The link between low self-esteem and eating disorders: A meta-analysis of longitudinal studies

In this meta-analysis, we synthesized the available longitudinal evidence on prospective effects between self-esteem and eating pathology (i.e., restrained eating, bulimic behavior, binge eating, eating concern, negative body image, and drive for thinness). The analyses were based on 48 independent samples, including 19,187 participants. Mean age was 19.3 years (range = 7–48). As effect-size measure, we used standardized regression coefficients, controlled for prior levels of the predicted variables. Results suggested reciprocal prospective effects between low self-esteem and eating pathology. Self-esteem negatively predicted total eating pathology over time (β = −.08), and total eating pathology negatively predicted self-esteem over time (β = −.09). Overall, results for specific categories of eating pathology were similar. Moderator analyses indicated that the effects did not differ across age, gender, sample type (clinical vs. nonclinical), and time lag between assessments. In sum, the results support a reciprocal relations model of low self-esteem and eating disorders

Testing the Bottom-Up and Top-Down Models of Self-Esteem: A Meta-Analysis of Longitudinal Studies

The present meta-analysis tests the bottom-up and top-down models of self-esteem, by synthesizing the available longitudinal evidence on prospective effects between global and domain-specific self-esteem. The bottom-up model assumes that people’s domain-specific self-esteem influences their global self-esteem, whereas the top-down model assumes the reverse direction of effects. Eight domains of self-esteem were assessed: academic abilities, physical appearance, athletic abilities, morality, romantic relationships, social acceptance, mathematics, and verbal abilities. We conducted a comprehensive search of the literature, which led to the inclusion of data from 43 independent samples (total N = 24,668). One-stage meta-analytic structural equation modeling was used to estimate the coefficients of interest. There was no evidence of publication bias. Overall, the results indicated a pattern of reciprocal prospective effects between global and domain-specific self-esteem. Bottom-up effects were significant in all domains except verbal abilities (mean effect sizes ranged from .05 to .19). Top-down effects were significant in all domains except mathematics (mean effect sizes ranged from .05 to .12, except .01 in the mathematics domain). None of the moderators tested (i.e., age, gender, measure, time lag, and publication year) was significant in any of the domains, which strengthens the generalizability of the results. In sum, the findings provide support for both bottom-up and top-down effects, suggesting a reciprocal relation model between global and domain-specific self-esteem. The discussion addresses the implications of the findings for research in the field of self-esteem

Physical activity and motor skills in children: A differentiated approach

Being physically active plays an essential role in a child's physical development. While there is ample evidence for a positive association between physical activity (PA) and motor skills in children, the question of how PA should be implemented to optimally foster motor skill proficiency is less clear. To address this gap, the current longitudinal study compared four groups of children with different patterns of leisure-time PA engagement—namely children engaging in either structured PA, unstructured PA, a combination of structured and unstructured PA, or no PA at all—with respect to their gross and fine motor skill development. Results of repeated measures mixed modeling procedures revealed that engaging in structured PA—either exclusively or in combination with unstructured PA—is beneficial for children's gross motor development, whereas engaging in unstructured PA lacks such effectiveness. As to fine motor skills, a beneficial tendency of structured PA was observed as well. Hence, PA seems to be beneficial for motor skill development particularly when implemented in a formal setting with guided opportunities for practice. In conclusion, regularly engaging in structured PA constitutes a promising way to promote motor skills and support motor development over the long term

The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study

We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development

The mediating role of self-concept between sports-related physical activity and mathematical achievement in fourth graders

Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relation between self-reported PA and objectively measured mathematical achievement in fourth graders. As to the type of PA, the current study distinguished between structured and unstructured sports activities children perform in their leisure time. Moreover, the current study investigated the indirect effect of PA on mathematical achievement by controlling for the mathematical self-concept as a mediating variable. Results showed PA to be positively related to mathematical outcomes if implemented in a structured setting and pursued for at least two hours per week. As to the mediation, the results revealed a full mediation, indicating PA to improve mathematical self-concept, which, in turn, positively affected mathematical achievement. Thus, engaging in structured PA for two hours or more a week may have additional benefits for children’s and adolescents’ self-concept in a way that is favorable and encouraging for promoting their academic achievement

