Individual and contextual parameters associated with adolescents' domain specific self-perceptions.
The present study examined the role of adolescents' self-esteem and perceptions of family and classroom contexts on their domain specific self-perceptions. 345 Greek junior high school adolescents aged 14-16 completed measures of domain specific self-perceptions, self-esteem, parenting styles and classroom climate. Hierarchical regression analyses revealed that both family and classroom contexts predicted students' self-perceptions, after students' demographics, academic achievement and self-esteem were controlled for. However, different patterns emerged in the relationship between family, classroom climate and self-esteem depending on domain specific self-perceptions. Academic self-perceptions (scholastic, mathematics and language competences) were predicted by classroom climate dimensions (order and organization, student involvement, rule clarity), whereas self-perceptions regarding relations with parents, close friends and behaviour conduct, were predicted by parenting styles. Given the fact that adolescence is a period of fluctuation in self-understanding which renders self-perceptions particularly malleable, the results support the critical role of the social environments where adolescents operate.
Kokkinos
Constantinos M
CM
Democritus University of Thrace, Department of Primary Education, N. Hili, GR 68100, Alexandroupolis, Greece. kkokkino@eled.duth.gr
Hatzinikolaou
Stamatia
S
D000124:Achievement; D000293:Adolescent; D000294:Adolescent Behavior; D000704:Analysis of Variance; D005195:Family Relations; D005260:Female; D006115:Greece; D006801:Humans; D008297:Male; D016487:Parenting; D010379:Peer Group; D012044:Regression Analysis; D012574:Schools; D012649:Self Concept; D012931:Social Environment