Subjective and objective peer approval evaluations and self-esteem development: A test of reciprocal, prospective, and long-term effects.

Abstract

A large body of literature suggests a clear, concurrent association between peer approval and self-esteem in adolescence. However, little empirical work exists on either the prospective or reciprocal relation between peer approval and self-esteem during this age period. Moreover, it is unclear from past research whether both subjectively perceived peer approval and objectively measured peer approval are related to subsequent self-esteem over time (and vice versa) and whether these paths have long-term associations into adulthood. Using data from a large longitudinal study that covers a time span of 2 decades, we examined reciprocal, prospective relations between self-esteem and peer approval during ages 12-16 in addition to long-term relations between these variables and later social constructs at age 35. Cross-lagged regression analyses revealed small but persistent effect sizes from both types of peer approval to subsequent self-esteem in adolescence, controlling for prior self-esteem. However, effects in the reverse direction were not confirmed. These findings support the notion that peer relationships serve an important function for later self-esteem, consistent with many theoretical tenets of the importance of peers for building a strong identity. Finally, we found long-term relations between adult social constructs and adolescent objective and subjective peer approval as well as self-esteem. Therefore, not only do peer relationships play a role in self-esteem development across adolescence, but they remain impactful throughout adulthood. In sum, the current findings highlight the lasting, yet small link between peer relationships and self-esteem development and call for investigations of further influential factors for self-esteem over time. (PsycINFO Database Record

Value development during adolescence: Dimensions of change and stability

“…Self‐direction and power, but also achievement values, were more likely to grow in importance with time than to decline. Developing an independent identity during adolescence may take the form of self‐promotion, as adolescents seek to augment their social status (Gruenenfelder‐Steiger et al, ). This tendency may be strengthened by the educational contexts in which they spend much of their time (e.g., the school setting).…”

“…This process may lead to a unique, idiosyncratic personal identity (e.g., Meeus, ). At the same time, to support the process of becoming competent, autonomous individuals, adolescents want to be acknowledged by society (e.g., Van der Giessen, Branje, & Meeus, ) and look for acceptance from their peers (Gruenenfelder‐Steiger, Harris, & Fend, ). In some cases, however, the need for recognition and popularity can lead to acts of control or aggression (Cillessen & Rose, ).…”

Parental Co‐Construction of 5‐ to 13‐Year‐Olds' Global Self‐Esteem Through Reminiscing About Past Events

“…Our findings should be replicated with more diverse samples (e.g., Bohanek et al., ; Reese & Fivush, for research with fathers). In addition, future research could examine reminiscing conversations with individuals other than parents (e.g., peers; see Gruenenfelder‐Steiger, Harris, & Fend, ).…”

An experimental test of the effects of online and face-to-face feedback on self-esteem

“…Therefor it is surprising that we still know little about the role of feedback to self-disclosure in online communication and its effects on people's self-esteem. The few studies that have investigated the effects of online feedback have shown that receiving confirming feedback augments effects of selective self-presentation on how people perceive themselves (Gruenenfelder-Steiger, Harris, & Fend, 2016;Harter, 2012a;Srivastava & Beer, 2005). Yet, there is also reason to believe that the effects of online versus face-to-face feedback might be different.…”