More than only skin deep: Appearance self-concept predicts most of secondary school students' self-esteem

Frontiers in Psychology

Volumn 7, Issue OCT, 2016, Pages

  Baudson, Tanja G ^a   Weber, Kira E ^b   Freund, Philipp A ^b  

^a UNIVERSITY OF DUISBURG ESSEN   (Germany)

^b LEUPHANA UNIVERSITY OF LÜNEBURG   (Germany)

Author keywords

Academic self concept; Adolescence; Appearance self concept; Multidimensional self concept; Self esteem; Social self concept

Indexed keywords

EID: 84996598421     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2016.01568     Document Type: Article

References (96)

1. Albert, M., Hurrelmann, K., and Quenzel, G. (2010). Jugend 2010. Frankfurt/Main: Fischer.
2. Albert, M., Hurrelmann, K., and Quenzel, G. (2015). Jugend 2015. Frankfurt/Main: Fischer.
3. Amichai-Hamburger, Y., and Hayat, Z. (2011). The impact of the Internet on the social lives of users: a representative sample from 13 countries. Comput. Hum. Behav. 27, 585-589. doi: 10.1016/j.chb.2010.10.009
4. Arens, A. K., Trautwein, U., and Hasselhorn, M. (2011). Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I [Self-Concept Measurement with Preadolescent Children: Validation of a German Version of the SDQ I]. Z. Pädagog. Psychol. 25, 131-144. doi: 10.1024/1010-0652/a000030
5. Arens, A. K., Yeung, A. S., Craven, R. G., and Hasselhorn, M. (2013). A short German version of the Self Description Questionnaire I: theoretical and empirical comparability. Int. J. Res. Method Educ. 35, 1-24. doi: 10.1080/1743727X.2012.710503
6. ASAPS (2015). 2015 Cosmetic Surgery National Data Bank Statistics. New York, NY: The American Society for Aesthetic Plastic Surgery.
7. Baudson, T. G., Jung, N., and Freund, P. A. (2015). Measurement invariance in a grid-based measure of academic self-concept. Eur. J. Psychol. Assess. doi: 10.1027/1015-5759/a000298
8. Baumeister, R. F., Campbell, J. D., Krueger, J. I., and Vohs, K. D. (2003). Does high self-esteem cause better performance, internal success, happiness, or healthier lifestyles? Psychol. Sci. Public Interest 4, 1-44. doi: 10.1111/1529-1006.01431
9. Block, J., and Robins, R. W. (1993). A longitudinal study of consistency and change in self-esteem from early adolescence to early adulthood. Child Dev. 64, 909-923. doi: 10.2307/1131226
10. Brounstein, P. J., Holihan, W., and Dreyden, J. (1991). Change in self-concept. Appl. Soc. Psychol. 21, 198-218. doi: 10.1111/j.1559-1816.1991.tb02723.x
11. Busemann, K. (2013). Ergebnisse der ARD/ZDF-Onlinestudie 2013: Wer nutzt was im Social Web? Media Perspekt. 7-8, 391-399.
12. Center for the Digital Future (2015). The 2015 digital future report. Surveying the digital future. Year Thirteen. Los Angeles, CA: University of Southern California
13. Chen, F. F. (2007). Sensitivity of goodness-of-fit indicators to lack of measurement invariance. Struct. Equ. Modeling 14, 464-504. doi: 10.1080/10705510701301834
14. Cheung, G. W., and Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Struct. Equ. Modeling 9, 233-255. doi: 10.1207/S15328007SEM0902_5
15. Cialdini, R. B., Borden, R. J., Thorne, A., Walker, M. R., Freeman, S., and Sloan, L. R. (1976). Basking in reflected glory: three (football) field studies. J. Pers. Soc. Psychol. 34, 366-375. doi: 10.1037/0022-3514.34.3.366
16. Clark, D. M. T., Loxton, N. J., and Tobin, S. J. (2015). Declining loneliness over time: evidence from American colleges and high schools. Pers. Soc. Psychol. Bull. 41, 78-89. doi: 10.1177/0146167214557007
17. Colley, A., and Maltby, J. (2008). Impact of the internet on our lives: male and female personal perspectives. Comput. Hum. Behav. 24, 2005-2013. doi: 10.1016/j.chb.2007.09.002
18. Cooley, C. (1902). Human Nature and the Social Order. New York, NY: Scribner.
19. Cuddy, A. J. C., Fiske, S. T., and Glick, P. (2008). Warmth and competence as universal dimensions of social perception: the stereotype content model and the BIAS map. Adv. Exp. Soc. Psychol. 40, 61-149. doi: 10.1016/S0065-2601(07)00002-0
