Age and Gender Differences in the Relation between Self-Concept Facets and Self-Esteem

Autor/inn/en	Arens, A. Katrin; Hasselhorn, Marcus
Titel	Age and Gender Differences in the Relation between Self-Concept Facets and Self-Esteem
Quelle	In: Journal of Early Adolescence, 34 (2014) 6, S.760-791 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431613503216
Schlagwörter	Gender Differences; Age Differences; Self Concept; Self Esteem; Hypothesis Testing; Correlation; Sex Stereotypes; Grade 3; Grade 4; Grade 5; Grade 6; Foreign Countries; Questionnaires; Statistical Analysis; Germany; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Hypothesenprüfung; Hypothesentest; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Fragebogen; Statistische Analyse; Deutschland
Abstract	This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept-self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and self-esteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept--self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept--self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10