@article{discovery10056475,
            year = {2018},
           month = {April},
          number = {2},
            note = {This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.},
          volume = {34},
           title = {Children's levels of contingent self-esteem and social and emotional outcomes},
           pages = {113--130},
         journal = {Educational Psychology in Practice},
        keywords = {Contingent self-esteem, social and emotional outcomes, preadolescence, reflected appraisals, growth mindset},
        abstract = {Contingent self-esteem (CSE) describes the degree to which self-esteem is dependent on meeting day-to-day appraisals from oneself and others. This will vary between individuals, ranging from lower to higher CSE. A lower CSE is related to a range of adaptive social and emotional outcomes in adolescents and young adults. This study explores children's CSE and how this associates with behavioural outcomes. A total of 280 children between the ages of 9 and 11 years completed a composite questionnaire on aspects of their self-esteem and behaviour. Children's class teachers completed behavioural outcome questionnaires for a random sample of 100 of these children. Based on teachers' and children's scores, high levels of global self-esteem were associated with lower CSE and fewer behavioural difficulties. CSE domains of social feedback and physical appearance retained significant associations with behavioural outcomes after controlling for global self-esteem. This may relate to the degree that children depend on the perceived evaluations of others. Implications for educational psychologists are highlighted.},
          author = {Moore, JSB and Smith, M},
             url = {http://doi.org/10.1080/02667363.2017.1411786},
            issn = {1469-5839}
}