20. Duckworth, A., and Seligman, M. E. P. (2006). Self-discipline gives girls the edge: gender in self-discipline, grades, and achievement test scores. J. Educ. Psychol. 98, 198-208. doi: 10.1037/0022-0663.98.1.198
21. Elkind, D. (1967). Egocentrism in adolescence. Child Dev. 38, 1025-1034. doi: 10.1111/j.1467-8624.1967.tb04378.x
22. Federal Bureau of Statistics (2015a). Bildung und Kultur. Nichtmonetäre hochschulstatistische Kennzahlen 1980-2014 [Education and Culture. Non-Monetary Tertiary Education Statistics]. Wiesbaden: Statistisches Bundesamt.
23. Federal Bureau of Statistics (2015b). Statistisches Jahrbuch. Deutschland und Internationales [Statistical Yearbook. Germany and International]. Wiesbaden: Statistisches Bundesamt.
24. Federal Bureau of Statistics (2016a). Schulen auf einen Blick [Schools at a Glance]. Wiesbaden: Statistisches Bundesamt.
25. Federal Bureau of Statistics (2016b). Bildung und Kultur. Schnellmeldungsergebnisse der Hochschulstatistik zu Studierenden und Studienanfänger/-innen-vorläufige Ergebnisse [Education and Culture. Breaking News from Tertiary Education Student Statistics-Preliminary Results]. Wiesbaden: Statistisches Bundesamt.
26. Feingold, A., and Mazzella, R. (1998). Gender differences in body image are increasing. Psychol. Sci. 9, 190-195. doi: 10.1111/1467-9280.00036
27. Fend, H. (2003). Entwicklungspsychologie des Jugendalters [Developmental Psychology of Adolescence], 3rd Edn. Wiesbaden: VS Verlag fürSozialwissenschaften.
28. Free and Hanseatic City of Hamburg, School and Vocation Office (ed.) (2011a). Bildungsplan Stadtteilschule. Jahrgangsstufen 5-11. Sport [Curriculum District school. Grade levels 5-11. Sports]. Available at: http://www.hamburg.de/contentblob/2372710/ae306f1f4b58f9a0ac8c8cb9c0ea2d5b/data/sport-sts.pdf
29. Free and Hanseatic City of Hamburg, School and Vocation Office (ed.) (2011b). Bildungsplan Gymnasium. Sekundarstufe I. Sport [Curriculum High-Ability Track. Secondary Level I. Sports]. Available at: http://www.hamburg.de/contentblob/2373336/983a2a8333c9136bee553323255a968c/data/sport-gym-seki.pdf
30. Galanaki, E. P. (2012). The imaginary audience and the personal fable: a test of Elkind's theory of adolescent egocentrism. Psychology 3, 457-466. doi: 10.4236/psych.2012.36065
31. Gentile, B., Grabe, S., Dolan-Pascoe, B., Twenge, J. M., Wells, B. E., and Maitino, A. (2009). Gender differences in domain-specific self-esteem: a meta-analysis. Rev. Gen. Psychol. 13, 34-45. doi: 10.1037/a0013689
32. Harter, S. (1993). "Causes and consequences of low self-esteem in children and adolescents," in Self-Esteem: The Puzzle of Low Self-Regard, ed. R. F. Baumeister (New York, NY: Plenum Press), 87-116.
33. Harter, S. (1999). The Construction of the Self: A Developmental Perspective. New York, NY: Guilford.
34. Havighurst, R. J. (1948). Developmental Tasks and Education. Chicago, IL: University of Chicago Press.
35. Heller, K. A. (2002). Begabtenförderung im Gymnasium. Ergebnisse einer zehnjährigen Längsschnittstudie [Fostering the gifted at the highest secondary track. Results from a 10-year longitudinal study]. Opladen: Leske+Budrich.
36. Hille, A., Arnold, A., and Schupp, J. (2013). Freizeitverhalten Jugendlicher: Bildungsorientierte Aktivitäten spielen eine immer größere Rolle [Leisure behavior of young people: Education-oriented activities becoming increasingly important]. DIW Wochenber. 40, 15-25.
37. Hoge, R. D., and Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Rev. Educ. Res. 63, 449-465. doi: 10.3102/00346543063004449
38. Hoogeveen, L., van Hell, J. G., and Verhoeven, L. (2009). Self-concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands. Gift. Child Q. 53, 50-67. doi: 10.1177/0016986208326556
39. Hyde, J. S. (2005). The gender similarities hypothesis. Am. Psychol. 60, 581-592. doi: 10.1037/0003-066X.60.6.581
