Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Sources of Self-Esteem I: Family Experience01:18

Sources of Self-Esteem I: Family Experience

Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Self-Esteem01:28

Self-Esteem

Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.Domain-Specific Self-EsteemResearchers have delineated...
Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Employment Resources and the Physical and Mental Health of Mothers of Young Children.

Journal of family issues·2026
Same author

Obtaining comparable measurement of midlife cognitive functioning from disparate cognitive tasks.

Neuropsychology·2026
Same author

Public Health.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025
Same author

Public Health.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025
Same author

Public Health.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025
Same author

Public Health.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025

Related Experiment Video

Updated: Jun 15, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Gender, Self-Perception, and Academic Problems in High School.

Robert Crosnoe, Catherine Riegle-Crumb, Chandra Muller

    Social Problems
    |March 11, 2010
    PubMed
    Summary
    This summary is machine-generated.

    Early academic struggles have lasting effects. For girls, class failures impact self-perception and course selection, while boys with learning disabilities face similar outcomes, affecting their educational trajectories.

    Related Experiment Videos

    Last Updated: Jun 15, 2026

    Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
    07:32

    Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

    Published on: February 10, 2016

    Area of Science:

    • Sociology of Education
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Early academic struggles can negatively influence long-term educational and socioeconomic outcomes.
    • Understanding the pathways linking academic feedback to educational trajectories is crucial.
    • Societal emphasis on education necessitates addressing early academic challenges.

    Purpose of the Study:

    • To investigate the social psychological pathways connecting early academic feedback to educational trajectories.
    • To examine gender differences in how academic struggles and labels affect self-perception and course-taking.
    • To explore the role of family and peer contexts in mediating these effects.

    Main Methods:

    • Analysis of a nationally representative sample.
    • Utilized official school transcripts and adolescent functioning data.
    • Employed social psychological frameworks to analyze pathways.

    Main Results:

    • For girls, class failures (without diagnosed learning disabilities) led to negative self-perceptions, disrupting math/science course-taking, especially in high-achieving contexts.
    • For boys, diagnosed learning disabilities (regardless of performance) similarly altered self-perception and course-taking.
    • Both ability labels and performance indicators influenced long-term educational prospects in mainstream settings.

    Conclusions:

    • Social psychological factors mediate the link between early academic struggles and educational attainment.
    • Gender-specific pathways exist, influenced by learning disability labels and performance feedback.
    • Interventions should consider self-perception and contextual influences to mitigate long-term educational consequences.