavik, and Thomas Jozefiak. "What Predicts a Good Adolescent to Adult Transition in ADHD? The Role of Self-Reported Resilience." Journal of Attention Disorders 22, no. 6 (September 23, 2015): 547–60. http://dx.doi.org/10.1177/1087054715604362.

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Objective: ADHD is a disorder associated with impairment and comorbid psychiatric problems in young adulthood; therefore, factors that may imply a more favorable outcome among adolescents with ADHD are of interest. Method: This study used a longitudinal design to assess whether adolescent personal resilience characteristics during adolescence protected against psychosocial impairment, depression, and anxiety 3 years later. Self-reported protective factors were used as baseline measures in the assessment of 190 clinically referred adolescents with ADHD. A semi-structured diagnostic interview was performed at the follow-up. Results: In a group of youth with ADHD, personal resilience characteristics were associated with better psychosocial functioning in young adulthood, and less depression and anxiety. Conclusion: Although further research is needed, these results indicate that personal resilience characteristics may be protective factors in the transitional period from adolescence to early adulthood.

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Blustein, David L., and Donna E. Palladino. "Self and Identity in Late Adolescence." Journal of Adolescent Research 6, no. 4 (October 1991): 437–53. http://dx.doi.org/10.1177/074355489164005.

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Lépée, Morgane. "« WOW » Un programme pour développer la compétence d’émerveillement et aider les adolescents à trouver un sens à leur vie en nature." Cortica 1, no. 1 (March 21, 2022): 196–218. http://dx.doi.org/10.26034/cortica.2022.1948.

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Dans notre monde moderne, les adolescents sont confrontés à un manque de sens et à une déconnexion croissante à la nature. Ces phénomènes peuvent conduire à la dépression et à des comportements suicidaires. La connexion à la nature et la recherche de sens sont des facteurs importants de bien-être. Les progrès de la science de l’émerveillement ont permis de placer cette émotion comme médiateur entre la nature et le sens. L’émerveillement, en tant qu'émotion d’auto-transcendance suscitée principalement dans la nature, a le potentiel de transformer la vie des adolescents en apportant du sens à leur existance. Dans le contexte de la psychologie positive, l’émerveillement est une compétence de vie qui, par la formation et la pratique, peut aider les adolescents à surmonter les difficultés de la vie quotidienne et améliorer leur bien-être.L'objectif de ce projet "Cortica Journal Club" est d'exploiter les résultats des recherches existantes sur l’émerveillement et l'adolescence pour créer un programme de formation visant à développer cette compétence de vie chez les adolescents. Conçu sur une durée de 26 jours, le programme est un outil d'auto-assistance pour développer la connexion à la nature, l'aptitude à l’émerveillement, et accroître le sens et le bien-être. En développant et en cultivant cette capacité d’émerveillement, les adolescents pourront obtenir une protection contre les maladies mentales et un chemin vers le bien-être Mots clés : émerveillement, cerveau, adolescence, nature, psychologie positive. Abstract In our modern world, teenagers face a lack of meaning and a growing disconnection from nature. These phenomena can lead to depression and suicidal behavior. The connection to nature and the search for meaning are important factors of well-being. Advances in the science of wonder have made it possible to place this emotion as a mediator between nature and meaning. Wonder, as an emotion of self-transcendence elicited primarily in nature, has the potential to transform the lives of adolescents by bringing meaning to their existence. In the context of positive psychology, wonder is a life skill that, through training and practice, can help adolescents overcome the difficulties of everyday life and improve their well-being. The goal of this « Cortica Journal Club » is to leverage existing research findings on wonderment and adolescence to create a training program aimed at developing this life skill in adolescents. Designed over a period of 26 days, the program is a self-help tool to develop connection to nature, the ability to wonder, and increase meaning and well-being. By developing and cultivating this capacity for wonder, teens can gain protection from mental illness and a path to well-being Keywords: wonder, brain, adolescence, nature, positive psychology.

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Matsushima, Rumi, and Kunio Shiomi. "SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS." Social Behavior and Personality: an international journal 30, no. 5 (January 1, 2002): 515–25. http://dx.doi.org/10.2224/sbp.2002.30.5.515.

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Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

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Bourcet, Claude. "Self-evaluation and school adaptation in adolescence." European Journal of Psychology of Education 13, no. 4 (December 1998): 515–27. http://dx.doi.org/10.1007/bf03173102.

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DuBois, David L., and Barton J. Hirsch. "Self-Esteem in Early Adolescence:." Journal of Early Adolescence 20, no. 1 (February 2000): 5–11. http://dx.doi.org/10.1177/0272431600020001001.

