Age and gender differences in the relation between self-concept facets and self-esteem

This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and selfesteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept–self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and selfesteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept–self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept-self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis. 1German Institute for International Educational Research, Frankfurt, Germany Corresponding Author: A. Katrin Arens, Center for Research on Individual Development and Adaptive Education of Children at Risk, German Institute for International Educational Research, Schloßstraße 29, 60486 Frankfurt am Main, Germany. Email: [email protected] 503216 JEA34610.1177/0272431613503216The Journal of Early AdolescenceArens and Hasselhorn research-article2013 at DIPF on July 15, 2016 jea.sagepub.com Downloaded from Arens and Hasselhorn 761