Associations of self-esteem and temperament traits to self- and teacher-reported social status among classmates.
The present study examined the validity of self- and teacher-reported social status and its relations to self-esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self- and teacher-rated social status (r = 0.42). Different aspects of self-esteem were differently related to social status. When other temperament and self-esteem variables were included in the analyses, strongest predictor for self-rated social status in both genders was social self-esteem (p < 0.01) and for teacher-rated social status general self-esteem (p < 0.01). The strongest temperamental predictors of social status were lower inhibition in girls (p < 0.01, self- and teacher-rated) and higher impulsivity (p < 0.01, self-rated) and activity (p < 0.01, teacher-rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self-concept and temperament dimensions.
Hintsanen
Mirka
M
Institute of Behavioral Sciences/Psychology, University of Helsinki, Helsinki, Finland. mirka.hintsanen@helsinki.fi
Alatupa
Saija
S
Pullmann
Helle
H
Hirstiö-Snellman
Paula
P
Keltikangas-Järvinen
Liisa
L
D000293:Adolescent; D005178:Faculty; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D010555:Personality Inventory; D012649:Self Concept; D057566:Self Report; D012928:Social Desirability; D012931:Social Environment; D012938:Social Perception; D013334:Students; D013694:Temperament