Adolescents’ Self-Esteem Mediates the Association Between Peer Victimization and Self-Continuity
Presenter Type
UNO Graduate Student (Masters)
Major/Field of Study
Psychology
Other
Developmental Psychology
Advisor Information
jsanto@unomaha.edu
Location
MBSC Ballroom Poster # 1108 - G (Masters)
Presentation Type
Poster
Start Date
24-3-2023 2:30 PM
End Date
24-3-2023 3:45 PM
Abstract
Problem or Major Purpose: Self-continuity, the subjective perception of the stability of the self between one’s past, present, and future has been shown to buffer against negative experiences across the lifespan (Chandler & Sokol, 1999). Although personality, memories, and experiences seem to be the building blocks of this construct (Strohminger & Nichols, 2014), the origin of self-continuity has not yet been established. Since schools serve as a developmental context, the current study aimed to examine the direct and indirect effects of a number of variables on self-continuity. Specifically, we examined classroom structure and support association with victimization. Earlier peer victimization was expected to be related to self-continuity one year later. Finally, the indirect effect of self-esteem across both years were also included.
Procedure: The participants comprised of 310 adolescents (Mage = 13.06, SD = 1.78, 56.1% female) from Curitiba, Brazil recruited in 2017 and then again in 2018. The measures included classroom support & structure (α = .74/.59, respectively), self-reported self-esteem (αT1/T2 = .73/.80), and peer victimization (vT1 = .82). Self-continuity (vT2 = .80) was measured during the second year using a scale validated for use in Brazil. Analyses were performed using structural equation modeling (in M-Plus, ver. 7) of earlier peer victimization and as predictor of self-continuity a year later. Then, we tested for the mediating role of self-esteem on the association between peer victimization and self-continuity.
Results: Both classroom support (b = -.22, p < .05) and structure (b = -.16, p < .05) were associated with less peer victimization at time 1. As hypothesized, earlier peer victimization was related to lower scores on self-continuity a year later (b = -.21, p < .05). More interesting, however, was that peer victimization was also negatively related to self-esteem at time 1 (b = -.23, p < .05), which itself predicted self-esteem at time 2 (b = .49, p < .05), which was related to higher self-continuity (b = .23, p < .05). Two significant indirect effects were observed, and the resulting model was good fit to the data (see figure 1).
Conclusions and implications: These findings elucidate the role of peer victimization in explaining differences in adolescents’ self-continuity a year later and the classroom factors that are derived from it. As a whole, the result of this study highlights the need for examining developmental changes in warranting strategies for self-continuity.
Scheduling
2:30 -3:45 p.m.
Adolescents’ Self-Esteem Mediates the Association Between Peer Victimization and Self-Continuity
MBSC Ballroom Poster # 1108 - G (Masters)
Problem or Major Purpose: Self-continuity, the subjective perception of the stability of the self between one’s past, present, and future has been shown to buffer against negative experiences across the lifespan (Chandler & Sokol, 1999). Although personality, memories, and experiences seem to be the building blocks of this construct (Strohminger & Nichols, 2014), the origin of self-continuity has not yet been established. Since schools serve as a developmental context, the current study aimed to examine the direct and indirect effects of a number of variables on self-continuity. Specifically, we examined classroom structure and support association with victimization. Earlier peer victimization was expected to be related to self-continuity one year later. Finally, the indirect effect of self-esteem across both years were also included.
Procedure: The participants comprised of 310 adolescents (Mage = 13.06, SD = 1.78, 56.1% female) from Curitiba, Brazil recruited in 2017 and then again in 2018. The measures included classroom support & structure (α = .74/.59, respectively), self-reported self-esteem (αT1/T2 = .73/.80), and peer victimization (vT1 = .82). Self-continuity (vT2 = .80) was measured during the second year using a scale validated for use in Brazil. Analyses were performed using structural equation modeling (in M-Plus, ver. 7) of earlier peer victimization and as predictor of self-continuity a year later. Then, we tested for the mediating role of self-esteem on the association between peer victimization and self-continuity.
Results: Both classroom support (b = -.22, p < .05) and structure (b = -.16, p < .05) were associated with less peer victimization at time 1. As hypothesized, earlier peer victimization was related to lower scores on self-continuity a year later (b = -.21, p < .05). More interesting, however, was that peer victimization was also negatively related to self-esteem at time 1 (b = -.23, p < .05), which itself predicted self-esteem at time 2 (b = .49, p < .05), which was related to higher self-continuity (b = .23, p < .05). Two significant indirect effects were observed, and the resulting model was good fit to the data (see figure 1).
Conclusions and implications: These findings elucidate the role of peer victimization in explaining differences in adolescents’ self-continuity a year later and the classroom factors that are derived from it. As a whole, the result of this study highlights the need for examining developmental changes in warranting strategies for self-continuity.