Thesis
The relationship between self-esteem and cognitive deficits in school age children
Washington State University
Master of Science (MS), Washington State University
2004
Handle:
https://hdl.handle.net/2376/240
Abstract
This project investigated self-esteem’s relationship to cognition. Participants included thirty-one children (12 with learning disabilities and 19 controls) between the ages of 8 and 13. A neuropsychological evaluation including measures of self-esteem and depression were administered to each child. Regression analyses demonstrated that one component of self-esteem, Familial Acceptance, significantly predicted visual discrimination performance. When depression was added to the hierarchical regression equations, the self-esteem measures exhibited differential relationships with depression in predicting aspects of cognition. Familial Acceptance directly predicted scores on a visual discrimination task, while Peer Popularity and depression predicted performance for a measure of verbal intelligence. Conversely, Academic Competence approached significance for predicting working memory, but this relationship was mediated by depression. These preliminary findings suggest that self-esteem may be related to cognition, possibly making self-esteem and depression important areas to include in neuropsychological assessment. Further investigation is warranted, however, as the large number of analyses may have produced spurious findings.
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Details
- Title
- The relationship between self-esteem and cognitive deficits in school age children
- Creators
- Angela Naillon
- Contributors
- Michelle Y. Kibby (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Psychology, Department of
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525057601842
- Language
- English
- Resource Type
- Thesis