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Examining the Interactions between Subjective Social Status and Self-Referential Processing on Social Anxiety and Depressive Symptoms in Early Adolescents

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Title: Examining the Interactions between Subjective Social Status and Self-Referential Processing on Social Anxiety and Depressive Symptoms in Early Adolescents
Language: English
Authors: Jaron X. Y. Tan, Pan Liu
Source: Social Development. 2025 34(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Social Status, Anxiety, Depression (Psychology), Symptoms (Individual Disorders), Early Adolescents, Secondary School Students, Self Concept, Self Evaluation (Individuals), Class Rank, Adolescent Development
DOI: 10.1111/sode.70012
ISSN: 0961-205X
1467-9507
Abstract: Subjective social status in school (or school social status) refers to youths' perception of their position relative to peers in school. School social status has been associated with various socio-emotional outcomes in adolescents, such as internalizing symptoms (e.g., social anxiety and depression). Another closely related construct that undergoes significant development during adolescence is self-referential processing, namely, the processing of information that relates to or references oneself. During adolescence, youths not only experience elevated internalizing symptoms but also become more concerned with their self-image and are more likely to derive self-evaluations from their social experiences with peers, for example, their social status in school. However, it remains unclear to what extent these two important social constructs, school social status and self-referential processing, interact with each other to predict internalizing symptoms in adolescents. A community sample of one hundred fifteen 9- to 12-year-old early adolescents (66 girls, mean/SD = 11.00/1.16 years) completed an EEG self-referent encoding task (SRET) and questionnaires on school social status and symptoms of social anxiety and depression. We found an interaction between school social status and self-referential processing in relation to social anxiety (i.e., higher school social status predicted greater social anxiety symptoms for those with lower positive self-referential scores), although this effect was only significant when uncorrected. There were no interactions for depressive symptoms. Our study contributed preliminary, novel evidence on the relationships between school social status, self-referential processing, and internalizing symptoms during the transition into adolescence.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487719
Database: ERIC
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  Data: Examining the Interactions between Subjective Social Status and Self-Referential Processing on Social Anxiety and Depressive Symptoms in Early Adolescents
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  Data: <searchLink fieldCode="AR" term="%22Jaron+X%2E+Y%2E+Tan%22">Jaron X. Y. Tan</searchLink><br /><searchLink fieldCode="AR" term="%22Pan+Liu%22">Pan Liu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Development%22"><i>Social Development</i></searchLink>. 2025 34(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Social+Status%22">Social Status</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Rank%22">Class Rank</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Development%22">Adolescent Development</searchLink>
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  Data: 10.1111/sode.70012
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  Data: Subjective social status in school (or school social status) refers to youths' perception of their position relative to peers in school. School social status has been associated with various socio-emotional outcomes in adolescents, such as internalizing symptoms (e.g., social anxiety and depression). Another closely related construct that undergoes significant development during adolescence is self-referential processing, namely, the processing of information that relates to or references oneself. During adolescence, youths not only experience elevated internalizing symptoms but also become more concerned with their self-image and are more likely to derive self-evaluations from their social experiences with peers, for example, their social status in school. However, it remains unclear to what extent these two important social constructs, school social status and self-referential processing, interact with each other to predict internalizing symptoms in adolescents. A community sample of one hundred fifteen 9- to 12-year-old early adolescents (66 girls, mean/SD = 11.00/1.16 years) completed an EEG self-referent encoding task (SRET) and questionnaires on school social status and symptoms of social anxiety and depression. We found an interaction between school social status and self-referential processing in relation to social anxiety (i.e., higher school social status predicted greater social anxiety symptoms for those with lower positive self-referential scores), although this effect was only significant when uncorrected. There were no interactions for depressive symptoms. Our study contributed preliminary, novel evidence on the relationships between school social status, self-referential processing, and internalizing symptoms during the transition into adolescence.
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      – SubjectFull: Anxiety
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      – SubjectFull: Depression (Psychology)
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      – SubjectFull: Symptoms (Individual Disorders)
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Adolescent Development
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