Effect size guidelines for cross-lagged effects

Cross-lagged models are by far the most commonly used method to test the prospective effect of one construct on another, yet there are no guidelines for interpreting the size of cross-lagged effects. This research aims to establish empirical benchmarks for cross-lagged effects, focusing on the cross-lagged panel model (CLPM) and the random intercept cross-lagged panel model (RI-CLPM). We drew a quasirepresentative sample of studies published in four subfields of psychology (i.e., developmental, social–personality, clinical, and industrial–organizational). The dataset included 1,028 effect sizes for the CLPM and 302 effect sizes for the RI-CLPM, based on data from 174 samples. For the CLPM, the 25th, 50th, and 75th percentiles of the distribution corresponded to cross-lagged effect sizes of .03, .07, and .12, respectively. For the RI-CLPM, the corresponding values were .02, .05, and .11. Effect sizes did not differ significantly between the CLPM and RI-CLPM. Moreover, effect sizes did not differ significantly across subfields and were not moderated by design characteristics. However, effect sizes were moderated by the concurrent correlation between the constructs and the stability of the predictor. Based on the findings, we propose to use .03 (small effect), .07 (medium effect), and .12 (large effect) as benchmark values when interpreting the size of cross-lagged effects, for both the CLPM and RI-CLPM. In addition to aiding in the interpretation of results, the present findings will help researchers plan studies by providing information needed to conduct power analyses and estimate minimally required sample sizes

Mutation of HIV-1 Genomes in a Clinical Population Treated with the Mutagenic Nucleoside KP1461

The deoxycytidine analog KP1212, and its prodrug KP1461, are prototypes of a new class of antiretroviral drugs designed to increase viral mutation rates, with the goal of eventually causing the collapse of the viral population. Here we present an extensive analysis of viral sequences from HIV-1 infected volunteers from the first “mechanism validation” phase II clinical trial of a mutagenic base analog in which individuals previously treated with antiviral drugs received 1600 mg of KP1461 twice per day for 124 days. Plasma viral loads were not reduced, and overall levels of viral mutation were not increased during this short-term study, however, the mutation spectrum of HIV was altered. A large number (N = 105 per sample) of sequences were analyzed, each derived from individual HIV-1 RNA templates, after 0, 56 and 124 days of therapy from 10 treated and 10 untreated control individuals (>7.1 million base pairs of unique viral templates were sequenced). We found that private mutations, those not found in more than one viral sequence and likely to have occurred in the most recent rounds of replication, increased in treated individuals relative to controls after 56 (p = 0.038) and 124 (p = 0.002) days of drug treatment. The spectrum of mutations observed in the treated group showed an excess of A to G and G to A mutations (p = 0.01), and to a lesser extent T to C and C to T mutations (p = 0.09), as predicted by the mechanism of action of the drug. These results validate the proposed mechanism of action in humans and should spur development of this novel antiretroviral approach.Koronis Pharmaceutical

Metacognition and self-concept: Elaborating on a construct relation in first-grade children

Self-evaluations play an important role in various fields of study, specifically in research on metacognition and self-concept. Although the assumption that self-evaluations as known from metacognitive monitoring and academic self-concept are related has received wide agreement, the nature of such a relationship has only rarely been investigated. In the current study, the individual-differences approach that has occasionally addressed this association is discussed and extended twofold. For one, a novel way to compare metacognition and self-concept is presented by computing a self-concept bias—analogous to metacognition research. For another, the study targeted a younger population, namely first-grade children. In line with previous studies, the results confirmed a weak relation between metacognitive monitoring and academic self-concept when relating the two constructs at the absolute level of confidence. However, relating the constructs by means of the respective biases revealed a more substantial association. Thus, while previous studies have assumed the common thread between metacognition and self-concept to be best explained by a general confi- dence trait, the present study suggests the accuracy of self-evaluations to be at stake instead. Hence, by introducing a method to quantify a bias in self-concept, the current study proposes a new and promising way to compare and relate the constructs of metacognition and self-concept

Rank-order stability of domain-specific self-esteem: A meta-analysis.

This meta-analysis examined the rank-order stability of domain-specific self-esteem by comprehensively synthesizing the available evidence in eight domains of self-esteem (i.e., academic, appearance, athletic, morality, romantic, social, mathematics, and verbal abilities). The analyses were based on longitudinal data from 118 independent samples, including 107,550 participants aged 4-24 years. The time lag between assessments ranged from 6 months to 20 years. As effect-size measure, we used test-retest correlations that were corrected for attenuation due to measurement error. The results suggested that individual differences in domain-specific self-esteem are relatively stable over time, with mean effect sizes ranging from .65 to .84 across domains. Rank-order stability systematically increased as a function of age, from low stability in early childhood to high stability in young adulthood. Moreover, rank-order stability systematically decreased as a function of time lag between assessments, asymptotically approaching medium-sized stabilities (ranging from .36 to .62 across domains) when the time lag became very long. Moderator analyses indicated that the findings held across differences with regard to gender and measure. In sum, the findings suggest that rank-order stability of domain-specific self-esteem is relatively high, even over long periods of time, indicating that the eight investigated facets of domain-specific self-esteem should be considered trait-like constructs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)