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Morosanova, Varvara I., Tatiana G. Fomina, and Irina N. Bondarenko. "The Dynamics of the Interrelationships between Conscious Self-regulation, Psychological Well-being and School-related Subjective Well-being in Adolescents: A Three-year Cross-lagged Panel Study." Psychology in Russia: State of the Art 14, no. 3 (2021): 34–49. http://dx.doi.org/10.11621/pir.2021.0303.

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Background. Recently, research on psychological well-being and its dynamics and predictors in adolescence, has gained special attention, due to the importance of well-being for mental and physical health, as well as for success in different activities. Self-regulation (SR) is considered a significant resource for maintaining psychological and school-related subjective well-being. Objective. The purpose of our study was to identify the role of conscious SR in maintaining pupils’ satisfaction with school life, and to assess the contribution of conscious SR to the development of psychological well-being in adolescence. Design. Two three-year longitudinal studies were carried out on samples of young adolescents in Russian schools (N=148; N=132; 10–13 years). The studies utilized methods for assessing conscious SR, psychological well-being (PWB), and school-related subjective well-being (SWB), the latter being the cognitive component of life satisfaction. Results. Our research revealed differences in the dynamics of PWB and SWB levels in adolescents during their transition from primary to basic secondary school. It also identified the specifics of longitudinal relationships between conscious SR, PWB, and SWB in adolescence. We showed that there was a reciprocal relationship between them. However, the most significant cross-longitudinal effects were established between SR and school-related SWB. These effects changed over time: at the beginning, well-being acted as a significant factor of self-regulation, while later self-regulation acted as a significant resource for maintaining adolescent well-being in the subsequent years. Conclusion. School-related SWB is characterized by the most pronounced trajectory of change, while PWB is characterized by greater stability and insignificant growth. Our three-year longitudinal study demonstrated that the link between selfregulation and well-being is consistently reproduced. Conscious self-regulation is a significant resource for both the psychological and school subjective well-being of adolescents.

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Tetzner, Julia, Michael Becker, and Kai Maaz. "Development in multiple areas of life in adolescence." International Journal of Behavioral Development 41, no. 6 (August 26, 2016): 704–13. http://dx.doi.org/10.1177/0165025416664432.

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This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We used a large German longitudinal study ( N = 7,977; mean age at t1= 13.5 years) with three measurement points over a period of four years (start of seventh grade, end of seventh grade, end of tenth grade). Cross-lagged panel and multi-group models revealed seven main findings: (1) We found general positive associations between academic achievement, perceived peer acceptance, and self-esteem. (2) Higher academic achievement predicted higher self-esteem, but not vice versa. (3) Self-esteem and peer acceptance showed mutual associations, but only in older adolescents between the end of seventh and end of tenth grades. (4) Peer acceptance slightly predicted lower levels of academic achievement in students on the non-academically oriented track. (5) The results held for both girls and boys, but (6) changed over the course of adolescence and (7) differed between school types. Taken together, our findings offer comprehensive insight into the relations between salient developmental tasks in adolescence.

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Busching, Robert, and Barbara Krahé. "The Contagious Effect of Deviant Behavior in Adolescence." Social Psychological and Personality Science 9, no. 7 (October 13, 2017): 815–24. http://dx.doi.org/10.1177/1948550617725151.

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This article investigated how the development of deviant behavior in adolescence is influenced by the variability of deviant behavior in the peer group. Based on the social information-processing (SIP) model, we predicted that peer groups with a low variability of deviant behavior (providing normative information that is easy to process) should have a main effect on the development of adolescents’ deviant behavior over time, whereas peer groups in which deviant behavior is more variable (i.e., more difficult to process) should primarily impact the deviant behavior of initially nondeviant classroom members. These hypotheses were largely supported in a multilevel analysis using self-reports of deviant behavior in a sample of 16,891 adolescents in 1,308 classes assessed at two data waves about 1-year apart. The results demonstrate the advantages of studying cross-level interactions to clarify the impact of the peer environment on the development of deviant behavior in adolescence.

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Downey, Vicki Wessman, and Richard G. Landry. "Self-Reported Sexual Behaviors of High School Juniors and Seniors in North Dakota." Psychological Reports 80, no. 3_suppl (June 1997): 1357–58. http://dx.doi.org/10.2466/pr0.1997.80.3c.1357.

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The period of adolescence is characterized as a time of experimentation during which adolescents may engage in adult behavior in the absence of understanding the consequences of these behaviors. The purpose of this study was to examine the self-reported sexual behaviors of late adolescent junior and senior high school students ( N = 7,699). The study indicated a significantly high and disconcerting frequency of self-reported risk-taking sexual behavior.

