Self-esteem contingencies and satisfaction of basic psychological needs as sources of psychological well-being of adolescent

Relevance. The problem of self-esteem contingenciesis currently less studied empirically than the level and the stability of self-esteem. But at the same time self-esteem contingencies is verypromising topic that allows to better understanding the problems of the psychological well-being and personal maturity of the adolescent.

Objective. The study is devoted to the connection of such types of self-esteem contingencies of adolescent as self-esteem based on competence, self-esteem based on teacher approval, self-esteem based on parental approval and compensatory self-esteem with various aspects of adolescent well-being and satisfaction of basic psychological needs by parents.

Methods. 223 adolescents were recruited for the study. Techniques were filled during school lesson. It was used Rosenberg’s self-esteem scale, the multidimensional scale of schoolchildren’s life satisfaction, the scale of basic psychological needs satisfaction in family and an author’s scale for diagnosing self-esteem contingencies.

Results. It was shown that the types of self-esteem contingenciesmake a different contribution to psychological well-being. Self-esteem based on competence contributes to self-satisfaction, self-esteem based on the approval of parents - family satisfaction, and self-esteem based on the approval of teachers - satisfaction by school. Compensatory self-esteem although leads to self-satisfaction, hinders satisfaction with family and school. At the same time, adolescents whose parents satisfy their basic psychological needs are more satisfied and have more authentic types of self-esteemcontingencies.

Conclusions. The self-esteem based on competence and self-esteem based on obtaining approval and support from significant people are more authentic, healthy and contributing to psychological well-being than compensatory one. The findings provide grounds for adolescent’s training aimed at developing psychological competencies that promote self-esteem such skills of constructive thinking, formulation and advocacy of their position, self-evaluation and coping with distress. As well as for counseling with parents and teachers to build relationships based on the provision of autonomy, support and respect for adolescents.

References

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 Public Interest, 4, 1, 1—44. doi.org/10.1111/1529-1006.01431

Bodalev, A.A., Stolin, V.V. (2006). Obshchaya psikhodiagnostika[General psychodiagnosis]. St. Petersburg: Rech'.

Campbell, J.D. (1986). Similarity aВМУnd uniqueness: The effects of attribute type, relevance, and individual differences in self-esteem and depression. Journal of Personality and Social Psychology, 50, 281—294. doi.org/10.1037/0022-3514.50.2.281

Cheng-Hong, L., Yi-Hsing, C.C., Jen-Ho, C. (2017). Why do easterners have lower well-being than westerners? The role of others’ approval contingencies of self-worth in the cross-cultural differences in subjective well-being.  Journal of Cross-Cultural Psychology, 48, 2, 217—224. doi.org/10.1177/0022022116677580

Chirkov, V.I., Ryan, R.M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618—635. doi.org/10.1177/0022022101032005006

Crocker, J., Luhtanen, R.K. (2003). Level of self-esteem and contingencies of self-worth: Unique effects on academic, social, and financial problems in college freshmen. Personality and Social Psychology Bulletin, 29, 701—712. doi.org/10.1177/0146167203029006003

Crocker, J., Wolfe, C. (2001). Contingencies of self-worth. Personality and Social Psychology Review, 108, 3, 593—623. doi.org/10.1037/0033-295X.108.3.593

Gordeeva, T.O., Lunkina, M.V., Sychev, O.A. (2018). Istochniki optimisticheskogo myshleniya i blagopoluchiya podrostkov. Voprosy psikhologii [Psychology Issues], 5, 13—32.

Gordeeva, T.O., Sychev, O.A, Gizhitsky, V.V., Gavrichenkova, T.K. (2016). Motivaciya samouvazheniya i uvazheniya drugimi kak faktory akademicheskih dostizhenij i nastojchivosti v uchebnoj deyatel'nosti. Psikhologicheskiy zhurnal[Psychological Journal], 37, 2, 57—68.

Harter, S. (1999). The construction of the self: A developmental perspective. N.Y.: Guilford.

