The Structural Relationship Among Level and Instability of Social Self-Esteem, Social Achievement Goals, Aggression and Social Anxiety of Adolescents
Abstract
The purpose of this study was to identify the structural relationship among the level and stability of socialself-esteem, social achievement goals, aggression, and social anxiety of adolescents. This study also examinedwhether social achievement goals play significant roles in the mediation of the level and instability of socialself-esteem on aggression and social anxiety. The participants were 705 students(48.4% boys), first graders inhigh schools. Main results were as follows. First, the level of social self-esteem had positive effects on socialmastery goal and social performance-approach goal. Second, social mastery goal was negatively associated withproactive aggression, whereas social performance-approach goal was negatively associated with social anxiety. Social performance-avoidance goal was positively associated with proactive aggression, reactive aggression andsocial anxiety. Third, social mastery goal mediated the relation between social self-esteem level and proactiveaggression. The social performance-approach goal mediated the relation between social self-esteem level andsocial anxiety. More importantly, social self-esteem instability predicted proactive aggression, reactive aggressionand social anxiety indirectly through social performance-avoidance goal. These results suggested that highlyunstable social self-esteem raised a possibility to pursue social performance- avoidance goal, which, in turn,increased the involvement in proactive aggression, reactive aggression and social anxiety. The importance ofthe level and instability of social self-esteem as well as social achievement goal were discussed for the morecomprehensive understanding of aggression and social anxiety among adolescents.
- keywords
- Social self-esteem level, Social self-esteem instability, Social achievement goal, Aggression, Social anxiety, Structural equation model, Mediation effect, 사회적 자아존중감 수준, 사회적 자아존중감 불안정성, 사회적 성취목표, 공격성, 사회불안
Reference
강선희, 정남운 (2002). 내현적 자기애 척도의개발 및 타당화 연구. 한국심리학회지: 상담 및 심리치료, 14(4), 969-990.
고현석, 민경환, 김민희 (2012). 자존감, 자존감안정성, 자기개념 명료성과 심리적 적응과의 관계 탐색. 한국심리학회지: 일반, 31(3), 825-846.
김경아 (2012). 심리적 위협 상황에서 자존감안정성 양상과 조절초점의 부합에 따른 개인의 과제 수행. 성균관대학교 대학원 석사학위 청구논문.
김연순, 엄인숙 (2013). 대구지역 청소년의 스트레스와 학교생활적응과의 관계 연구. 복지행정논총, 23(1), 73-91.
김현미 (2013). 중학생의 사회적 성취목표에 따른 사회불안, 친사회성 및 공격성. 가톨릭대학교 상담심리대학원 석사학위 청구논문.
김혜원 (2011). 청소년들의 집단따돌림과 집단괴롭힘 피해 경험에 따른 심리적 부적응및 학교 부적응. 청소년학연구, 18(5), 321-356.
김혜진 (2011). Social adjustment of adolescence: Relationships of need for approval, social achievement goals, and social outcomes. 고려대학교 대학원 석사학위 청구논문.
노은여, 권정혜 (1997). 결혼생활 만족도와 자아존중감이 기혼여성의 우울에 미치는 영향 2-자아존중감의 변동성과 남녀의 차이를 중심으로. 한국심리학회지: 임상, 16(2), 41-54.
도금혜 (2008). 청소년의 불안에 영향을 미치는 변인. 인간발달연구, 15(3), 131-147.
도금혜, 최보가 (2007). 청소년의 또래집단이지각한 인기도에 영향을 미치는 생태학적변인. 한국청소년연구, 18(1), 107-134.
도금혜, 최보가, 이지민 (2006). 청소년의 지각된 인기도에 따른 공격성과 자아존중감. 대한가정학회지, 44(2), 1-11.
문혜신 (2001). 또래의 괴롭힘이 청소년기 사회불안에 영향을 미치는 기제. 연세대학교 대학원 박사학위 청구논문.
박영란, 이주리 (2011). 청소년의 자아존중감수준 및 자아존중감 안정성과 공격성의관계. 한국보육지원학회지, 7(2), 61-79.
박영애, 김리진 (2005). 아동과 청소년의 정서적유능성과 사회불안과의 관계. 한국생활과학회지, 14(1), 27-34.
안수영, 이형실 (2009). 남녀 청소년의 또래관계에 영향을 미치는 요인. 한국가정과교육학회지, 21(3), 163-176.
안혜진, 송인섭 (2012). 사회적 성취목표 척도의 타당화. 교육심리연구, 26(4), 853-875.
양명순 (2007). 자아해석 양식과 우울 및 심리적안녕감과의 관계: 자아 존중감․자아존중감의 안정성의 매개 효과. 충북대학교 대학원 석사학위 청구논문.
양재원, 양윤란, 오경자 (2008). 아동, 청소년기사회불안의 측정: 한국판 청소년 사회불안척도 (K-SAS-A)의 타당화. 한국심리학회지: 임상, 27(4), 861-878.
