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Školské sebapoňatie a kvalita interpersonálnych vzťahov adolescenta

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Balážová M., Popelková M.
Psychologie a její kontexty
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2018
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vol. 9
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issue 1
29–40
EN
Adolescence is a period which is characterized by an increase in the importance of interpersonal relationships and by search for a balance between relationships with parents and peers. At the same time, self is being formed and the importance of academic selfconcept as one of the dimensions of the total adolescent‘s self-concept is increasing. The aim of study was explore relations between total academic self-concept and its dimensions (academic effort and academic confidence) and quality of interpersonal relationships with significant people in adolescent‘s life (mother, father, friends and classmates) and its dimensions (support, depth and conflicts). These relations were explored separately for adolescent boys and girls. Intersexual differences in academic self-concept and quality of relationships (including their dimensions) were studied too. Research sample was made by 104 grammar school pupils (48 boys and 56 girls). All four grades of high school were represented in the sample. Respondents were aged from 15 to 20 years old (AM=17.62; SD=1.10). Two measures were used – Academic Self-Concept Questionnaire (Liu & Wang, 2005) for exploring of adolescent‘s academic self-concept and its dimensions and Quality of Relationship Inventory (Pierce, Sarason, & Sarason, 1991) for exploring of adolescent‘s view on quality of his or her relationship with mother, father, friends and classmates. Spearman correlation coefficient, Mann-Whitney‘s U-test and Student‘s independent sample t-test were used for statistical analysis. These results indicated that secure attachment and closeness to both of parents (characteristic for dimension depth of relationships) are associated with higher interest in school, motivation to activity on lessons and higher effort to meet school responsibilities in adolescent boys. Academic effort has positive relationship with support and depth of relationship with classmates in adolescent girls. These findings indicate that positive clime in class is important for interest in school and efforts to meet school responsibilities of adolescent girls. Girls are probably compared with classmates and their support and acceptance affects girls‘ academic self-concept more than in case of adolescent boys. Total academic self-concept and academic confidence aren‘t associated with dimensions of quality of relationships with parents and friends for adolescent boys and girls. These findings indicate that confidence in one‘s own school abilities is associated with another variables for pupils. On the parents‘ side, it can be interest, communication, expectations or feedback about school and school responsibilities. On the peers‘ side, it can be support or evaluation of school performance and success. On the teacher‘s side, it can be expectations, feedback or support. Our findings indicate that adolescent boys and girls don‘t differ in total academic self-concept. Girls reported higher effort and interest in lessons, and they pay more attention to teachers (higher score in dimension academic effort), while boys reported higher confidence in their own school abilities (higher score in dimension academic confidence). These differences in dimensions of academic self-concept weren‘t significant. Adolescent girls reached higher level in dimensions of quality of interpersonal relationships – support and depth of relationship with mother and friends. Adolescent boys and girls perceived their relationships with classmates as less supportive and less close compared to relationships with parents or friends. These findings are in line with observations of teachers and school psychologists who point to worsening relationships in school classes.
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Kvantita a kvalita priateľstva ako prediktory citlivosti na odmietnutie u adolescentov

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Šebová G., Popelková M.
Psychologie a její kontexty
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2014
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vol. 5
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issue 2
17-31
EN
The current study examines friendship quality and quantity as unique predictors of rejection sensitivity in adolescents. The purpose of the study was to analyze whether the unique contributions of friendship quality and quantity differ in adolescent boys and girls. Rejection sensitivity is conceptualized as the disposition to anxiously expect, readily perceive and intensively react to social rejection. That is why rejection sensitivity is considered to be a cognitive-affective mechanism which leads to increase of internalizing problems in children and adolescents (loneliness, social anxiety, depression...). Friendship variables have been found to predict the level of internalizing problems in adolescents. Little to no research, however, has examined friendship quality and quantity as predictors of level of rejection sensitivity. Participants in this study were 184 students (98 girls and 86 boys), aged from 13 to 16 (M=13.83, SD=1). Adolescents completed measures assessing number of their friends, quality of best friendship (self-report questionnaire Friendship qualities scale, Bukowski, Hoza, Boivin, 1994) and rejection sensitivity (self-report questionnaire Rejection sensitivity scale, Downey, Feldman, 1996). Regression analysis indicated that friendship features (companionship, balance, help, security, closeness), friendship quantity and overall friendship quality are significant unique predictors of sensitivity rejection in adolescents with. Results suggest that adolescents with higher number of and higher quality friendships have lower concerns about the possibility and expectation of rejection, which can lead to minimizing the risk of development of internalizing problems. However, only a small proportion of variance was accounted for in rejection sensitivity by the friendship variables (small to medium effect size). This suggests that different kind of peer relationships (peer acceptance, popularity, peer victimization) make unique, differential (greater or lesser) contributions to rejection sensitivity. Different types of peer relations can moderate and mediate each other´s influence on specific types of internalizing problems in adolescents. The future research simultaneously examining more types of peer relationship is needed. There has been empirical evidence that girls have more quality friendships which provide them more emotional and instrumental support, than for boys. Our results support this empirical evidence. Regression analysis indicated, that balance (large effect size), help, security and closeness in friendship (small to medium effect size) and overall friendship quality (medium effect size) are significant unique predictors of rejection sensitivity for adolescent girls, but not for boys. Results suggest that predictors of sensitivity rejection in boys are other than interpersonal factors, for example personal or coping strategies. Further directions in research are discussed.
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Reprezentácia vzťahovej väzby ako prediktor internalizujúcich problémov u detí v strednom detstve

