ERIC Number: ED197824
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Socialization and Self-Esteem: A Test of Symbolic Interaction and Social Learning Explanations.
Openshaw, D. Kim; Thomas, Darwin L.
Two questions were examined in this study: (1) Do symbolic interaction and social learning processes independently contribute to adolescents' self-esteem? and (2) If they do, what is the relative magnitude of their contribution? Data for the investigation were gathered through self-report questionnaires. Fourteen to 18-year-old adolescents, and their parents, comprising a stratified random sample of 184 families, reported on parental behavior, parental power, and self-esteem. Specific variables studied were social worth, self-derogation, positive self-esteem and social competence. Multiple regression and the multiple correlation coefficient were the statistical procedures employed. Comparisons were made of all 16 possible specific variable and parent/child combinations. In nine of the 16 dyad-variable comparisons, the multiple partial correlation coefficient for the symbolic interaction variables was stronger than those representing the social learning variables. This suggests that at this time in the child's life his/her self-esteem is more a function of social interaction and the reflected appraisals of significant others, than of his/her modeling of the parent's self-esteem. In 10 of the 16 dyad-variable comparisons social learning variables were related significantly and independently to self-esteem. However, in only two of the 16 comparisons were the social learning variables found to have had the greater relative effect. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: N/A
Identifiers: Symbolic Interaction; Theory Development
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).