Self-evaluation Of Adolescents Research Articles

‘I am tired, sad and kind’: self-evaluation and symptoms of depression in adolescents

IntroductionAlthough self-evaluation i.e., negative perceptions of the self is a common depression symptom in adolescents, little is known about how this population spontaneously describe their self and available data on adolescent self-evaluation is limited. This study aimed to generate and report on a list of words used by healthy adolescents and those with elevated depression symptoms to describe their self-evaluation. Linguistic analysis (LIWC) was then used to compare self-evaluation between the two groups.MethodsAdolescents aged 13–18 years (n = 549) completed a measure of depression symptoms (the Mood and Feelings Questionnaire) and a measure of self-evaluation (the Twenty Statements Test). Responses were then collated and presented in a freely accessible resource and coded using Linguistic Inquiry Word Count (LIWC) analysis.ResultsSelf-evaluation words generated by adolescents were uploaded to a publicly accessible site for future research: https://doi.org/10.15125/BATH-01234. Adolescents with elevated depression symptoms described themselves as ‘Tired’ and ‘Sad’ more than healthy adolescents. However, there was no difference between groups in respect to their use of specific positive, prosocial self-evaluation ‘words’ (i.e., ‘Caring’ and ‘Kind). Following Linguistic Inquiry Word Count (LIWC) analysis, adolescents with elevated depression symptoms generated significantly more words than healthy adolescents, generated more words classified as negative emotion, anxiety and sadness and generated fewer words classified positive emotion than healthy adolescents.ConclusionsAs predicted by the cognitive model of depression, our findings suggest that adolescents with elevated symptoms of depression generated more negative self-evaluation words than healthy adolescents; however they also generated prosocial positive self-evaluation words at the same rate as non-depressed adolescents. These novel data therefore identify an ‘island’ of resilience that could be targeted and amplified by psychological treatments for adolescent depression, and thus provide an additional technique of change.

The effects of depression tendency and social comparison on adolescent self-evaluation

According to current research, the electrophysiological responses to self evaluation are influenced by social comparison. Using the event-related potential (ERP), we explored the neural mechanisms of the self evaluation of a depression tendency using a social comparison (stranger-result). The subjects engaged in a two-person, money game task with a stranger. The behavioral results showed that the subjects were more satisfied with self-win than with self-loss, and the self-result regarding satisfaction was unaffected by a depression tendency or a stranger-result. The electroencephalogram (EEG) results showed that as self-result, self-win induced a larger P2, a smaller feedback-related negativity (FRN), and a larger P3 than self-loss; the self-result effect was influenced by a depression tendency and a stranger-result in the early and middle latency windows, respectively, and affected by a stranger-result in the later latency window; the non-depression tendency (NDT) group induced a larger P2 than the depression tendency (DT) group; a stranger-loss induced a larger P2 and P3 than a stranger-win in self-loss; a stranger-win induced a larger P2 and P3 than a stranger-loss in self-win; the DT group was the same as the NDT group in self-loss; the DT group induced a larger FRN than the NDT group in self-win. Our research indicates that the self evaluation is affected by a depression tendency and stranger-result respectively, and in the two-person game, the subjective report of the subjects contains a certain degree of concealment.

Self-Reported and Parental Assessments of Internet Gaming Disorder, and Their Accordance with DSM-5 Criteria in a Clinical Relevant Population.

Internet gaming disorder (IGD) is of growing importance as a research field and in clinical settings, as documented by the inclusion of the diagnosis in Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the preliminary International Classification of Diseases. Studies using screening tools to assess IGD and comparison with expert evaluations in clinical relevant populations are rare. Furthermore, concerned parents are often the first source of information in clinical practice, and their assessment of addictive behavior often differs widely from their child's self-evaluation. In two studies (N = 95) we investigated the usefulness of the Internet Addiction Test (IAT) and the Compulsive Internet Use Scale (CIUS) with adolescents at risk of IGD, either in parental company (Study 1) or alone (Study 2). Self-reported assessments on the scales were compared with parental ratings (only Study 1) and an expert face-to-face evaluation according to DSM-5 (both studies). We found higher correlations between expert evaluations of IGD criteria and screening scores for self-reported compared with parental ratings. Quality of categorization into persons with and without IGD confirmed that parental assessments were not conclusive in this setting. In this context, different cutoff values, sensitivity, and specificity for the screening instruments are discussed. We conclude that IAT and CIUS provide tentative usefulness for self-evaluation of adolescents at risk of IGD, and suggestions for using different cutoff scores for varying purposes are provided. In our study, parental assessments on the screening tools lead to an overestimation of IGD and are, therefore, not recommended as a sole source of information in clinical settings.

