Details
| Original language | English |
|---|---|
| Pages (from-to) | 511-522 |
| Number of pages | 12 |
| Journal | Journal of personality |
| Volume | 83 |
| Issue number | 5 |
| Early online date | 2 Sept 2014 |
| Publication status | Published - 1 Oct 2015 |
| Externally published | Yes |
Abstract
We investigated the reciprocal associations between academic self-enhancement and key indicators of intra- and interpersonal adjustment as well as the role of self-esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents (Mage=11.83; 54% female) over the course of one academic year. We assessed self-reported subjective well-being as an indicator of intrapersonal adjustment and peer-reported popularity as an indicator of interpersonal adjustment. We computed cross-lagged and longitudinal mediational analyses. Academic self-enhancement prospectively predicted high subsequent well-being and popularity. Vice versa, well-being and popularity prospectively predicted high subsequent levels of self-enhancement. High self-esteem mediated the longitudinal associations between self-enhancement and well-being in both directions, but not the links between self-enhancement and popularity. Self-enhancement and adjustment are bidirectionally linked: Self-enhancement entails intrapersonal and interpersonal benefits; at the same time, adjustment in both domains fosters self-enhancement. In terms of intrapersonal, but not interpersonal adjustment, self-esteem seems to serve as a linchpin, accounting for all longitudinal associations. Furthermore, we present evidence indicating that self-enhancement indicators that are based on difference scores (instead of residuals) are problematic and might have led to negatively biased results in the literature.
ASJC Scopus subject areas
- Psychology(all)
- Social Psychology
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In: Journal of personality, Vol. 83, No. 5, 01.10.2015, p. 511-522.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Antecedents, Consequences, and Mechanisms
T2 - On the Longitudinal Interplay Between Academic Self-Enhancement and Psychological Adjustment
AU - Dufner, Michael
AU - Reitz, Anne K.
AU - Zander, Lysann
N1 - Publisher Copyright: © 2014 Wiley Periodicals, Inc.
PY - 2015/10/1
Y1 - 2015/10/1
N2 - We investigated the reciprocal associations between academic self-enhancement and key indicators of intra- and interpersonal adjustment as well as the role of self-esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents (Mage=11.83; 54% female) over the course of one academic year. We assessed self-reported subjective well-being as an indicator of intrapersonal adjustment and peer-reported popularity as an indicator of interpersonal adjustment. We computed cross-lagged and longitudinal mediational analyses. Academic self-enhancement prospectively predicted high subsequent well-being and popularity. Vice versa, well-being and popularity prospectively predicted high subsequent levels of self-enhancement. High self-esteem mediated the longitudinal associations between self-enhancement and well-being in both directions, but not the links between self-enhancement and popularity. Self-enhancement and adjustment are bidirectionally linked: Self-enhancement entails intrapersonal and interpersonal benefits; at the same time, adjustment in both domains fosters self-enhancement. In terms of intrapersonal, but not interpersonal adjustment, self-esteem seems to serve as a linchpin, accounting for all longitudinal associations. Furthermore, we present evidence indicating that self-enhancement indicators that are based on difference scores (instead of residuals) are problematic and might have led to negatively biased results in the literature.
AB - We investigated the reciprocal associations between academic self-enhancement and key indicators of intra- and interpersonal adjustment as well as the role of self-esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents (Mage=11.83; 54% female) over the course of one academic year. We assessed self-reported subjective well-being as an indicator of intrapersonal adjustment and peer-reported popularity as an indicator of interpersonal adjustment. We computed cross-lagged and longitudinal mediational analyses. Academic self-enhancement prospectively predicted high subsequent well-being and popularity. Vice versa, well-being and popularity prospectively predicted high subsequent levels of self-enhancement. High self-esteem mediated the longitudinal associations between self-enhancement and well-being in both directions, but not the links between self-enhancement and popularity. Self-enhancement and adjustment are bidirectionally linked: Self-enhancement entails intrapersonal and interpersonal benefits; at the same time, adjustment in both domains fosters self-enhancement. In terms of intrapersonal, but not interpersonal adjustment, self-esteem seems to serve as a linchpin, accounting for all longitudinal associations. Furthermore, we present evidence indicating that self-enhancement indicators that are based on difference scores (instead of residuals) are problematic and might have led to negatively biased results in the literature.
UR - http://www.scopus.com/inward/record.url?scp=84941002207&partnerID=8YFLogxK
U2 - 10.1111/jopy.12128
DO - 10.1111/jopy.12128
M3 - Article
C2 - 25181603
AN - SCOPUS:84941002207
VL - 83
SP - 511
EP - 522
JO - Journal of personality
JF - Journal of personality
SN - 0022-3506
IS - 5
ER -