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For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence.

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Title: For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence.
Authors: Godfrey, Erin B., Santos, Carlos E., Burson, Esther
Source: Child Development. Jan/Feb2019, Vol. 90 Issue 1, p180-195. 16p. 1 Diagram, 4 Charts.
Subjects: System justification theory, Belief & doubt, Self-esteem in adolescence, Psychology of preschool children, Sixth grade (Education), Human behavior research, Social marginality, Poor youth, Poverty & psychology, Child behavior, Comparative studies, Longitudinal method, Research methodology, Medical cooperation, Research, Research funding, Self-perception, Social skills, Teenagers' conduct of life, Evaluation research
Geographic Terms: United States, Southwestern United States
Abstract: Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jan/Feb2019, Vol. 90 Issue 1, p180-195. 16p. 1 Diagram, 4 Charts.
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  Label: Abstract
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  Data: Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/cdev.12854
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 180
    Subjects:
      – SubjectFull: System justification theory
        Type: general
      – SubjectFull: Belief & doubt
        Type: general
      – SubjectFull: Self-esteem in adolescence
        Type: general
      – SubjectFull: Psychology of preschool children
        Type: general
      – SubjectFull: Sixth grade (Education)
        Type: general
      – SubjectFull: Human behavior research
        Type: general
      – SubjectFull: Social marginality
        Type: general
      – SubjectFull: Poor youth
        Type: general
      – SubjectFull: Poverty & psychology
        Type: general
      – SubjectFull: Child behavior
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Medical cooperation
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      – SubjectFull: Research
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Teenagers' conduct of life
        Type: general
      – SubjectFull: Evaluation research
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      – SubjectFull: United States
        Type: general
      – SubjectFull: Southwestern United States
        Type: general
    Titles:
      – TitleFull: For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence.
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            NameFull: Godfrey, Erin B.
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            NameFull: Santos, Carlos E.
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            – D: 01
              M: 01
              Text: Jan/Feb2019
              Type: published
              Y: 2019
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