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Halamová M., Popelková M.
Psychologie a její kontexty
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2015
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vol. 6
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issue 2
49-63
EN
Problem: The current study examines the relationship between the representation of attachment relationship with mother and internalizing problems in the developmental period of middle childhood. The purpose of the study was to analyze whether the quality of attachment predicts the intensity and seriousness of internalizing problems in middle childhood; and to examine whether the models are gender-specific. Methods: Participants in this study were 151 children aged 9-12 (M = 11.21), 77 boys and 74 girls, recruited from elementary schools in Nitra region. Children completed measures assessing the quality of attachment representation of the relationship with mother (selfreport questionnaire Security Scale), the tendency to react anxiously (self-report questionnaire Childen´s Manifest Anxiety Scale – CMAS), social anxiety (self-report questionnaire Scale of Classical Social Situational Anxiety – KSAT) and depression (self-report questionnaire Children´s Depression Inventory – CDI). Results: Regression analysis indicated that secure attachment representation is a significant negative predictor of children's internalizing problems – manifest anxiety (ß = -.324, p < .001), the total of depression symptoms (ß = -.377, p < .001) and all of the subcategories of depressive symptomathology (ß = -.230, p < .01 for Negative Mood; ß = -.253, p < .01 for Interpersonal Problems; ß = -.316, p < .001 for Inefectiveness; ß = .215, p < .01 for Anhedonia; and ß = -.461, p < .001 for Negative Self Esteem), except for social anxiety (ß = -.035, p = .717). The overall variance explained by attachment security ranged 4.6 to 21.3%. Results suggest that children, who perceive their mother as available and responsive in the situation of distress, are less prone to develop anxiety and depression. Small to middle effect size of the quality of attachment relationship indicates that attachment to mother is only one of the risk factors of internalizing behavior in middle chidlhood. Regression analysis revealed some gender-specific models according to the associations between attachment to mother and internalizing problems in boys and girls. In the sample of boys, negative mood and anhedony was not predicted by attachment to mother (ß = -.176, p > 0.05 and ß = -.194, p > 0.05, respectively), but in the sample of girls, secure attachment representation was a significant negative predictor of both depressive symptoms (ß = -.296, p < .05 for Negative Mood; and ß = -.285, p < .05 for Anhedony). Other models, except for social anxiety, were statistically significant for both samples. In the sample of girls, the predictor accounted for 26.3% of variance in Negative Self Esteem (ß = -.512; p < .001), 18.9% of variance of the total of depression symptoms (ß = -.435; p < .001), 10.9% of variance in Ineffectiveness (ß = -.331; p < .05) and 10.5% of variance in manifest anxiety (ß = -.324; p < .05). The results were similar for the sample of boys. Attachment security accounted for 17.4% of variance in Negative Self Esteem (ß = -.435; p < .001), 11.3% of variance of the total of depression symptoms (ß = -.377; p < .05) and 10.5% of variance in manifest anxiety (ß = -.332; p < .05). Representation of attachment relationship with mother accounted for less then 10% of variance when predicitng Negative Mood, Anhedony and Interpersonal Problems in both samples, and in addition Inefectiveness only in boys. Additional statistical analyses revealed that regression coefficients across models did not differ. Results suggest that mother is still a primary attachment figure in middle childhood for both, boys and girls, but the quality of attachment to father can also be an important factor of particular adaptive behavior, especially in boys. Because of lack of knowledge and empirical evidence, the future research in the field of gender-specific models of adjustment in middle childhood is needed. Discussion: When interpreting the results of this investigation, it is important to be aware of several limitations. The methodics used in the study are all based on the subjective self-report. The character of the assessment can lead to the tendency to react according to the social expectations. In future studies, it would be beneficial to gather reports about the internalizing problems from children as well as from significant others, and to use multiple attachment assessment (e.g. the combination of questionnaires and projective techniques. Conclusion: We can conclude that attachment representation to mother is an important factor of adaptive development in middle childhood. Our results are in concordance with attachment theory and empirical evidence of associations between violated confidence of availability of attachment figure resulting in insecure attachment representation and maladjustment.
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