40. Iconkids and youth (2010). Trend Tracking Kids. Munich: iconkids & youth international research GmbH.
41. Industrieverband Körperpflege und Waschmittel [IKW] (2016). Jugend ungeschminkt [Youth without make-up]. Frankfurt/Main: Industrieverband Körperpflege und Waschmittel.
42. ISAPS (2013). ISAPS International Survey on Aesthetic/Cosmetic Procedures Performed in 2010. Hanover, NH: ISAPS.
43. ISAPS (2015). ISAPS International Survey on Aesthetic/Cosmetic Procedures Performed in 2014. Hanover, NH: ISAPS.
44. James, W. (1890/1963). The Principles of Psychology. New York, NY: Holt, Rinehart, & Winston.
45. Katzer, C., Fetchenhauer, D., and Belschak, F. (2009). Cyberbullying: Who are the victims? A comparison of victimization in internet chatrooms and victimization in school. J. Media Psychol. 21, 25-36. doi: 10.1027/1864-1105.21.1.25
46. Klemm, K., and Klemm, A. (2010). Ausgaben für Nachhilfe-teurer und unfairer Ausgleich für fehlende individuelle Förderung [Expenditures for Private Tutoring-Expensive and Unfair Compensation for Lack of Individual Fostering]. Gütersloh: Bertelsmann Foundation.
47. Knigge, M. (2009). Hauptschüler als Bildungsverlierer? Eine Studie zu Stigma und selbstbezogenem Wissen bei einer gesellschaftlichen Problemgruppe [Main Disciples as Losers of the Educational System? A Study About Stigma and Self-Centered Knowledge of a Socially Problematic Group]. Münster: Waxmann.
48. Kowalski, R. M., and Limber, S. P. (2013). Psychological, physical, and academic correlates between cyberbullying and traditional bullying. J. Adolesc. Health 53 (1 Suppl), S13-S20. doi: 10.1016/j.adohealth.2012.09.018
49. Lange, E. (1997). Jugendkonsum im Wandel [Changing Consumption Behaviors in Youth]. Opladen: Leske+Budrich. doi: 10.1007/978-3-322-95805-1
50. Lange, E., and Fries, K. R. (2006). Jugend und Geld 2010 [Youth and Money 2010]. Münster: IJF Institut für Jugendforschung.
51. Marsh, H. W. (1986). Global self-esteem: its relation to specific facets of self-concept and their importance. J. Pers. Soc. Psychol. 51, 1224-1236. doi: 10.1037/0022-3514.51.6.1224
52. Marsh, H. W. (1990). A multidimensional, hierarchical SC: theoretical and empirical justification. Educ. Psychol. Rev. 2, 77-172. doi: 10.1007/BF01322177
53. Marsh, H. W., Chessor, D., Craven, R., and Roche, L. (1995). The effects of gifted and talented programs on academic SC: the big fish strikes again. Am. Educ. Res. J. 32, 285-319. doi: 10.3102/00028312032002285
54. Marsh, H. W., and Martin, A. J. (2011). Academic self-concept and academic achievement: relations and causal ordering. Br. J. Educ. Psychol. 81, 59-77. doi: 10.1348/000709910X503501
55. Marsh, H. W., Plucker, J. A., and Stocking, V. B. (2001). The self-description questionnaire II and gifted students: another look at Plucker, Taylor, Callahan, and Tomchin's (1997) "Mirror, Mirror on the Wall". Educ. Psychol. Meas. 61, 976-996. doi: 10.1177/00131640121971608
56. Marsh, H. W., and Redmayne, R. S. (1994). A multidimensional physical self-concept and its relations to multiple components of physical fitness. J. Sport Exerc. Psychol. 16, 43-55. doi: 10.1123/jsep.16.1.43
57. Marsh, H. W., and Roche, L. (1996). Predicting self-esteem from perceptions of actual and ideal ratings of body fatness: is there only one ideal "supermodel"? Res. Q. Exerc. Sport 67, 13-26. doi: 10.1080/02701367.1996.10607921
58. Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., et al. (2008). The big-fish-little-pond effect stands up to critical scrutiny: implications for theory, methodology, and future research. Educ. Psychol. Rev. 20, 319-350. doi: 10.1007/s10648-008-9075-6
59. Marshal, J., and Hardman, K. (2000). The state and status of physical education in schools in international context. Eur. Phy. Educ. Rev. 6, 203-229. doi: 10.1177/1356336X000063001
