Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection

Autor/inn/en	Danneel, Sofie; Colpin, Hilde; Goossens, Luc; Engels, Maaike; Van Leeuwan, Karla; Van Den Noorgate, Wim; Verschueren, Karine
Titel	Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 65 (2019) 2, S.158-182, Artikel 2 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Genetics; Rejection (Psychology); Self Esteem; Student School Relationship; Peer Acceptance; Biochemistry; Adolescents; Measurement Techniques; Role; Correlation; Foreign Countries; Self Concept; Longitudinal Studies; Environmental Influences; Secondary School Students; Student Attitudes; Belgium + Suchen Sie Ihr Suchwort? Humangenetik; Ablehnung; Self-esteem; Selbstaufmerksamkeit; Schüler-Lehrer-Beziehung; Biochemie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messtechnik; Rollen; Korrelation; Ausland; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Environmental influence; Umwelteinfluss; Sekundarschüler; Schülerverhalten; Belgien
Abstract	In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; M[superscript age] = 13.79, SD = 0.94) in Grades 7-9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01