ERIC Number: EJ1224074
Record Type: Journal
Publication Date: 2019-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Self-Stigma and Domains of Well-Being in High School Youth: Associations with Self-Efficacy, Self-Esteem, and Self-Criticism
Rose, Alison L.; Atkey, Sarah K.; Flett, Gordon L.; Goldberg, Joel O.
Psychology in the Schools, v56 n8 p1344-1354 Sep 2019
Self-stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help-seeking. Unfortunately, little is known about how self-stigmatization relates to positive well-being indicators among youth. A sample of 134 high school students completed established measures of self-stigma, well-being, self-esteem, self-efficacy, and self-criticism. Analyses confirmed that self-stigma was associated with overall well-being and five well-being subscales (autonomy, environmental mastery, personal growth, positive relations, and self-acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self-esteem, self-efficacy, and self-criticism. Taken together, findings point to the need for greater awareness of self-stigma along with an explicit focus on the promotion of protective well-being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the "why try" model of self-stigma.
Descriptors: Well Being, High School Students, Self Efficacy, Self Esteem, Help Seeking, Self Concept, Stereotypes, Mental Disorders, Social Bias, Measures (Individuals), Self Evaluation (Individuals), Student Attitudes, Personal Autonomy, Interpersonal Relationship, Correlation, Individual Development, Prevention, Intervention, Models, Criticism
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A