State authenticity

State authenticity is the sense that one is currently in alignment with one’s true or real self. We discuss state authenticity as seen by independent raters, describe its phenomenology, outline its triggers, consider its well-being and behavioral implications, and sketch out a cross-disciplinary research agenda

Narcissism, shame, and aggression in early adolescence: On vulnerable children

Stegge, G.T.M. [Promotor]Olthof, T. [Copromotor]Bushman, B.J. [Copromotor

Sketching the contours of state authenticity

We outline a program of research in which we examined state authenticity, the sense of being one’s true self. In particular, we describe its phenomenology (what it feels like to be experience authenticity), its correlates(e.g.,emotions,needs),itsnomologicalnetwork(e.g.,real-idealselfoverlap,publicandprivate self-consciousness), its cultural parameters (Easter and Western culture), its precursors or determinants (congruency, positivity, and hedonism), and its psychological health implications. We conclude by arguing that state authenticity deserves its own conceptual status, distinct from trait authenticity, and by setting an agenda for future research

What makes narcissists bloom? A framework for research on the etiology and development of narcissism

Narcissism is a dynamic form of personality characterized by a pervasive sense of grandiosity and self-importance, and by a need to obtain continuous self-validation from others. Very little is known about its etiology and development. What factors (e.g., temperament, parenting experiences) and processes (e.g., transactions between these factors over time) cause some children to become more narcissistic than others? When does narcissism first emerge, and how does narcissism develop over time? This article describes a framework for research on the etiology and development of narcissism, and recommends ten research priorities. This research should yield fundamental knowledge and should inform intervention efforts to minimize the negative impact narcissistic individuals have on themselves and on others. © 2009 Cambridge University Press

Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

Young people can be agents of sustainable change. To this end, environmental education programs aim to promote their environmental knowledge, attitudes, intentions, and behaviors. We synthesized five decades of research into the effectiveness of environmental education for children and adolescents. We searched PsycINFO, ERIC, and Scopus and identified 169 studies (512 effect sizes; 176,007 participants) conducted in 43 countries, across 6 continents. Environmental education significantly improved environmental knowledge (g = 0.953), attitudes (g = 0.384), intentions (g = 0.256), and—mostly self-reported—behavior (g = 0.410). Heterogeneity in effect sizes was substantial; none of the tested moderators (including participant age, educational approach, and study design) accounted for this variance. Our findings demonstrate the potential for environmental education to improve students’ environmental knowledge, attitudes, intentions, and behavior. They also reveal methodo- logical challenges for the field. Future research priorities include identifying effective environmental education components and approaches