Papers by Annerieke Oosterwegel
Learning and Instruction, Apr 1, 2004
We assessed girls' and boys' attitudes towards computers in general, and their use and enjoyment ... more We assessed girls' and boys' attitudes towards computers in general, and their use and enjoyment of computers for specific purposes. In addition, we obtained their self-evaluation against their ideal self, their prototype of a child who would be very good at computer-based tasks, and against their gender stereotypes (both own and other gender). The results showed no gender effects on the nomothetic global attitude scale. Significant gender effects appeared for the specific computer uses and the idiographic measures. Further, positive attitudes towards computers on the global nomothetic measure were related to less gendered idiographic perception of computer use. Confidence in global computer use was related to more gendered perception of computer use. The findings are discussed in terms of the complex ways in which social-cognitive biases are gendered, and the need to differentiate between different forms of computer use.
Cambridge University Press eBooks, Jun 7, 2001
Recent research in psychology, 1990
In this study, the self-concept is considered to be composed of of several distinct concepts; the... more In this study, the self-concept is considered to be composed of of several distinct concepts; the actual self and various “possible selves”. These concepts of the self can be studied from the person’s own point of view and from the person’s fantasies of the points of view of others. The purpose of this study is to examine the developmental course of such concepts in children. Two mutually exclusive assumptions concerning the degree of differentiation between the different selfconcepts can be made. These concepts either depend on growing cognitive abilities and will develop and become differentiated in a developmental correspondence with these abilities, or they are present in a rudimentary differentiated form from birth and obtain their contents through individual experiences. Both assumptions were tested for the actual and the ideal self. For this purpose, 204 children (age range from 6- to 16-years) were presented by a Repertory Grid procedure to assess their own and “others’ supposed” actual and ideal self concepts. The data indicate that younger children are able to differentiate between both concepts almost as well as older children when the assessment is adapted to their own age level. No age effects were found, except for the differentiation between the “others” supposed real and ideal self-concepts. These findings suggest that from the age of six onward, life-events rather than cognitive abilities play a major role in the degree of differentiation between the several concepts of self.
Journal of Research on Adolescence, Mar 26, 2015
Important linkages between daily mood and identity formation have been theorized, but have not be... more Important linkages between daily mood and identity formation have been theorized, but have not been empirically tested as of yet. This study provided a first examination of these linkages within individuals (N = 392; 55.1% boys; M age at T1 = 13.24, SD = 0.44) across 15 series of 5 days distributed over 5 years. Results revealed negative within-time associations of educational and relational commitment with negative mood. Negative mood was positively associated with educational in-depth exploration and educational and interpersonal reconsideration. Additionally, there were some cross-lagged effects suggesting that identity and mood mutually affect one another across days. These results contribute to the growing knowledge on how identity unfolds in everyday life by revealing important associations with daily mood.
Springer eBooks, 1995
ABSTRACT This book stems from a workshop on the self, held in January of 1994 in Chersonnisos, Gr... more ABSTRACT This book stems from a workshop on the self, held in January of 1994 in Chersonnisos, Greece. The idea behind the workshop was that of opening up the notion of self: How diverse or potentially overlapping are the numerous self-models, self-theories, and directions of self-research? It has become clear that the processes associated with the self are complex and diverse, and that many of the approaches to the self have been pursued in isolation. Moreover, the fact of there being different traditions within developmental and social psychology, as well as different traditions in Europe and in North America, has also led to a certain cacophony when we examine the self-field as a whole.
Psychology Press eBooks, May 13, 2013
Contents: Preface. Introduction. A Theoretical Overview and Resulting Model on the Self-System. M... more Contents: Preface. Introduction. A Theoretical Overview and Resulting Model on the Self-System. Method. Reliability and Related Data. Differentiation Between Intraindividual Self-Concepts. Differentiation Between Interindividual Self-Concepts. Discrepancies Between Intraindividual Self-Concepts. Discrepancies and Emotional Functioning. Conclusions: The Model and the Data. References.
Pedagogiek, Oct 3, 2002
This study investigates connectedness with parents and behavioural autonomy in a sample of 51 Dut... more This study investigates connectedness with parents and behavioural autonomy in a sample of 51 Dutch and 51 Moroccan adolescents living in a multi-ethnic context in the Netherlands. None of the three hypotheses on ethnic differences in the quality of the relationship with parents was completely confirmed, because ethnicity influenced the quality of the parent-adolescent relationship in a complicated pattern with age and gender. In accordance with international research, the ethnic groups differed on behavioural autonomy. Moroccan youngsters experienced less personal choice in comparison to their Dutch counterparts.
Journal of Adolescence, Feb 1, 2002
The main aim of this study was to test the situational hypothesis of parent-peer conflict and the... more The main aim of this study was to test the situational hypothesis of parent-peer conflict and the parent-peer linkages hypothesis with regard to parental and peer attachment and identity. The situational hypothesis predicts that parental attachment will be associated with school identity and peer attachment with relational identity. The parent-peer linkages hypothesis suggests that parental attachment influences peer attachment and through peer attachment school and relational identity. Data from a survey of 148 middle adolescents from various ethnic groups were used. The findings offer strong support for the situational hypothesis, and only limited evidence in favor of the parent-peer linkages hypothesis. In addition, systematic links were found between parent and peer trust and commitment, and parent and peer communication and exploration. Adolescents from ethnic minority groups reported higher levels of school commitment and exploration compared with indigenous Dutch adolescents.
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This book describes a longitudinal study on the development of the self-system, a study that was ... more This book describes a longitudinal study on the development of the self-system, a study that was initially formulated as a longitudinal examination of the contents of the self-concept over an age period from 6 to 18 years. In the many discussions about the phenomenological ...