Связь коммуникативной активности и самооценки подростков поколения

The article presents the results of an empirical study of relation between the communicative activity and self-evaluation of teenagers (n = 85), whose personality development takes place in the information society and allows us to characterize modern adolescents as generation Z («digital» generation). Communicative activity is considered as the willingness and ability of a person to interpersonal interaction, the outgoing desire to implement the functions of the subject of communication. The authors have analyzed theoretical information about the self-evaluation and communicative activity of adolescents. The communicative activity of adolescents of generation Z is characterized by a wide range: from self-centeredness and minimal involvement in communication, to the desire to maximize the range of social contacts as in real communication, so in communication mediated by technical means. The identified gaps in the scientific knowledge about communicative activity, in terms of its connection with the self-esteem of modern teeagers, became the prerequisite for this study. The principle of consistency and theoretical provisions on self-esteem by L. V. Borozdina, ideas about the activity of personality by A. I. Krupnov, A. A. Volochkov and S. A. Vasyura formed the theoretical and methodological basis of the work. The relations of communicative activity and self-evaluation of adolescents are established. The basic components of the system of these relations are ease of contact and self-evaluation of appearance. The ease of coming into contact is associated with self-evaluation on the scales of “authority among peers”, “appearance (beauty)”, “self-confidence”, as well as the level of claims on the scales “mind” and “self-confidence”. The self-evaluation of appearance (beauty) is associated with the need for communication, initiative in communication, ease of contact, expressiveness in communication. The obtained results contribute to the development of scientific ideas about communicative activity, its potential for the development of the personality of adolescents of generation Z.

SELF-EVALUATION OF ADOLESCENTS AT SOCIAL SPONSOR CENTERS IN HCM CITY

The goal of the study is to explore self-evaluation of adolescents at some social sponsor centers in HCM city. Questionnaire survey is the main research method which is decided on 152 – adolescent sample (from the age of 12 to 15) at three social sponsor centers. The Self-evaluation content comprises four value groups: appearance; ability; moral quality; wish (the self-evaluation form shows values in the future each individual looks towards.

Autoestima de Riesgo y Protección: Una Mediación entre el Clima Familiar y el Consumo de Sustancias en Adolescentes

The aim of the present study is to analyse the direct and indirect relationships among quality of family environment, multidimensional self-esteem (family, academic, social and physical self-esteem) and substance use (cigarettes, alcohol and marijuana). The study participants were 414 Spanish adolescents aged 12 to 17 years old, drawn from state secondary schools. Statistical analyses were carried out using structural equation modeling and the procedure of mediation effects analysis (Holmbeck, 1997). Results showed a significant mediational effect of self-esteem on the relation between family functioning and adolescent substance use. Moreover, results showed, on the one hand, a protection effect of family and academic self-esteem and, on the other hand, a risk effect of social and physical self-esteem on substance use. Findings are discussed in relation to previous research. As a conclusion, this investigation confirms that family environment is a relevant precedent of adolescent self-evaluation and that it is necessary to adopt a multidimensional perspective when analyse the self-esteem of substance use adolescents.

Adolescents with learning disabilities: Self-evaluation and social support

Although learning disability (LD) has a primary impact on academic achievement, its relation to problematic social and emotional life of children and adolescents has been well recognised. In addition, attention has been paid to self-evaluation of schoolchildren with LD; however, the results of studies are contradictory and can be attributed to various factors. This paper seeks to shed light on the association between self-evaluation and perceived social support in adolescents with LD. We used the multidimensional model of Susan Harter (1999) for understanding and measuring the global and domain-specific self-evaluations. The goals of the current study were to assess relations of self-evaluation to the perceived frequency and importance of social support received from various significant sources – parents, teachers, classmates and close friends in two groups of adolescents, those with LD and their classmates with average academic achievements.The participants were 188 Lithuanian-speaking adolescents from sixth-seventh grades of Vilnius schools, mean age 12.5 years (SD = 0.7). Ninety-five schoolchildren (64 boys and 31 girls) diagnosed as learning-disabled and 93 schoolchildren (58 boys and 35 girls) comprised an age- and sex-matched comparison group from the same schools with average academic achievements. The participants were assessed on Self-Perception Profile for Children (Harter, 1985) and Child and Adolescent Social Support scales (Malecki et al., 2000). The results revealed that the LD group rated themselves worse than average-achieving students on all domain-specific self-evaluations scales: scholastic competence (t = –5.88, p < 0.001), social acceptance (t = –3.08, p < 0.01) , behavioural conduct competence (t = –2.36, p < 0.05) and global self-evaluation (t = –2.30, p < 0.05). Both groups equally perceived social support, its frequency and importance. There were significant associations between self-evaluations and the perception of social support in both groups. However, there were more significant relationships in the LD group, the perceived importance of social support being significantly related to various self-evaluations among adolescents with LD only (correlations for the LD group ranged from 0.24 to 0.40). The further ANCOVA analysis revealed that the self-evaluation of adolescents with LD, who perceived social support as unimportant, tended to be lower than the self-evaluations of adolescents without LD who disvalued the importance of social support.

