305,268 research outputs found
Syntax - Gürel, Brummelman, & Overbeek, in press
No full textGürel, Ç., Brummelman, E., & Overbeek, G. (in press). Proudly moving forward and feeling connected: Temporal comparisons relate to adolescents’ desire for growth and relatedness. Emotion
Syntax - Gürel, Brummelman, & Overbeek, in press
No full textGürel, Ç., Brummelman, E., & Overbeek, G. (in press). Proudly moving forward and feeling connected: Temporal comparisons relate to adolescents’ desire for growth and relatedness. Emotion
Syntax - Gürel, Brummelman, & Overbeek, in press
No full textGürel, Ç., Brummelman, E., & Overbeek, G. (in press). Proudly moving forward and feeling connected: Temporal comparisons relate to adolescents’ desire for growth and relatedness. Emotion
Paradoxical effects of praise: A transactional model
No full textIn Western societies, parents and teachers often use praise in an attempt to increase children’s self-esteem and motivation. In fact, praise has become the most common type of feedback that children receive in their everyday lives, at least in many Western societies. However, there is a growing body of research showing that praise may sometimes have unintended consequences. Rather than increasing self-esteem and motivation, some forms of praise can make children concerned about upholding the positive evaluation they have received. In some cases, these concerns may lead children to avoid challenges, to give up or cheat when they struggle, or to feel bad about themselves in the face of setbacks. This lowered self-esteem and motivation may, in turn, encourage parents and teachers to provide even more praise, thus establishing a vicious cycle. We propose a transactional model to shed light on these paradoxical effects of praise, and we discuss research directions to validate the model
Can praise contribute to narcissism in children?
No full textSince the 1970s, Western parents have become increasingly concerned about raising children’s self-esteem. Many parents believe that self-esteem contributes to children’s success and happiness in life, and they are motivated to raise self-esteem by telling children how unique and extraordinary they are. However, there is some suggestive evidence that, since the very same decade, Western youth developed higher narcissism levels. The conclusion would seem too obvious: in lavishing children with praise, parents may inadvertently cultivate narcissism. This chapter reviews emerging research on when praise may (and may not) contribute to narcissism in children and suggests ways in which parents can effectively raise self-esteem without cultivating narcissism
Effort self-talk benefits the mathematics performance of children with negative competence beliefs
No full textChildren with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self‐talk may benefit these children’s mathematics performance. Participants (N = 212, Grades 4–6, Mage = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self‐talk (“I will do my very best!”), ability self‐talk (“I am very good at this!”), or no self‐talk, and worked on the second half of the test. Compared to both the conditions, effort self‐talk benefited the performance of children holding negative competence beliefs: It severed the association between negative competence beliefs and poor performance. By internally asserting that they will deliver effort, children with negative competence beliefs can optimize their achievement in school
Raising children with high self-esteem (but not narcissism)
No full textWith the rise of individualism since the 1960s, Western parents have become increasingly concerned with raising their children’s self-esteem. This is understandable, given the benefits of self-esteem for children’s psychological health. However, parents’ well-intentioned attempts to raise self-esteem, such as through inflated praise, may inadvertently breed narcissism. How can parents raise self-esteem without breeding narcissism? In this article, we propose a tripartite model of self-regard, which holds that the development of self-esteem without narcissism can be cultivated through realistic feedback (rather than inflated praise), a focus on growth (rather than on outperforming others), and unconditional regard (rather than regard that is conditional). We review evidence in support of these practices and outline promising directions for research. Our model integrates existing research, stimulates the development of theory, and identifies leverage points for intervention to raise self-esteem and curtail narcissism from a young age.</p
Narcistische kinderen
No full textNarcistische kinderen voelen zich superieur aan anderen, vinden dat ze meer rechten hebben dan anderen, en hun keren naar bewondering van anderen. Als het ze niet lukt de bewondering te krijgen die ze willen, dan voelen ze zich gekrenkt en kunnen ze reageren met boosheid en agressie. Eddie Brummelman beschrijft in dit artikel de aard, gevolgen, ontwikkeling en oorsprong van narcisme bij kinderen. Tevens bespreekt hij de opkomst van korte, psychologisch precieze interventies om narcistische problematiek te verhelpen. -- Narcissism is a personality trait that first emerges in late childhood. Narcissistic children feel superior to others, believe they are entitled to privileges, and crave admiration from others. When they cannot get the admiration they crave, they feel humiliated and may lash out angrily and aggressively. In its extreme form, narcissism may develop into Narcissistic Personality Disorder. This article describes the nature, consequences, development, and origins of narcissism in children, and it describes the emergence of brief, psychologically precise interventions to curtail narcissistic maladjustment
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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