Psychology summary paper

 

For this assignment, you are going to find and read academic Psychology Journal 

Article from thePsy Articles database 

       The following information should be included in the paper.

(1) Summary of article  :Title and authors of the study, summarize 

major/critical points of the article, research methods and participants used in the 

study, and conclusion by authors

(2) Your analysis about the article : 

      Answer following questions thoroughly:

a) What does this piece add to our understanding of this topic?

b) What related questions do this article leave unanswered?

  

Source:http://web.ebscohost.com/ehost/detail?vid=12&sid=7758deaf-7396-49e4-8cd8-036fba5451b6%40sessionmgr12&hid=12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdh&AN=2011-13615-001

 

Format:* Each paper should be a minimum 3 pages. (This does not include title 

    page. Title page should be separate from text pages.).  

              * All papers must be typed, double spaced, and stapled.  

  

2/21/2013

Title: Life-span development of self-esteem and its effects on important life outcomes.

Author:

1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US

Purpose of the research:

The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.

Research method:

The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.

Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.

Participants:

The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities other than Caucasian, we did not examine ethnic differences.

The author’s conclusion:

Although author found the prospective effects of self-esteem on life outcomes while controlling for prior levels of the constructs, the study design does not allow for strong conclusions regarding the causal influence of self-esteem. As in all passive observational designs, effects between variables may be caused by third variables that were not assessed For example, personality factors, such as neuroticism, might simultaneously affect both self-esteem and many of the outcome variables. Therefore, future research should test theoretically relevant third-variable models that might account for the relations between self-esteem and life outcomes. Nevertheless, the prospective models (i.e., cross-lagged regression models) are useful because they can indicate whether the data are consistent with a causal model of the relation between the variables, by establishing the direction of the effects and ruling out some (but not all) alternative causal hypotheses. Further evidence on the causal status of the effects might also accrue from intervention studies. For example, if improvement of self-esteem through psychological intervention were followed by improvements in relationship satisfaction, success at the workplace, psychological well-being, and health, the causal status of self-esteem would be enhanced. Although we do not yet know whether interventions to improve self-esteem lead to improvements in the relationship, work, and health domains, meta-analytic reviews of self-esteem intervention programs have demonstrated that “it is possible to significantly improve children’s and adolescents’ levels of self-esteemand to obtain concomitant positive changes in other areas of adjustment” ( Haney & Durlak, 1998, p. 429; see also Marsh & Craven, 2006; O’Mara, Marsh, Craven, & Debus, 2006).

Analysis of the research paper:

In my summary, the present research contributes to the understanding of the life-span development of self-esteem and its possible consequences for important life outcomes. The findings are consistent with the hypothesis that self-esteem has a significant prospective impact on real-world life experiences and that high and low self-esteem are not mere epiphenomena of success and failure in relevant life domains. An important task in future research is to further test whether self-esteem causally influences well-being and success in the domains of work, relationships, and health, for example, by examining the long-term effects of interventions aimed at increasing self-esteem.

According to my knowledge, the life span development is designed to provide us the important common developmental stages that human beings should go through. For examples, those included the birth, infancy, adolescence, adulthood, old age and finally death. We learn how to use our bodies, to communicate, to form relationships, to work and to love. It is a knowledge about how human lifespan development is supposed to unfold is important because it serves as the base upon which our life problems sit. If we fail to master a working knowledge of how to get dates as a teenager, for instance, we may later find ourselves with a social anxiety problem as an adult. If we are not properly nurtured as an infant, we may have difficulty trusting in relationships at all as an adult. Knowing something about how people typically develop themselves over time thus helps us to place our problems and illnesses into context, and also suggests ways that our problems can be fixed.