60. McFarlin, D. B., and Blascovich, J. (1981). Effects of self-esteem and performance feedback on future affective preferences and cognitive expectations. J. Pers. Soc. Psychol. 40, 521-531. doi: 10.1037/0022-3514.40.3.521
61. McPherson, M., Smith-Lovin, L., and Brashears, M. E. (2006). Social isolation in America: changes in core discussion networks over two decades. Am. Sociol. Rev. 71, 353-375. doi: 10.1177/000312240607100301
62. Media Dynamics Inc (2014). America's Media Usage & Ad Exposure: 1945-2014. Nutley, NJ: Media Dynamics, Inc.
63. Medienpädagogischer Forschungsverbund Südwest (ed.) (2005). JIM-Studie 2005. Stuttgart: Medienpädagogischer Forschungsverbund Südwest.
64. Medienpädagogischer Forschungsverbund Südwest (ed.) (2015). JIM-Studie 2015. Stuttgart: Medienpädagogischer Forschungsverbund Südwest.
65. Ministry of Education, Research, and Cultural Affairs of Schleswig-Holstein (ed.) (1997). Lehrplan für die Sekundarstufe I der weiterführenden allgemeinbildenden Schulen Hauptschule, Realschule, Gymnasium, Gesamtschule. Sport [Curriculum for Secondary Level I of the Public Secondary Schools Low-Ability Track, Intermediate-Ability Track, High-Ability Track, Comprehensive Mixed-Ability Track. Sports]. Available at: http://lehrplan.lernnetz.de/intranet1/index.php?DownloadID=39
66. Ministry of Education and Cultural Affairs of Lower Saxony (ed.) (2007). Kerncurriculum für die Schulformen des Sekundarbereichs I. Schuljahrgänge 5-10. Sport [Curriculum for all School Types of Secondary School I. Grade levels 5-10. Sports]. Available at: http://db2.nibis.de/1db/cuvo/datei/kc_sek1_sport_07_nib_neu.pdf
67. Ministry of Education and Cultural Affairs of Lower Saxony (ed.) (2011). Curriculare Vorgaben für die Realschule. Profil Gesundheit und Soziales [Curricular Guidelines for the Intermediate-Ability Track, Profile Health, and Social Policy]. Available at: http://db2.nibis.de/1db/cuvo/datei/i_profil_gesundheit_3811.pdf
68. Möller, J., and Marsh, H. W. (2013). Dimensional comparison theory. Psychol. Rev. 120, 544-560. doi: 10.1037/a0032459
69. Mruk, C. J. (2013). Defining self-esteem as a relationship between competence and worthiness: how a two-factor approach integrates the cognitive and affective dimensions of self-esteem. Pol. Psychol. Bull. 44, 157-164. doi: 10.2478/ppb-2013-0018
70. Muthén, L. K., and Muthén, B. O. (1998-2013). Mplus (Version 7.1) [Computer Software]. Los Angeles, CA: Muthén & Muthén.
71. Paik, A., and Sanchagrin, K. (2013). Social isolation in America: an artifact. Am. Sociol. Rev. 78, 229-360. doi: 10.1177/0003122413482919
72. Patchin, J. W., and Hinduja, S. (2006). Bullies move beyond the schoolyard: a preliminary look at cyberbullying. Youth Violence Juv. Justice 4, 148-169. doi: 10.1177/1541204006286288
73. Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., et al. (eds) (2004). PISA 2003. Der zweite Vergleich der Länder in Deutschland-was wissen und können Jugendliche? [PISA 2003. The Second Comparison Between German Federal States-What do Young People Know and What can they do?]. Münster: Waxmann.
74. Robins, R. W., Trzesniewski, K. H., Tracy, J. L., Gosling, S. D., and Potter, J. (2002). Global self-esteem across the life span. Psychol. Aging 17, 423-434. doi: 10.1037/0882-7974.17.3.423
75. Rosenberg, M. (1965). Society and the Adolescent Self-Image. Princeton, NJ: Princeton University Press. doi: 10.1515/9781400876136
76. Ryan, R. M., and Kuczkowski, R. (1994). The imaginary audience, self-consciousness, and public individuation in adolescence. J. Pers. 62, 219-238. doi: 10.1111/j.1467-6494.1994.tb00292.x
77. Schneider, T. (2004). Nachhilfe als Strategie zur Verwirklichung von Bildungszielen. Eine empirische Untersuchung mit Daten des Soziooekonomischen Panels (SOEP). (Deutsches Institut für Wirtschaftsforschung: Discussion Papers No. 447.) Berlin: German Instititute for Economic Research.
