CORRELATES OF SELF-ESTEEM IN PREADOLESCENCE
(THE ROLE OF GENDER)
By
Author
Presented To
Department of Sociology
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
11 Introduction 5
111 TheConceptofSelf 5
112 Distinction Between Self-Concept and Self-Esteem 6
12 The Psychoanalytic Approach to the Roots of Self-Esteem 7
121 At the Roots of Self-Esteem 7
122 The Identification Process and Self-Esteem 9
13 The Symbolic I nteractionist Approach 11
131 James' Formulation 11
132 Cooley's "Looking-Glass-Self" 13
133 Mead's Theory of the Social Nature of the Self 14
14 Approaches to Self-Esteem from Specific Topical Treatments 17
15 Coopersmith's and Rosenberg's Alternative Approaches 21
16 The Sociological Position 24
CHAPTER Il 29
EMPIRICAL RESEARCH
21 Social and Demographic Variables 29
211 Socioeconomic Status and Self-Esteem 30
212 Age and Self-Esteem 30
213 Gender and Self-Esteem 32
22 Personal Characteristics of the Child 34
221 Physical Individuality and Self-Esteem 34
222 Environmental Influences and Self-Esteem 37
23 Variables in the Family Context 39
231 Family Relationships and Self-Esteem 40
232 Family Functioning and Self-Esteem 41
233 Child Rearing Practices and Self-Esteem 42
234 Parental Support and Self-Esteem 44
24 Variables in the School Context 45
241 The Teacher and the Pupil's Self-Esteem 45
242 Academic Achievement and Self-Esteem 46
243 Locus of Control and Self-Esteem 47
2 44 Peers and Self-Esteem 48
25 Specific Adverse Conditions 50
251 Developmental Difficulties and Self-Esteem 50
252 Child Abuse and Self-Esteem 51
253 Problem Behaviour and Self-Esteem 53
254 Life Events and Self-Esteem 54
26 The Moderating Function of Self-Esteem to Stress 57
261 Resilience and Self-Esteem 57
262 Self-Esteem and Depression 59
27 Overview 60
CHAPTER lii
METHODS AND MEASURES 63
31 Hypotheses 63
32 Instruments 65
321 Measuring Children's Levels of Self-Esteem 65
322 Measuring Perceived Social Support 66
323 Locating the Locus of Control 67
324 Measuring Confidence in Significant Others 68
325 Measuring Family Functioning 68
326 Measuring the Impact of Life-Events 70
327 Measuring Behavioural Problems 71
328 Measuring Mother's Appraisals 73
329 Sociodemographic Variables 74
33 Sampling procedure 75
CHAPTER IV
ANALYZING THE RESULTS 78
41 Sample Description 78
411 Variables Related to the Child 78
412 Variables Related to the Parents 79
413 Sociodemographic Variables 79
414 School Mark, Quantity and Quality of the Father's
Involvement with the Child's Activities 79
415 Self-Esteem: Means Scores 80
416 Individual Qualities of the Child 81
417 Child's Behaviour Problems 82
418 Locus of Control Social Support and Life Events 82
419 Family Functioning 83
42 Correlations with Self-Esteem 83
421 Variables of the Child 83
422 Parental Variables 83
423 Father's Involvement with the Child's Activities 84
424 Behaviour Problems 84 *
425 Locus of Control, Social Support and Life Events 84
426 Child's Individual Qualities and Distance of Mother
and Child from Mother's Ideal Self 84
427 Cohesion, Adaptability and Satisfaction with
Family Functioning 85
428 Correlations Between Differences of Mother-Child
Ratings on Family Functioning 85
429 The Child's Confidence to Significant Others 86
43 Interactions
44 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
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