期刊
SOCIAL DEVELOPMENT
卷 23, 期 4, 页码 770-783出版社
WILEY
DOI: 10.1111/sode.12075
关键词
self-esteem; school transition; social acceptance; neuroticism
The transition from primary to secondary school challenges children's psychological well-being. A cross-transitional longitudinal study (N = 306; mean age = 12.2 years) examined why some children's self-esteem decreases across the transition whereas other children's self-esteem does not. Children's expected social acceptance in secondary school was measured before the transition; their actually perceived social acceptance was measured after the transition. Self-esteem and Big Five personality traits were measured both pre- and posttransition. Self-esteem changed as a function of the discrepancy between children's expected and actually perceived social acceptance. Furthermore, neuroticism magnified self-esteem decreases when children's hopes were dashed'when they experienced disappointing levels of social acceptance. These findings provide longitudinal support for sociometer theory across the critical transition to secondary school.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据