SELF ESTEEM IN DEVELOPMENT--A PSYCHOSOCIAL MODEL

发展中的自尊——社会心理模型

• 批准号: 2890737
• 负责人: DAVID L DUBOIS
• 金额: $ 8.09万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-06-01 至 2002-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2890737
• 关键词: academic achievement; adolescence (12-20); behavioral /social science research tag; clinical research; depression; developmental psychology; education evaluation /planning; emotional adjustment; ethics; high risk behavior /lifestyle; human subject; identity; interview; middle childhood (6-11); model design /development; parents; psychological models; psychological values; questionnaires; schools; self concept; social adjustment; social model; statistics /biometry

DESCRIPTION (Adapted from applicant's abstract): Using a psychosocial model of youth self-esteem, this application proposes (a) a 2-year, four-wave prospective study of self-esteem and its psychological, ecological, and adaptive correlates during the transition from childhood to adolescence and (b) the design of a prevention program to enhance self-esteem and reduce rates of disorder among young adolescents. The sample (n = 400) for the prospective study will consist of equal sized cohorts of preadolescents (5th/6th grade) and early adolescents (7th/8th grade), with stratified sampling for gender, race/ethnicity, and family low-income status. Youths will be assessed during the fall and spring semesters of two consecutive school years using measures of self-esteem, ecological experiences (social support, positive/negative events, extracurricular involvements), self-system processes (self-concept, self-standards, self-values), and adaptation (emotional, behavioral, academic). Semi-structured interviews will be conducted with a subsample of youths (n = 32) selected for low and high self-esteem. Specific aims are to: (1) investigate change and stability in self-esteem during pre-adolescence and early adolescence, including both longitudinal trajectories and short-term (day-to-day) lability in feelings of self-worth; (2) further validate and refine the PI's psychosocial model, including the relationship of self-esteem to (a) experiences in primary domains of development (i.e., school, peers, and family), (b) conceptually-related aspects of the self-system (i.e., content-specific evaluations of the self, descriptive views of the self, standards for the self, self-values, and racial/ethnic identity), and (c) socioemotional and academic adjustment, including transactional (bi-directional) patterns of linkage and both depression and specific health-risk and problem behaviors; and (3) address methodological limitations of prior research through the use of a multiple wave prospective design, a demographically diverse sample of youth, multidimensional measures of trait and state aspects of self-esteem, multi-source assessments of self-esteem and adaptive outcomes, structural modeling with latent variables, and qualitative interview data to augment quantitative measurements. Specific aims of the second component of the research are to: (1) design an esteem-enhancement program for older children and young adolescents that is grounded solidly in relevant theory and empirical knowledge, including the findings of the proposed prospective study; (2) enhance and refine the design of the program through consultation with leading scientists in the prevention area, feedback from administrators with expertise in youth program development, and focus groups/informal piloting with youth, parents, and teachers; and (3) plan a grant-funded (competing continuation) experimental study of the program's effectiveness.

描述（改编自申请人的摘要）：使用社会心理模型 该申请的青年自尊心提议（a）2年，四波 对自尊的前瞻性研究及其心理，生态和 从童年到青春期的过渡期间的自适应相关 （b）预防计划的设计，以增强自尊心并减少 年轻青少年的混乱率。 样本（n = 400） 前瞻性研究将由相等尺寸的前群组组成 （5/6年级）和早期青少年（7/8年级），分层 为性别，种族/种族和家庭低收入地位取样。 年轻人 将在两个连续的秋季和春季学期中进行评估 使用自尊心，生态经验的度量（社会）的学年 支持，正/负面事件，课外参与）， 自我概念，自我标准，自我价值）和自我系统过程 适应（情感，行为，学术）。 半结构化访谈 将与选择低的青年子样本（n = 32）进行 高自尊心。 具体目的是：（1）调查自尊的变化和稳定性 在青春期前和青春期早期，包括纵向 自我价值感中的轨迹和短期（日常）不稳定； （2）进一步验证和完善PI的社会心理模型，包括 自尊与（a）在主要领域的经历 发展（即学校，同龄人和家庭），（b）与概念有关的 自我系统的各个方面（即对自我的特定内容评估， 自我的描述性观点，自我的标准，自我价值和 种族/族裔身份）和（c）社会情感和学术调整， 包括链接的交易（双向）模式 抑郁和特定的健康风险和问题行为； （3）地址 通过使用多重研究的方法论局限性 波浪前瞻性设计，一个人口统计学多样的青年样本， 自尊的特质和状态方面的多维衡量， 自尊和适应性结果的多源评估，结构性评估 使用潜在变量和定性访谈数据进行建模以增加 定量测量。 第二部分的具体目标 研究是：（1）为老年人设计一个尊重增强计划 牢固地基于相关理论的儿童和青少年 和经验知识，包括拟议的潜在的发现 学习; （2）通过咨询来增强和完善计划的设计 与预防领域的主要科学家一起，管理员的反馈 具有青年计划开发方面的专业知识，焦点小组/非正式 与青年，父母和老师一起驾驶； （3）计划赠款 （竞争连续）对计划有效性的实验研究。