Work experiences and self-esteem development: A meta-analysis of longitudinal studies

Theory suggests that people’s work experiences influence their self-esteem and, vice versa, that self-esteem influences work experiences. This meta-analysis of longitudinal studies synthesizes the available evidence on prospective effects between work experiences and self-esteem, controlling for prior levels of the outcomes. The following work variables were examined: job satisfaction, job success, income, job resources, job stressors, and employment status. The analyses were based on 30 independent samples, including data from 53,112 participants. Mean age ranged from 17 to 64 years, spanning most of the work life. For each work variable, we computed random effects models with standardized regression coefficients as effect size measure. Results suggested reciprocal effects between work experiences and self-esteem. The effects of self-esteem on later work experiences (point estimates ranged from .05 to .10) were slightly larger than the effects of work experiences on later self-esteem (point estimates ranged from .02 to .05). Moderator analyses on the relation between job satisfaction and self-esteem indicated that the effects did not differ across age, gender, sample type, and time lag. Overall, the findings support the corresponsive principle of personality development and suggest that the work domain and people’s self-esteem are interdependent

Is high self-esteem beneficial? Revisiting a classic question

Debates about the benefits of self-esteem have persisted for decades, both in the scientific literature and in the popular press. Although many researchers and lay people have argued that high self-esteem helps individuals adapt to and succeed in a variety of life domains, there is widespread skepticism about this claim. The present article takes a new look at the voluminous body of research (including several meta-analyses) examining the consequences of self-esteem for several important life domains: relationships, school, work, mental health, physical health, and antisocial behavior. Overall, the findings suggest that self-esteem is beneficial in all these domains, and that these benefits hold across age, gender, and race/ethnicity, and controlling for prior levels of the predicted outcomes and potential third variable confounds. The meta-analytic estimates of self-esteem effects (which average .10 across domains) are comparable in size to estimates for other hypothesized causal factors such as self-efficacy, positive emotionality, attachment security, and growth mindset, and larger than some generally accepted pharmaceutical interventions. Discussion focuses on several issues that are critical for evaluating the findings, including the strength of the evidence for making causal inferences, the magnitude of the effects, the importance of distinguishing between self-esteem and narcissism, and the generalizability of the results. In summary, the present findings support theoretical conceptions of self-esteem as an adaptive trait that has wide-ranging influences on healthy adjustment and adaptation, and suggest that interventions aimed at boosting self-esteem might, if properly designed and implemented, benefit individuals and society as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The link between self-esteem and social relationships: A meta-analysis of longitudinal studies

Theorists have long assumed that people’s self-esteem and social relationships influence each other. However, the empirical evidence has been inconsistent, creating substantial uncertainty about whether relationships are in fact an influential factor in self-esteem development and vice versa. This meta-analysis synthesizes the available longitudinal data on the prospective effect of social relationships on self-esteem (48 samples including 46,231 participants) and the prospective effect of self-esteem on social relationships (35 samples including 21,995 participants). All effects controlled for prior levels of the outcomes. Results showed that relationships and self-esteem reciprocally predict each other over time with similar effect sizes (β = .08 in both directions). Moderator analyses suggested that the effects held across sample characteristics such as mean age, gender, ethnicity, and time lag between assessments, except for the self-esteem effect on relationships, which was moderated by type of relationship partner (stronger for general relationships than for specific partners) and relationship reporter (stronger for self-reported than for informant-reported relationship characteristics). The findings support assumptions of classic and contemporary theories on the influence of social relationships on self-esteem and on the consequences of self-esteem for the relationship domain. In sum, the findings suggest that the link between people’s social relationships and their level of self-esteem is truly reciprocal in all developmental stages across the life span, reflecting a positive feedback loop between the constructs

Rank-order stability of relationship satisfaction: A meta-analysis of longitudinal studies

Satisfaction with a romantic relationship often changes over time, and individuals differ in how satisfied they are in their relationship. However, no systematic review is available regarding the stability of individual differences in relationship satisfaction. Therefore, this meta-analysis synthesizes the available longitudinal data on rank-order stability of relationship satisfaction, as a function of age and relationship duration. Analyses were based on 148 samples including 153,396 participants reporting on their relationship over time. Mean age associated with the effect sizes ranged from 19 to 71 years, and mean relationship duration from 3 months to 46 years. On average, individual differences in relationship satisfaction were highly stable over time (r = .76, corrected for attenuation due to measurement error and based on an average time lag of 2.30 years). Rank-order stability varied systematically as a function of age, increasing from young to late adulthood with a slight decline during middle adulthood. Rank-order stability also varied as a function of relationship duration, increasing over the course of the relationship with a slight decline around 20 years of relationship duration. Moderator analyses suggested that relationship transitions shortly before Time 1 and sample type explained variance in rank-order stability. However, except for these two moderators, the pattern of findings was robust across all characteristics tested. In sum, this meta-analysis indicates that relationship satisfaction is a relatively stable construct, with lower stabilities in young adulthood and in the first years after beginning a relationship. This knowledge may stimulate future research on developmental processes within romantic relationships

