Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study

Marshall, Sarah; Parker, Philip D.; Ciarrochi, Joseph; Heaven, Patrick C. L.

doi:10.1111/cdev.12176

Cited by 230 publications

(174 citation statements)

References 106 publications

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“…The present results clearly suggest that the selection effects of self-esteem on transitions in romantic relationships are adaptive, given that individuals with high self-esteem were more likely to begin a longer romantic relationship and less likely to experience relationship break-up. These findings correspond to evidence from other longitudinal studies, which suggested that self-esteem contributes to success and well-being in important life domains such as relationships, work, and health (Kuster et al, 2013;Marshall et al, 2014;Orth et al, 2012;Trzesniewski et al, 2006; for a review see Orth & Robins, 2014). The positive effects of selfesteem on the relationship domain are relevant given that romantic relationships are not only a potential source of well-being and life satisfaction, but frequently entail a number of other important consequences such as the possibility to start a family and the availability of social and material support (Dush & Amato, 2005;Sedikides, Oliver, & Campbell, 1994).…”

Section: Selection Effects Of Self-esteem On Relationship Transitionssupporting

confidence: 89%

Transitions in romantic relationships and development of self-esteem.

Luciano

Orth

2017

Journal of Personality and Social Psychology

112

114

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Research suggests that self-esteem increases during late adolescence and young adulthood, but that there is large interindividual variability in this development. However, little is known about the factors accounting for these findings. Using propensity score matching, we tested whether important transitions in the domain of romantic relationships (i.e., beginning a relationship, marrying, and breaking up) explain why individuals differ in the particular selfesteem trajectory they follow. Data came from a longitudinal German study with a large sample of three nationally representative cohorts of late adolescents and young adults (total N = 9,069).The analyses were based on four assessments across a three-year period. Using matched samples, the results showed that beginning a relationship increased self-esteem and that the increase persisted when the relationship held at least for one year. Experiencing a relationship break-up decreased self-esteem, but the effect disappeared after one year, even if the participant stayed single. Marrying did not influence self-esteem. Additionally, we tested for selection effects of self-esteem on the later occurrence of relationship transitions. High self-esteem predicted the beginning of a relationship and low self-esteem predicted relationship break-up. All findings held across gender, age, and migration background. Furthermore, relationship quality mediated the effect of self-esteem on relationship break-up and the effect of beginning a longer vs. a short relationship on self-esteem. The findings have significant implications because they show that self-esteem influences whether important transitions occur in the relationship domain and that, in turn, experiencing these transitions influences the further development of self-esteem.Keywords: self-esteem development, life transitions, romantic relationships, propensity score matching, longitudinal ROMANTIC RELATIONSHIPS AND SELF-ESTEEM DEVELOPMENT 3 Transitions in Romantic Relationships and Development of Self-EsteemIn recent years, there has been a growing interest in the development of self-esteem.Research has shown that self-esteem-which is defined as "an individual's subjective evaluation of her or his worth as a person" (Donnellan, Trzesniewski, & Robins, 2011, p.718)-typically increases during late adolescence and young adulthood, but that individuals differ substantially in the particular self-esteem trajectory they follow (e.g., Orth & Robins, 2014;Trzesniewski, Donnellan, & Robins, 2013). However, surprisingly little is known about the factors that shape self-esteem development. Although many researchers assume that events occurring in a person's life such as establishing a romantic relationship or being promoted have the potential to affect a person's level of self-esteem, only few studies have actually tested whether important life events and life transitions influence self-esteem (see Orth & Luciano, 2015). Thus, there is a need for a better understanding of the factors that account for individual differenc...

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Section: Selection Effects Of Self-esteem On Relationship Transitionssupporting

confidence: 89%

Transitions in romantic relationships and development of self-esteem.

Luciano

Orth

2017

Journal of Personality and Social Psychology

112

114

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“…For example, longitudinal research suggests that people's self-esteem has consequences for the degree of success and well-being in important life domains such as romantic relationships and working life (Kuster, Orth, & Meier, 2013;Marshall, Parker, Ciarrochi, & Heaven, 2014;Orth, Robins, & Widaman, 2012;Trzesniewski et al, 2006). Future research should test whether these effects hold when the effects of narcissism are controlled for.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Refining the vulnerability model of low self-esteem and depression: Disentangling the effects of genuine self-esteem and narcissism.

Orth¹,

Robins²,

Meier³

et al. 2016

Journal of Personality and Social Psychology

163

111

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“…Thus, for example, Marshall et al (2014) showed that a system of reciprocal effects between self-concept and social support had attained equilibrium by junior high school.…”

Section: A Developmental Perspective: Developmental Invariance Hypothmentioning

confidence: 99%

“…The application of equilibrium and related terms has a long history in psychological theorizing more generally. Thus, for example, Marshall et al (2014) showed that a system of reciprocal effects between self-concept and social support had attained equilibrium by junior high school. We also note that support for such tests of developmental equilibrium facilitates the interpretation of the results, provides a more parsimonious model and results in statistically stronger tests of a priori predictions (also see Little et al, 2007).…”

Section: Section 4: Tests Of Developmental Invariance: Theoretical Bamentioning

confidence: 99%

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.

Marsh¹,

Pekrun²,

Parker³

et al. 2017

Journal of Educational Psychology

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S. (2017) 'Long-term positive eects of repeating a year in school : six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.', Journal of educational psychology., 109 (3). pp. 425-438. Further information on publisher's website:https://doi.org/10.1037/edu0000144Publisher's copyright statement:c 2017 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This research was supported by four grants from the German Research Foundation (DFG) to R. Pekrun (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4). We would like to thank the German Data Processing and Research Center (DPC) of the International Association for the Evaluation of Educational Achievement (IEA) for organizing the sampling and performing the assessments. EFFECTS OF GRADE RETENTION | 2 AbstractConsistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative sample of German students (N = 1,325, M age = 11.75 years) measured each year during the first five years of secondary school, was particularly strong. It featured four independent retention groups (different groups of students, each repeating one of the four first years of secondary school, total N = 103), with multiple post-test waves to evaluate short-and long-term effects, controlling for covariates (gender, age, SES, primary school grades, IQ) and one or more sets of 10 outcomes realised prior to retention. Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and pre-retention outcomes) were highly consistent across this potentially volatile early-to-middle adolescent period; largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers and parents.

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Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study

Cited by 230 publications

References 106 publications

Transitions in romantic relationships and development of self-esteem.

Transitions in romantic relationships and development of self-esteem.

Refining the vulnerability model of low self-esteem and depression: Disentangling the effects of genuine self-esteem and narcissism.

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.

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