Heine, S.J., Lehman, D.R., Markus, H.R., Kitayama, S. (1999). Is there a universal need for positive self-regard? Psychological Review, 106, 4, 766—794. doi.org/10.1037/0033-295X.106.4.766

Leontiev, D.A. (2011, ed.). Lichnostnyj potentsial: struktura i diagnostika[Personal potential: structure and diagnosis]. Moscow: Smysl.

Maslow, A.H. (1943). A Theory of human motivation. Psychological Review, 50, 4, 370—396. doi.org/10.1037/h0054346

Maslow,A. (1999). Motivatsiya i lichnost'[Motivation and personality]. St. Petersburg: Evraziya.

McFarlin, D.B., Blascovich, J. (1981). Effects of self-esteem and performance feedback on future affective preferences and cognitive expectations. Journal of Personality and Social Psychology, 40, 521—531. doi.org/10.1037/0022-3514.40.3.521

Mecca, A.M., Smelser, N.J., Vasconcellos, J. (1989). The social importance of self-esteem. Berkeley: University of California Press.

Karabanova, O.A., Sadovnikova, T.Yu. (2017). Vospriyatie moral'noj atmosfery shkoly kak faktor formirovaniya obraza referentnogo sverstnika v podrostkovom vozraste. Natsional'nyy psikhologicheskiy zhurnal[National Psychological Journal], 3(27), 92—102.

Kon'shina, T.M., Sadovnikova, T.Yu. (2018). Predstavlenie podrostkov ob uchastii roditelej v predvaritel'nom professional'nom samoopredelenii detej. Natsional'nyy psikhologicheskiy zhurnal[National Psychological Journal], 1(29), 77—87.

Molchanova, O.N. (2010). Samootsenka: Teoreticheskie problemy i empiricheskie issledovaniya: Uchebnoe posobie[Self-assessment: Theoretical problems and empirical research: Tutorial]. Moscow: Flinta; Nauka.

Molchanova, O.N., Nekrasova, T.Yu. (2013). Adaptatsiya metodiki Dzh. Kroker, napravlennoj na issledovanie bazovyh osnovanij samoocenki. Kul'turno-istoricheskaya psikhologiya[Cultural-historical psychology], 4, 65—74.

Mruk,C. (2006). Self-Esteem: Research, theory, and practice. N.Y.: Springer.

Pope, A., McHale, S., Craighead, E. (1988). Self-esteem enhancement with children and adolescents. N.Y.: Pergamon Press.

Pyszczynski, Т., Greenberg, J., Solomon, S., Arndt, J. (2004). Why do people need self-esteem? A theoretical and empirical review. Psychological Bulletin, 130, 3, 435—468. doi.org/10.1037/0033-2909.130.3.435

Rogers,K. (1994). Vzglyad na psikhoterapiyu. Stanovlenie cheloveka[A look at psychotherapy. Becoming a man]. Moscow: Progress; Univers.

Ryan, R.M., Deci, E.L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. N.Y.: The Guilford Press. 

Schimmack, U., Diener, E. (2003). Predictive validity of explicit and implicit self-esteem for subjective well-being. Journal of Research in Personality, 37, 100—106. doi.org/10.1016/S0092-6566(02)00532-9

Sheldon, K.M., Elliot, A.J., Kim, Y., Kasser, T. (2001). What Is Satisfying About Satisfying Events? Testing 10 Candidate Psychological Needs. Journal of Personality and Social Psychology, 80, 2, 325—339.

Sowislo, J.F., Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies. Psychological Bulletin, 139, 213—240. doi.org/10.1037/a0028931

Sychev, O.A., Gordeeva, T.O., Lunkina, M.V., et al. (2018). Mnogomernaya shkala udovletvorennosti zhizn'yu shkol'nikov. Psikhologicheskaya nauka i obrazovanie[Psychological Science and Education]. 2018. T. 23. № 6. S. 5—15.

Taylor, S.E., Brown, J.D. (1988). Illusion and well-being: A social-psychological perspective on mental health. Psychological Bulletin, 103, 193—210. doi.org/10.1037/0033-2909.103.2.193