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Concurrent and Longitudinal Predictors of Self‐Esteem in Elementary and Middle School Girls
Author(s) -
Kutob Randa M.,
Senf Janet H.,
Crago Marjorie,
Shisslak Catherine M.
Publication year - 2010
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2010.00496.x
Subject(s) - self esteem , psychology , longitudinal study , stressor , developmental psychology , mood , self concept , clinical psychology , medicine , pathology
BACKGROUND: The purpose of this study was to analyze the effects of factors related to self‐esteem, both cross‐sectionally and longitudinally, among 2 cohorts of girls over a period of 4 years, from elementary through middle school. METHODS: A multiethnic sample of 656 elementary school girls recruited from 13 schools in Hayward, CA, and Tucson, AZ, was evaluated annually over a 4‐year period. The McKnight Risk Factor Survey IV was administered, which consists of 103 questions that assess self‐esteem, appearance appraisal, effect of body changes, depressed mood, teasing, school performance, and other factors. In addition, participants' heights and weights were measured. RESULTS: The most important predictor of self‐esteem in each grade was appearance appraisal, and, in all grades but the eighth, weight‐related teasing by either boys or girls was also a predictor of self‐esteem. Teasing about weight was more important than body weight itself in predicting self‐esteem. Self‐esteem was lower in girls who were teased about their weight, even if they believed that it had no effect on how they felt about themselves. School performance predicted self‐esteem in grades 6 and 8. In longitudinal analyses, the participant's current perception of her appearance was more important than her previous level of self‐esteem in predicting current self‐esteem. CONCLUSIONS: The results of this study support the need to allocate funding to address the issue of teasing as 1 of the stressors in the school environment, and to explore further the important relationship between school performance and self‐esteem.