The benefits of self-esteem: Reply to Krueger et al. (2022) and Brummelman (2022)

Krueger et al. (2022) argue that our review (Orth & Robins, 2022) finds benefits of self-esteem primarily for subjective outcomes and largely fails to demonstrate any "objective" benefits. We disagree with this portrayal of the findings and highlight research that provides evidence for the benefits of self-esteem using objective measures. We also address Krueger et al.'s claim that positivity bias in self-reports can account for the effects of self-esteem on subjectively assessed life outcomes, and explain how the statistical analyses used to document these effects substantially control for this bias. We maintain that there is now a large body of evidence from meta-analyses and large-scale longitudinal studies demonstrating that high self-esteem has adaptive consequences for social relationships, school, work, mental health, physical health, and antisocial behavior. Brummelman (2022) presents a compelling theoretical framework that can guide the design of interventions to improve children's self-esteem. We agree with his concerns about the need for randomized controlled trials to evaluate the efficacy of self-esteem interventions and the importance of ensuring that children's self-esteem can be raised without causing them to become narcissistic. The research reviewed in our article indicates that high self-esteem is adaptive for children, adolescents, and adults, suggesting that well-designed and effective self-esteem interventions might be beneficial for individuals of all ages. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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

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

Development of narcissism across the life span: A meta-analytic review of longitudinal studies.

This meta-analytic review investigated the development of narcissism across the life span, by synthesizing the available longitudinal data on mean-level change and rank-order stability. Three factors of narcissism were examined: agentic, antagonistic, and neurotic narcissism. Analyses were based on data from 51 samples, including 37,247 participants. As effect size measures, we used the standardized mean change d per year and test-retest correlations that were corrected for attenuation due to measurement error. The results suggested that narcissism typically decreases from age 8 to 77 years (i.e., the observed age range), with aggregated changes of d = -0.28 for agentic narcissism, d = -0.41 for antagonistic narcissism, and d = -0.55 for neurotic narcissism. Rank-order stability of narcissism was high, with average values of .73 (agentic), .68 (antagonistic), and .60 (neurotic), based on an average time lag of 11.42 years. Rank-order stability did not vary as a function of age. However, rank-order stability declined as a function of time lag, asymptotically approaching values of .62 (agentic), .52 (antagonistic), and .33 (neurotic) across long time lags. Moderator analyses indicated that the findings on mean-level change and rank-order stability held across gender and birth cohort. The meta-analytic data set included mostly Western and White/European samples, pointing to the need of conducting more research with non-Western and ethnically diverse samples. In sum, the findings suggest that agentic, antagonistic, and neurotic narcissism show normative declines across the life span and that individual differences in these factors are moderately (neurotic) to highly (agentic, antagonistic) stable over time. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor.

It has been debated whether children's metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific. Moreover, findings about the extent to which metacognitive processes are related to first-order task performance are mixed. The current study aimed to uncover the relationships among children's monitoring (discrimination between correct and incorrect responses), control (accurate withdrawal of wrong answers), and performance across three memory-based learning tasks: Kanji learning, text comprehension, and secret code learning. All tasks consisted of a study phase, a test phase, monitoring (confidence judgments), and control (maintaining/withdrawing responses). Participants were 325 children (151 second graders [Mage = 8.12 years] and 174 fourth graders [Mage = 10.20 years]). Confirmatory factor analyses showed that a model in which monitoring and control loaded on a joint factor and performance on a separate factor provided the best fit to the data. Fourth graders had better monitoring and control accuracy than second graders. However, the factor structure of metacognition was similar for both age groups, contradictory to the assumption that metacognition generalizes across tasks as children grow older. After accounting for task-specific processes, monitoring and control skills for language-based memory tasks appear to be generalizable in middle childhood. In sum, children's monitoring and control for three separate memory tasks appear to reflect a unitary metacognition-for-memory factor related to, but distinguishable from, performance