Journal of Personality, Oct 1, 2001
The relation of self-esteem variability to personality, mood, and behavior was investigated. Self... more The relation of self-esteem variability to personality, mood, and behavior was investigated. Self-esteem variability was measured by calculating the standard deviation of self-ratings made during a week of experiencesampling. Participants high in self-esteem variability were self-conscious, socially anxious, and avoidant of social contexts. Self-esteem variability was partially independent of the conceptually similar trait of affect-intensity. The contributions of the study to work on self-esteem stability are discussed.
European Journal of Personality, Sep 1, 2011
We examined the daily dynamics among self-concept clarity and identity processes, and their effec... more We examined the daily dynamics among self-concept clarity and identity processes, and their effects on distress, among a sample of 580 Dutch adolescents. Participants completed measures of identity, self-concept clarity, anxiety and depression at annual intervals; and daily single-item measures of self-concept clarity, identity commitments and reconsideration across three 5-day weeks. We examined (a) cross-lagged associations of selfconcept clarity to identity commitment and reconsideration and (b) associations of daily fluctuations in self and identity processes to later anxiety and depression. Results indicated that self-concept clarity and identity commitments influence one another reciprocally across days, and that day-today fluctuations in identity predicted later anxiety and depression. Results are discussed in terms of self and identity processes and their effects on distress.
Journal of Applied Developmental Psychology, Oct 1, 1993
Abstract The purpose of this article is to present a model for the development of the self-system... more Abstract The purpose of this article is to present a model for the development of the self-system in which six concepts within and related to the self-system are distinguished as follows: Four intraindividual self-concepts involving the real and the ideal self-concepts, ...
Ethnic and Racial Studies, Mar 1, 2006
Current Psychology, Dec 1, 1999
In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study e... more In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study examined whether self-esteem is better measured at a collective (collective self-esteem [CSE]) than a personal level (personal self-esteem [PSE]). It was expected that subjects high in CSE would engage in more in-group favoritism (measured by in-group evaluations), whereas those low in CSE would engage in more outgroup derogation (measured by outgroup evaluations). No effect for PSE was predicted. Furthermore, the study explored whether perceptions of collective efficacy may underlie this relationship. Subjects played a public goods task. The in-group's outcome was compared to the outcome of other relevant outgroups, enhancing pressures towards intergroup differentiation. Consistent with the predictions, subjects high in CSE evaluated in-group members more positively than those in low CSE (i.e., in-group favoritism), whereas subjects low in CSE evaluated outgroup members more negatively than those high in CSE (i.e., outgroup derogation). Also in line with our predictions, no effect for PSE was found. Perceptions of collective efficacy appeared to be a mediator of the effect of CSE. According to social identity theory (SIT) part of individuals' self-concept is derived from their group memberships, called social identity (Tajfel and Turner, 1986; Hogg and Abrams, 1988). It is assumed that individuals strive to maintain or enhance positive feelings about their own social identity and, hence, self-esteem and, therefore, engage in all sorts of in-group protecting behavior (De Cremer and Vanbeselaere, 1999). In doing this, group members try to differentiate the in-group from relevant outgroups in a positive way. For example, they evaluate in-group members more positively than outgroup members (Brewer, 1979), or allocate more points to the in-group than to the outgroup (Tajfel et al., 1971). Thus, SIT assumes a straightforward relationship between individuals self-esteem and intergroup differentiation (Abrams and Hogg, 1988; Messick and Mackle, 1989; Hogg and Sunderland, 1991). However, it is unclear whether self-esteem should be considered a cause or product of intergroup differentiation (Hogg and Abrams, 1988, 1990; Long and Spears, 1997). Tajfel and Turner argue for both, stating that "a positive social identity is based to a large extent on favorable comparisons that can be made between the in-group and some relevant out-groups," as well as that, "like low status groups, the high status group will react to insecure social identity by searching for enhanced group distinctiveness" (1986, 16, 22). Abrams and Hogg (1988), therefore, distinguish between two complementary corollaries. The first corollary states that engaging in the act of in-group
Integrative Psychological and Behavioral Science, Dec 10, 2016
European Journal of Psychological Assessment, 2006
We examined the cross-cultural equivalence of a widely used instrument that assesses perceived pa... more We examined the cross-cultural equivalence of a widely used instrument that assesses perceived parental rearing, the EMBU-C, among native Dutch and immigrant adolescents living in The Netherlands. The results of a multigroup confirmatory factor analysis indicated that the factor structure of the EMBU-C, consisting of three latent factors (Warmth, Rejection, and Overprotection), and reliabilities of these scales are similar in both samples. These findings lend further support for the factorial and construct validity of this instrument. The comparison of perceived child rearing between native Dutch and immigrant adolescents showed cultural differences in only one of the assessed dimensions: Immigrant adolescents perceive their parents as more overprotective than do Dutch adolescents.
Springer eBooks, 1995
Lack of motivation at school is a common complaint by teachers to justify bad school performances... more Lack of motivation at school is a common complaint by teachers to justify bad school performances and dropouts. The importance of motivation is also shared by researchers who give particular attention to the importance of motivational variables in school settings. The motivational variables selected for the present study were achievement motivation and academic self-concept, largely studied during the past thirty years (Ames
Springer eBooks, 1995
The recent accent in self-concept research is on the multidimensional and dynamic character of se... more The recent accent in self-concept research is on the multidimensional and dynamic character of self-perception. The general objectives are to understand the processes and mechanisms underlying self-evaluation and self-regulation rather than to determine the degree of self-esteem. Such objectives require the study of several aspects of selfperception, such as the actual content of self-descriptions, the personal standards against which such
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Papers by Annerieke Oosterwegel