오하연, 박 경 (2012). 사회불안에 미치는 내현적 자기애, 수치심, 부정적 평가에 대한두려움의 영향에 대한 고찰. 심리치료: 다학제적 접근, 12(2).
이명숙 (1994). 기질 및 또래지지가 청소년의 자기평가에 미치는 영향: 단기 종단적 패널연구. 연세대학교 대학원 박사학위 청구논문.
이승연 (2011). 초등학생의 공격성과 사회적선호도, 지각된 인기도의 관계: 친사회적행동과 사회적 유능성의 조절효과. 한국심리학회지: 학교, 8(2), 153-173.
이은주, 정익중 (2009). 청소년 비행과 일탈적자아개념의 상호적 인과관계. 한국청소년연구, 20(2), 191-221.
이정윤, 김유경 (2006). 청소년의 내면화-외현화 문제에 따른 인지적 특성. 청소년상담연구, 14(1), 39-48.
최보가, 전귀연 (1993). [자아존중감 척도] 개발에 관한 연구 (1). 대한가정학회지, 31(2), 41-54.
최정미, 김미란 (2003). 연구논문: 청소년의 친구관계 특성과 만족도 및 자아존중감에관한 연구. 청소년학연구, 10(3), 373-394.
한영경 (2008). 중학생의 관계적 공격성에 영향을 주는 개인 내적 요인. 아주대학교 대학원 석사학위 청구논문.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44.
Falkenbach, D. M., Howe, J. R., & Falki, M. (2013). Using self-esteem to disaggregate psychopathy, narcissism, and aggression. Personality and Individual Differences, 54(7), 815-820.
Harter, S. (1985). Manual for the self-perception profile for children. University of Denver.
Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: a study of social achievement goals. Contemporary Educational Psychology, 32(4), 667-698.
Kernis, M. H. (2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14(1), 1-26.
Kernis, M. H. (2005). Measuring self-esteem in context: The importance of stability of self-esteem in psychological functioning. Journal of Personality, 73(6), 1569-1605.
Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A. J., & Harlow, T. (1993). There’s more to self-esteem than whether it is high or low:The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204.
Kernis, M. H., Grannemann, B. D., & Mathis, L. C. (1991). Stability of self-esteem as a moderator of the relation between level of self-esteem and depression. Journal of Personality and Social Psychology, 61, 80-84.
Kuroda, Y., & Sakurai, S. (2011). Social goal orientations, interpersonal stress, and depressive symptoms among early adolescents in Japan:A test of the diathesis-stress model using the trichotomous framework of social goal orientations. Journal of Early Adolescence, 31(2), 300-322.
La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83-94.
Lee, E. J. (2009). The relationship of aggression and bullying to social preference: Differences in gender and types of aggression. International Journal of Behavioral Development, 33(4), 323-330.
Lee, E. J. (in press). The relationship between unstable self-esteem and aggression: Differences in reactive and proactive aggression. Journal of Early Adolescence. DOI: 10.1177/0272431613518973.
Little, T., Henrich, C., Jones, S., & Hawley, P. (2003). Disentangling the “whys” from the “whats” of aggressive behaviour. International Journal of Behavioral Development, 27(2), 122-133.
Marsee, M. A., Kimonis, E. R., & Frick, P. J. (2004). Peer conflict scale. Unpublished rating scale. University of New Orleans.
McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144-154.
Ostrowsky, M. K. (2010). Are violent people more likely to have low self-esteem or high self-esteem? Aggression and Violent Behavior, 15(1), 69-75.
Polak, K. A., Puttler, L. I., & Ilgen, M. A. (2012). The relationship between structural aspects of self-concept and psychosocial adjustment in adolescents from alcoholic families. Substance Use and Misuse, 47(7), 827-836.
Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49(6), 1139.
Ryan, A. M., & Hopkins, N. B. (2003). Achievement goals in the social domain. University of Illinois, Urbana Champaign.
Ryan, A. M., & Shim, S. S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32(9), 1246-1263.
Ryan, A. M., & Shim, S. S. (2008). An exploration of young adolescents' social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100(3), 672.
Schurman, C. L. (2000). Social phobia and covert narcissism. Unpublished doctoral dissertation, Wright Institute Graduate School of Psychology.
Shim, S. S., Cho, Y., & Wang, C. (2013). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69-77.
Shim, S. S., & Ryan, A. M. (2012). What do students want socially when they arrive at college? Implications of social achievement goals for social behaviors and adjustment during the first semester of college. Motivation and Emotion, 36(4), 504-515.
Shin, H., & Ryan, A. M. (2012). How do young adolescents cope with social problems? An examination of social goals, coping with friends, and social adjustment. Journal of Early Adolescence, 32(6), 851-875.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290-312.
Zeigler-Hill, V., Li, H., Masri, J., Smith, A., Vonk, J., Madson, M. B., & Zhang, Q. (2013). Self-esteem instability and academic outcomes in American and Chinese college students. Journal of Research in Personality, 47, 455-463.
- Downloaded
- Viewed
- 0KCI Citations
- 0WOS Citations