Are Adolescents With Higher Self-Esteem More Prosocial? Exploring the Moderating Effect of Self-Compassion in Different Genders.

IF 1.7 4区心理学 Q3 PSYCHOLOGY

Journal of Genetic Psychology Pub Date : 2022-09-01 Epub Date: 2022-06-28 DOI:10.1080/00221325.2022.2083937

Shiqing Li, Jian Hao

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引用次数: 2

Abstract

Previous studies have revealed a positive relationship between self-esteem and prosocial behavior. Based on social mentality theory, the authors propose that self-compassion as a self-soothing system moderates the relationship in adolescents girls and not in adolescent boys. A total of 540 adolescents from 12 to 14 years old completed the Rosenberg Self-Esteem Scale, Self-Compassion Scale, and Prosocial Tendencies Measure. The results showed that both self-esteem and self-compassion were positively correlated with prosocial behavior, self-compassion moderated the relationship between self-esteem and altruistic or anonymous prosocial behavior, and self-compassion moderated the relationship between self-esteem and dire prosocial behavior and the moderating effect was moderated by gender. In conclusion, the present study indicates that self-esteem and self-compassion, as two important aspects of the self, are beneficial to prosocial behavior in adolescence. Self-compassion strengthens the relationship between self-esteem and specific prosocial behavior, especially for adolescent girls.

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自尊越高的青少年越亲社会吗?不同性别自我同情的调节效应探讨。

先前的研究已经揭示了自尊和亲社会行为之间的正相关关系。基于社会心理理论，作者提出自我同情作为一种自我抚慰系统调节青春期女孩的关系，而不是青春期男孩的关系。对540名12 ~ 14岁的青少年进行了Rosenberg自尊量表、自我同情量表和亲社会倾向量表的测试。结果表明:自尊、自我同情与亲社会行为均呈显著正相关，自我同情对自尊与利他性、匿名性亲社会行为的关系有调节作用，自我同情对自尊与可怕的亲社会行为的关系有调节作用，且调节作用受性别的调节作用。综上所述，本研究表明自尊和自我同情作为自我的两个重要方面，对青少年的亲社会行为有促进作用。自我同情加强了自尊和特定亲社会行为之间的关系，尤其是对青春期女孩而言。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Genetic Psychology 医学-心理学

CiteScore

2.80

自引率

0.00%

发文量

审稿时长

>12 weeks

期刊介绍： The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.