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- Why do I think what I think I am? mothers' and fathers' contributions to adolescents' self-representationsPublication . Silva, Carla; Martins, Ana Catarina; Calheros, M. M.This study analyzed adolescents’ self-representations construction process, relying on the Looking Glass Self Hypothesis (LGSH), within parent-child relationships – that is, the mediating role of mothers’ and fathers’ reflected appraisals (i.e., adolescents’ perceptions of their parents’ appraisals of them) in associations between parents’ actual appraisals and adolescents’ selfrepresentations. Participants were 221 adolescents, 12-16 years old, and both their parents. The standard paradigm was used to measure the LGSH elements: self-representations were measured with the Self-Representation Questionnaire for Adolescents, which was reworded to measure parents’ actual and reflected appraisals. Structural equation modeling with bootstrap estimation supported the LGSH for all self-representation domains under analysis. Results are discussed considering the specificities of the adolescent-mother and adolescent-father relationships, and the different self-representation domains analized.
- ‘Why do I think what I think I am?’: Mothers’ and fathers’ contributions to adolescents’ self-representationsPublication . Silva, Carla; Martins, Ana Catarina; Calheros, M. M.This study analyzed adolescents’ self-representations construction process, relying on the Looking Glass Self Hypothesis (LGSH), within parent-child relationships – that is, the mediating role of mothers’ and fathers’ reflected appraisals (i.e., adolescents’ perceptions of their parents’ appraisals of them) in associations between parents’ actual appraisals and adolescents’ self-representations. Participants were 221 adolescents, 12-16 years old, and both their parents. The standard paradigm was used to measure the LGSH elements: self-representations were measured with the Self-Representation Questionnaire for Adolescents, which was reworded to measure parents’ actual and reflected appraisals. Structural equation modeling with bootstrap estimation supported the LGSH for all self-representation domains under analysis. Results are discussed considering the specificities of the adolescent-mother and adolescent-father relationships, and the different self-representation domains analized.
- Stop Yelling: Interparental Conflict and Adolescents’ Self-Representations as Mediated by Their Perceived Relationships With ParentsPublication . Silva, Carla; Calheros, M. M.Adolescents’ perceptions of their relationship with both parents were examined as mediators linking interparental conflict to their self-representations (SR). Portuguese adolescents (N = 214; 58.4% girls), aged 10-16 years old (M = 13.39), attending public elementary and secondary schools, filled out self-report measures. Multi-mediator path analysis models revealed that interparental conflict predicted less favorable SR in most evaluated domains. This association was mediated by adolescents’ perceptions of (a) support in the mother–adolescent relationship, related to instrumental, social, emotional, physical appearance, and intelligence SR; (b) negative interactions in the mother–adolescent relationship, related to instrumental and physical appearance SR; (c) support in the father–adolescent relationship, related to social and physical appearance SR; and (d) negative interactions in the father–adolescent relationship, related to instrumental SR. This study emphasizes the relevance of interparental conflict and adolescents’ perceptions of their relationship with both parents in their SR construction. Practical implications point to promoting constructive conflict and improving parent–adolescent relationships.
- Interparental conflict and adolescents' self‐representations: The role of emotional insecurityPublication . Silva, Carla; Calheros, M. M.; Carvalho, HelenaAdolescents' signs of emotional insecurity in the context of interparental conflict (IC) – emotional reactivity, internal representations (i.e., constructive/destructive; spillover) and behavioral responses (i.e., withdrawal; inhibition; involvement) – were examined as mediators in the relation between IC and adolescents' self-representations. Self-reported measures were filled out by 221 Portuguese adolescents (59.3% girls; Mage = 12.91), attending public elementary and secondary schools. IC predicted less favorable self-representations. Adolescents' emotional reactivity and withdrawal mediated the relation between IC and emotional and physical appearance self-representations, while conflict spillover representations and constructive family representations mediated associations between IC and instrumental self-representations. This study emphasizes the importance of interparental conflict and adolescent emotional insecurity in the construction of their self-representations, having important theoretical and practical implications. It highlights the value of analyzing the specific role of several emotional insecurity dimensions, and informs practitioners' work aimed at promoting constructive conflict and adaptive emotional regulation skills.
- Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA)Publication . Silva, Carla; Martins, Ana Catarina; Calheros, M. M.Given the lack of validated measures of adolescents’ self-representation, in this paper we present the development process and psychometric properties of a new self-representation questionnaire for adolescents (SRQA), aged 12–16 year old. We examined SRQA factor structure through two studies. In the first study, 32 attributes (16 positive and 16 negative), previously validated in three studies, were administered to 239 adolescents (M = 13.8; SD = 1.28). An exploratory factor analysis showed that 21 attributes (13 positive and 8 negative) were organized in five factors: instrumental, social, emotional, intelligence, and physical appearance. In the second study, these 21 attributes were administered to 232 adolescents (M = 13.8; SD = 1.23). A confirmatory factor analysis supported the SRQA five factor model (Model fit: ?2/df ratio = 2.392; CFI = .90; RMSEA = .08). Internal consistency was acceptable, ranging between.60 and.85. Girls displayed higher scores in the instrumental and social factors, whereas boys presented higher scores on the physical appearance factor. In line with previous research, results regarding age differences were inconsistent: while in Study 1 results suggested that as, age increases, adolescents’ intelligence self-representation becomes more negative, in Study 2 no age differences were found. Concurrent validity of the SRQA was explored through correlations with the Teacher Report Form, filled out by the adolescents’ homeroom teachers. Results revealed significant negative correlations between two dimensions of self-representation (i.e., instrumental and intelligence) and several dimensions of adolescents’ internalizing and externalizing problems, providing evidence of concurrent validity for the SRQA.
- "(I Think) My Mother Thinks I Am, Therefore I Am". The Looking-glass Self in Maltreated Children and AdolescentsPublication . Silva, Carla; Calheros, M. M.Children and adolescents with maltreatment experiences show worse representations of themselves, as compared to their nonmaltreated counterparts. According to the looking-glass self hypothesis (LGSH), individuals’ self-representations (SR) stem from interactions with significant others, reflecting associations between what significant others think of them (i.e., actual appraisals), individuals’ perceptions of significant others’ appraisals of them (i.e., reflected appraisals), and SR. However, little is known about the looking-glass self process in maltreated children and adolescents. This multi-informant study aimed to test the LGSH within the mother–child relationship with children and adolescents with maltreatment experiences. Specifically, including maltreatment experiences as copredictors, this study analyzed the mediating role of mothers’ reflected appraisals (MRA) in associations between mothers’ actual appraisals (MAA) and children/adolescents’ SR. Participants were 203 children/adolescents (52.5% boys), 8–16 years old (M = 12.6; SD = 2.49), assisted by children and youth protection committees (CYPC), their mother, and their CYPC case workers. Case workers reported on child/adolescent maltreatment, children/adolescents reported on SR and MRA, and mothers reported on MAA. A multiple mediation path analysis revealed significant mediation effects of MRA between MAA and child/adolescent SR in instrumental, social, emotional, intelligence, and opposition SR, thus supporting the LGSH in the context of child/adolescent maltreatment. Also, psychological neglect was associated to worse intelligence SR, mediated by intelligence reflected appraisals. Findings emphasize the importance of the role of MRA on maltreated children and adolescents’ SR construction process, and provide useful clues to incorporate in prevention and intervention strategies targeting maltreated children and adolescents.