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Arslan, Coşkun. "Anger, self-esteem, and perceived social support in adolescence." Social Behavior and Personality: an international journal 37, no. 4 (May 1, 2009): 555–64. http://dx.doi.org/10.2224/sbp.2009.37.4.555.

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A survey model was used with 499 students between 16 and 18 years of age to investigate associations between perceived social support, self-esteem, trait anger, and anger expression revealed by the Perceived Social Support scale - Revised (Yıldırım, 2004), the Rosenberg Self-Esteem Scale (Rosenberg, 1965; Turkish version Cuhadaroglu, 1986), and the Trait Anger and Anger Expression Scale (Spielberger, Jacobs, Russell, & Craine, 1983) translated and adapted by Ozer (1994). Pearson product-moment correlation coefficients were determined. There was a significant negative relationship among anger expression and the social support and trait anger perceived from family and teachers, and between self-esteem and trait anger. However, there was no significant relationship between peer support and trait anger, anger-in, anger-out, and anger control; nor was there a significant relationship between self-esteem, anger-in, and anger-out. We also identified a significant positive relationship between self-esteem and anger control, and between self-esteem and the social support received from family and teachers.

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Rubtsova, O. V., T. A. Poskakalova, and E. I. Shiryaeva. "Features of On-Line Behavior in Adolescents with Different Levels of Self-Concept Clarity." Психологическая наука и образование 26, no. 4 (2021): 20–33. http://dx.doi.org/10.17759/pse.2021260402.

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The article presents the results of an empirical study, focusing on the association between self-concept clarity, online behavior and self-presentation in adolescence. The study was conducted in the framework of the research project “Digital Portrait of Contemporary Adolescents”, operated by the Center for Inter- disciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education. The data was collected in February 2020. 52 adolescents, studying in School № 27 in Mitischi (Russia, Moscow Region) took part in the survey. The following methods were used: Self-Concept Clarity Scale (SCCS, J. Campbell); The Presentation of Online Self-Scale (POSS, C. Fullwood); Face- book Intensity Scale (FIS, N.B. Ellison); Chen Internet Addiction Scale (CIAS, S.W. Chen); Online Activity Questionnaire (O.V. Rubtsova, T.A. Poskaklova). Data shows that strategies of adolescents’ interaction and self-presentation in social networks relate to their self-concept clarity. Adolescents with low self-concept clarity tend to experiment in virtual space: they often provide inaccurate information about themselves and create numerous cyber-identities. This group of adolescents is also inclined to risky online behavior and Internet-addiction. All these indicators improve with the increase of self-concept clarity. The data testifies that contemporary adolescents use social networks as platforms for experimenting (e.g. with roles), in the process of which they resolve important age challenges, related to the development of agency and formation of self-concept.

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Krstic, Ksenija. "Self concept and adolescents' representations of significant others' images of them." Psihologija 41, no. 4 (2008): 539–53. http://dx.doi.org/10.2298/psi0804539k.

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The main idea for this research is based on the assumptions of social interactionism. Adolescents representations of how they parents and friends see them are examined on the sample of 499 adolescents (12/13 i 16/17 years). In the structure of these representations EFA extracted five (for parents) and four dimensions (for friends): 1. prosociality, 2. sociability, 3. character and ambitiosness, 4. bed temper, and 5. maturity. First four dimensions have the same meaning in the booth structures, and they are equivalent to the dimensions of adolescents self-concept. Structures of these representations do not change between two examined ages. Canonical correlation showed that adolescents representations of how significant others see them, have influence on their self-concept, and that during the period of middle adolescence, information from peers are more significant.

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Le Breton, David. "Understanding Skin-cutting in Adolescence." Body & Society 24, no. 1-2 (March 13, 2018): 33–54. http://dx.doi.org/10.1177/1357034x18760175.

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Adolescents are said to be, figuratively speaking, thin-skinned. But their thin-skinnedness is also real: both ambivalent and ambiguous, the border between self and other is, for many young people, a source of constant turmoil. The recourse to bodily self-harm is a means of dealing with this turmoil and the feelings of powerlessness it generates. Drawing on extensive semi-structured interviews conducted over the course of the last twenty years, this article explores the experiences of adolescents who engage in self-cutting. A deliberate and controlled use of pain, this ‘symbolic homeopathy’ – that is, harming oneself to feel less pain – acts as a defence against externally imposed suffering. Far from being destructive, self-harm practices can paradoxically be understood as survival techniques. Part of a long-term, ongoing project investigating adolescent risk-taking, this article seeks to better understand the experiences of teens who injure themselves through skin-cutting.

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Journal articles on the topic 'Self-actualization (Psychology) in adolescence'

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