Lists
Lists
Moneta, Giovanni B., Schneider, Barbara and Csikszentmihalyi, Mihaly (2014) A longitudinal study of the self-concepts and experiential components of self-worth and affect across adolescence. In: Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi. Springer, New York, pp. 407-435. ISBN 978-94-017-9093-2
Classic theories depict adolescence as a period of emotional "storm and stress". Empirical evidence, mostly from cross-sectional studies, suggests that emotional development presents a mixture of continuity, swings, and resilience. We examined longitudinally the average grade trends in components of self-concept and experiential components of self-worth and affect across adolescence. We followed 1,165 6th through 12th graders for 4 years using a 3-wave, accelerated longitudinal design. Participants completed self-concept scales (global self-esteem and locus of control), and the Experience Sampling Method, which provided daily self- reports on self-worth (living up to one’s own expectations, to the expectations of others, feeling successful, and feeling in control of the situation) and affect (feeling good about oneself and feeling happy). Multilevel modeling indicated that both self-esteem and locus of control grow linearly over time. Self-worth components of experience showed a concave-up trend bottoming around Grade 10, suggesting a pubertal swing and partial readjustment by the end of adolescence. Affect declined quadratically across adolescence. Compared to White students, less positive grade trends were found for Hispanics, Asian Americans, and adolescents from nontraditional families. A mixed pattern emerged for African Americans. Behind the stable growth of components of self-concept, adolescents experience a certain degree of discontinuity as to how they evaluate their capability to meet everyday life demands and their affect declines. The modifications in grade trends due to ethnicity and family structure call for studies on the possible influence exercised by family processes and school environments.
![[thumbnail of [C8] Self-Concept and Experiential Self-Worth (AAM).doc]](https://repository.londonmet.ac.uk/style/images/fileicons/text.png "[C8] Self-Concept and Experiential Self-Worth (AAM).doc")
 |
View Item |