Abstract
The purpose of the present thesis is to investigate the correlates of self-esteem in
pre-adolescence. In addition, the thesis aims to identify certain gender-specific
factors which may differentiate girls and boys with respect to levels of self-esteem.
The sample in this research derived from eight public elementary schools situated
at an average socioeconomic level district of Athens. It comprises 147 6" grade
pupils of both sexes and 103 mothers. Children were administered the relevant
questionnaires during two regular work periods in the normal classroom. The mothers
were contacted by telephone and those who agreed to participate completed relevant
questionnaires at home. Among the factors which were examined were:
the child's perceptions as regards beliefs of control and social support, the presence
of stressful events in children's lives, behaviour problems in children at home and
school, individual physical and social qualities of children, as assessed by the mother,
and father's involvement with children's everyday activities. Further, the quality of
family functioning as perceived by both the mother and child. Finally,
sociodemographic variables referring to certain characteristics of the family, such as
structure and socioeconomic status, and children's characteristics, such as weight
height and physical health. Results indicate that externality of locus of control is the
factor which correlates most strongly with self-esteem and this applies for both sexes.
Lack of social support, mother's age and the child's satisfaction with family functioning
are also influential. Weaker correlations were observed between a child's self-esteem
and the child's perception of family cohesion, the distance between mother's ideal
self and mother's image of the child, the mother's viewing the child as lacking
effectiveness, the mother's perception of family adaptability and the average score
of negative events in the child's life. Results from separate analyses among boys
and girls are discussed.
CONTENTS
INTRODUCTION
Research Problems and Aims 2
CHAPTER I.
CONCEPTUAL FRAMEWORK AND THEORETICAL ISSUES 5
1.1 Introduction 5
1.1.1 TheConceptofSelf 5
1.1.2 Distinction Between Self-Concept and Self-Esteem 6
1.2 The Psychoanalytic Approach to the Roots of Self-Esteem 7
1.2.1 At the Roots of Self-Esteem 7
1.2.2 The Identification Process and Self-Esteem 9
1.3 The Symbolic I nteractionist Approach 11
1.3.1 James' Formulation 11
1.3.2 Cooley's "Looking-Glass-Self" 13
1.3.3 Mead's Theory of the Social Nature of the Self 14
1.4 Approaches to Self-Esteem from Specific Topical Treatments 17
1.5 Coopersmith's and Rosenberg's Alternative Approaches 21
1.6 The Sociological Position 24
CHAPTER Il. 29
EMPIRICAL RESEARCH
2.1 Social and Demographic Variables 29
2.1.1 Socioeconomic Status and Self-Esteem 30
2.1.2 Age and Self-Esteem 30
2.1.3 Gender and Self-Esteem 32
2.2 Personal Characteristics of the Child 34
2.2.1 Physical Individuality and Self-Esteem 34
2.2.2 Environmental Influences and Self-Esteem 37
2.3 Variables in the Family Context 39
2.3.1 Family Relationships and Self-Esteem 40
2.3.2 Family Functioning and Self-Esteem 41
2.3.3 Child Rearing Practices and Self-Esteem 42
2.3.4 Parental Support and Self-Esteem 44
2.4 Variables in the School Context 45
2.4.1 The Teacher and the Pupil's Self-Esteem 45
2.4.2 Academic Achievement and Self-Esteem 46
2.4.3 Locus of Control and Self-Esteem 47
2.4.4 Peers and Self-Esteem 48
2.5 Specific Adverse Conditions 50
2.5.1 Developmental Difficulties and Self-Esteem 50
2.5.2 Child Abuse and Self-Esteem 51
2.5.3 Problem Behaviour and Self-Esteem 53
2.5.4 Life Events and Self-Esteem 54
2.6 The Moderating Function of Self-Esteem to Stress 57
2.6.1 Resilience and Self-Esteem 57
2.6.2 Self-Esteem and Depression 59
2.7 Overview 60
CHAPTER lii.
METHODS AND MEASURES 63
3.1 Hypotheses 63
3.2 Instruments 65
3.2.1 Measuring Children's Levels of Self-Esteem 65
3.2.2 Measuring Perceived Social Support 66
3.2.3 Locating the Locus of Control 67
3.2.4 Measuring Confidence in Significant Others 68
3.2.5 Measuring Family Functioning 68
3.2.6 Measuring the Impact of Life-Events 70
3.2.7 Measuring Behavioural Problems 71
3.2.8 Measuring Mother's Appraisals 73
3.2.9 Sociodemographic Variables 74
3.3 Sampling procedure 75
CHAPTER IV.
ANALYZING THE RESULTS 78
4.1 Sample Description 78
4.1.1 Variables Related to the Child 78
4.1.2 Variables Related to the Parents 79
4.1.3 Sociodemographic Variables 79
4.1.4 School Mark, Quantity and Quality of the Father's
Involvement with the Child's Activities 79
4.1.5 Self-Esteem: Means Scores 80
4.1.6 Individual Qualities of the Child 81
4.1.7 Child's Behaviour Problems 82
4.1.8 Locus of Control Social Support and Life Events 82
4.1.9 Family Functioning 83
4.2 Correlations with Self-Esteem 83
4.2.1 Variables of the Child 83
4.2.2 Parental Variables 83
4.2.3 Father's Involvement with the Child's Activities 84
4.2.4 Behaviour Problems 84 *
4.2.5 Locus of Control, Social Support and Life Events 84
4.2.6 Child's Individual Qualities and Distance of Mother
and Child from Mother's Ideal Self 84
4.2.7 Cohesion, Adaptability and Satisfaction with
Family Functioning 85
4.2.8 Correlations Between Differences of Mother-Child
Ratings on Family Functioning 85
4.2.9 The Child's Confidence to Significant Others 86
4.3 Interactions
4.4 Multiple Regression
CHAPTER V.
DISCUSSING THE RESULTS
CHAPTER VI.
DISCUSSION
(a) Linking Main Findings to Theoretical Underpinnings
(b) The Greek Social Context
(c) Evaluating the Research
(d) Further Research
Summary of the Findings
References
.
