Self-esteem memories and school success in early adolescence.
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| Title: | Self-esteem memories and school success in early adolescence. |
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| Authors: | Ivcevic, Zorana (AUTHOR), Pillemer, David B. (AUTHOR), Brackett, Marc A. (AUTHOR) |
| Source: | Applied Cognitive Psychology. Dec2010, Vol. 24 Issue 9, p1265-1278. 14p. 1 Chart, 3 Graphs. |
| Subjects: | Self-esteem, Memory, Teenagers' conduct of life, Interpersonal relations, Intellect |
| Abstract: | Early adolescents recounted experiences when they felt 'especially good' or 'especially bad' about themselves in the past year. Consistent with prior research using adult participants, negative memories focused primarily on social themes, whereas positive memories also prominently included achievement themes. Girls described more social themes than did boys for both positive and negative memories. The content of self-esteem memories was related to teachers' formal assessments of adolescents' social and academic functioning: The presence of achievement themes in positive and negative memories was associated with more positive teacher ratings. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] |
| Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Early adolescents recounted experiences when they felt 'especially good' or 'especially bad' about themselves in the past year. Consistent with prior research using adult participants, negative memories focused primarily on social themes, whereas positive memories also prominently included achievement themes. Girls described more social themes than did boys for both positive and negative memories. The content of self-esteem memories was related to teachers' formal assessments of adolescents' social and academic functioning: The presence of achievement themes in positive and negative memories was associated with more positive teacher ratings. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08884080 |
| DOI: | 10.1002/acp.1628 |
