Longitudinal assessment of elementary school students’ social self-concept in relation to social preference

Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference

“…In accordance with our expectations and previous research (Lindner-Müller et al, 2012;Preckel et al, 2013;Scherrer & Preckel, 2019;Spilt et al, 2014), we observed substantial rank-order continuity in SE, ASC, and SSC (range: r = .387 to r = .701). That is, many students kept their rank position compared to peers within the first 4 years of middle school.…”

“…In line with our expectations and with prior findings for SE (Lindner-Müller et al, 2012;Orth et al, 2018;Scherrer & Preckel, 2019;Spilt et al, 2014), we did not observe substantial mean-level change over time when comparing mean levels at the first and the last point of measurement. The same finding held for SSC, where we had expected to find slight increases.…”

“…Regarding stability and change in social self-concepts, there are no meta-analyses investigating rank-order continuity or mean-level change in social self-concept. Rankorder continuity coefficients reported by single longitudinal studies (Lindner-Müller et al, 2012;Preckel et al, 2013;Spilt et al, 2014) range from r = .30 to r = .73 and are therefore comparable with those of self-esteem or general academic self-concept. In the same studies, the mean level of social self-concept remained stable (Spilt et al, 2014) or increased slightly over time (Preckel et al, 2013).…”

“…There is much less research on social self-concept in the school context than on self-esteem or academic selfconcept. Lindner-Müller et al (2012) found that earlier negative peer status predicted later social self-concept, whereas the reversed relation was not significant. Spilt et al (2014) found that peer rejection negatively predicted social self-concept over time, which-in turnnegatively predicted internalizing problems.…”