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http://dx.doi.org/10.5762/KAIS.2020.21.9.190

A Contemporaneous and Lagged Effects of Social Supports on Self-esteem Development Trajectory of Multicultural Adolescents  

Yeon, Eun Mo (College of Basic Studies, Yeungnam University)
Choi, Hyo-Sik (Department of Education, Chuncheon National University of Education)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.21, no.9, 2020 , pp. 190-198 More about this Journal
Abstract
The purpose of this study was to investigate the changing trajectory of self-esteem and to explore contemporaneous and lagged effects of social supports(family, friends, and teacher) of 4th graders in elementary school to 9th graders in middle school. The subjects were 1,296 multiethnic students, who participated in the Multicultural Children and Adolescents Panel Study(MCAPS) from 2011 to 2016. The results of piecewise growth function showed that students' self-esteem was increased during upper grade in elementary school but soon deceased during middle school. Individual differences were found at initial, 1st and 2nd changing status. Students with higher level at initial status in self-esteem showed less increased pattern during elementary school but greater decreased pattern during middle school. In addition, supports from family and teacher showed contemporaneous effects across all 6 years while supports from friends showed such effects only for 5 years except 9th grade. Lagged effects of family were found in elementary school and significant lagged effects with supports from friends were found at 6th and 8th grade. The results of this study imply that the social support of family, friends, and teacher has an important role to encourage the self-esteem of multicultural adolescents.
Keywords
Self-Esteem; Social Support; Piecewise Growth Modeling; Contemporaneous Effects; Lagged Effects; Multicultural Adolescents Panel Study;
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