Parental Criticism and Adolescent Depression: Does Adolescent Self-Evaluation Act as a Mediator?

A better understanding of relationships between adolescent depression and family functioning may help in devising ways to prevent development of depression and design effective therapeutic interventions. This study explored the relationship of parental emotional attitudes, (perceived criticism and expressed emotion) to adolescent self-evaluation and depression. A sample of 28 clinic-referred adolescents and their mothers participated. The Five Minute Speech Sample was used to measure parental expressed emotion, and the adolescents completed the Children's Depression Inventory, Self-Perception Profile for Children global self-worth scale, a self-criticism scale and a perceived parental criticism scale. There was partial support for a model of adolescent negative self-evaluation as a mediator in the relationship between parental emotional attitudes and adolescent depressive symptoms. The data also supported an alternative hypothesis whereby adolescent depressive symptoms are related to negative self-evaluation. The overall pattern of results emphasizes the significance of adolescents' perceptions of parental criticism, rather than actual levels, in understanding the relationship between parental emotional attitudes and adolescent depressive symptoms.

Adolescents’ Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools

Adolescence is a critical period of development. Previous research suggests parent involvement in school directly impacts student success. However, different types of parental involvement and the efforts of middle school personnel to educate parents about these effective practices have received scant attention in the literature. The level and type of parental involvement, as perceived by adolescents, is correlated with adolescent psychological wellbeing. Perceived parental involvement positively or negatively affects adolescents’ sense of psychological well-being, especially self-esteem, self-evaluation, and peer relationships. Parenting style greatly influences children’s development as well. The authoritative/democratic parenting style influences middle school children, leading to positive developmental outcomes, positive adolescent selfevaluations, higher levels of adolescent self-esteem and adjustment, while also positively influencing levels of intrinsic motivation for learning. This article reviews research related to (a) adolescents’ perceptions of parental involvement, (b) the parenting style related to higher levels of psychological wellbeing, and (c) the impact of assorted parenting styles on adolescent psychological well-being. It concludes with implications for middle school systems, middle school counselors, families, parents, and community members.

Ethnic Status and Adolescent Self-Evaluations: An Extension of Research on Minority Self-Esteem

This paper extends the study of ethnic status and self-esteem, traditionally restricted to blacks, to encompass Chicanos, and re-examines arguments about the impact of racial consonance and dissonance on perceived racial mistreatment and self-esteem. The results support the conclusion that ethnic minorities in the United States do not suffer from low self-esteem relative to whites, despite the fact that they do experience insults based on their status. Moreover, racial consonance or dissonance has no consistent impact on the self-esteem of whites or blacks. In contrast, dissonance does affect perceived racial mistreatment, and whites actually appear more sensitive to dissonant status than do blacks. We conclude that the effect of dissonance on self-esteem observed in other research may be limited to a comparison of extremes or may be contingent on the history of dissonant experiences. Blacks may appear higher in self-esteem than whites because of use of white comparison groups with unusually low self-esteem.

Ethnic Status and Adolescent Self-Evaluations: An Extension of Research on Minority Self-Esteem

Ethnic Status and Adolescent Self-Evaluations: An Extension of Research on Minority Self-Esteem

Parental Behavior and Dimensions of Adolescent Self-Evaluation

The focus of the study is on the relationship between two dimensions of parental behavior: support and control, and the adolescent's self-evaluation. Drawing on sociological theory which stresses the importance of the evaluative behavior of significant others in the development of the individual's selfevaluation, it was hypothesized that both parental support and parental control would be positively related to adolescent self-evaluation. The findings strongly supported the first hypothesis but not the second. Two foci of selfevaluation were identified through factor analysis: Power and Worth, and were found to be relted to support but not control. Both the level of selfevaluation on power and worth and the relationships between the parental and the self variables varied somewhat by social class and by sex of parent and respondent. The findings were interpreted as giving added support to the interactionist proposition, that the self-concept arises through interaction with significant others, by pointing to the behavioral dimension especially salient in this respect, parental support. The study also suggests the importance of focusing on specific contents of self-evaluation, such as power and worth.