78. Schneller, J. (2011). Zielgruppentrends im Kosmetikmarkt [Target Group Trends in the Cosmetics Market]. Allensbacher Markt-und Werbeträgeranalyse, Sonderheft Markenartikel, 2011. Allensbach: Allensbacher Markt-und Werbeträgeranalyse
79. Schwanzer, A. D., Trautwein, U., Lüdtke, O., and Sydow, H. (2005). Entwicklung eines Instruments zur Erfassung des Selbstkonzepts junger Erwachsener [Development of a questionnaire on young adults' self-concept]. Diagnostica 51, 183-194. doi: 10.1026/0012-1924.51.4.183
80. Shavelson, R. J., Hubner, J. J., and Stanton, G. C. (1976). Self-concept: validation of construct interpretations. Rev. Educ. Res. 46, 407-441. doi: 10.3102/00346543046003407
81. Skelton, C., Francis, B., and Read, B. (2010). "Brains befor 'beauty'?" High achieving girls, school and gender identities. Educ. Stud. 36, 185-194. doi: 10.1080/03055690903162366
82. Slonje, R., and Smith, P. K. (2008). Cyberbullying: another main type of bullying? Scand. J. Psychol. 49, 147-154. doi: 10.1111/j.1467-9450.2007.00611.x
83. Sondhaus, E. L., Kurtz, R. M., and Strube, M. J. (2001). Body attitude, gender, and self-concept: a 30-year perspective. J. Psychol. 135, 413-429. doi: 10.1080/00223980109603708
84. Statista (2016a). Ausgaben für Nachhilfe (in Euro) pro Jahr und pro Kopf nach Bundesland [Per-Capita Amounts Spent on Private Tutoring (in Euro) by Federal State]. Hamburg: Statista. Available at: http://de.statista.com/statistik/daten/studie/76319/umfrage/ausgaben-je-schueler-fuer-nachhilfe-pro-jahr/
85. Statista (2016b). Umsatz mit dekorativer Kosmetik in Deutschland in den Jahren 2004 bis 2015 [Volume of Sales for Decorative Cosmetics in Germany from 2004 to 2015]. Available at: http://de.statista.com/statistik/daten/studie/5210/umfrage/umsatz-mit-dekorativer-kosmetik-seit-2004/
86. Steinmayr, R., and Spinath, B. (2008). Sex differences in school achievement: what are the roles of personality and achievement motivation? Eur. J. Pers. 22, 185-209. doi: 10.1002/per.676
87. UNICEF (2012). Schule ist Vollzeitjob für Kinder [School is a Fulltime Job for Children]. Köln: Deutsches Komitee für UNICEF e.V.
88. Veiga, F. H. (2009). Underachievers, overachievers and student's self-concept. Int. J. Dev. Educ. Psychol. 21, 299-306.
89. Vogl, K., and Preckel, F. (2014). Full-time ability grouping of gifted students: impacts on social self-concept and school-related attitudes. Gift. Child Q. 58, 51-68. doi: 10.1177/0016986213513795
90. Weber, K. E., and Freund, P. A. (2016). Entwicklung und Validierung eines Fragebogens zur Erfassung multipler Selbstkonzeptfacetten bei Frderschlern (Schwerpunkt Lernen) und Regelschülern der Sekundarstufe I [Development and validation of a questionnaire for measuring multiple facets of SC of students at special schools (area of learning) and from regular school types]. Diagnostica doi: 10.1026/0012-1924/a000165
91. Weinert, F. E. (2001). "Vergleichende Leistungsmessung in Schulen-eine umstrittene Selbstverständlichkeit [Comparative assessment of achievement in schools-a disputed matter of course]," in Leistungsmessungen in Schulen, ed. F. E. Weinert (Weinheim: Beltz), 17-31.
92. Whitley, J. (2008). A model of general self-concept for students with learning disabilities: does class placement play a role? Dev. Disabil. Bull. 36, 106-134.
93. Wrzus, C., Hänel, M., Wagner, J., and Neyes, F. J. (2013). Social network changes and life events across the life span: a meta-analysis. Psychol. Bull. 139, 53-80. doi: 10.1037/a0028601
94. Yan, K., and Haihui, Z. (2005). A decade comparison: self-concept of gifted and non-gifted adolescents. Int. Educ. J. 6, 224-231.
95. Yu, C. Y. (2002). Evaluating Cutoff Criteria of Model Fit Indices for Latent Variable Models with Binary and Continuous Outcomes. Dissertation, University of California, Los Angeles, CA.
96. Zeidner, M., and Shani-Zinovich, I. (2015). A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students. High Ability Stud. 26, 211-226. doi: 10.1080/13598139.2015.1095076