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The Journal of Early Adolescence, Vol. 20, No. 1, 12-43 (2000)
DOI: 10.1177/0272431600020001002

Self-System Influences During Early Adolescence:

Investigation of an Integrative Model

David L. DuBois

University of Missouri-Columbia

Heather D. Tevendale

University of Missouri-Columbia

Carol Burk-Braxton

University of Missouri-Columbia

Lance P. Swenson

University of Missouri-Columbia

Jennifer L. Hardesty

University of Missouri-Columbia

An integrative model of self-system influences during early adolescence was investigated in two separate samples of youth in Grades 7 through 9 (n = 225) and Grades 5 through 8 (n = 350). Measures assessed self-description, self-standards, self-evaluations, and self-values in the areas of peers, school, family, appearance, and sports/athletics as well as global self-esteem. For both samples, structural equation modeling analyses provided support for a hypothesized model that included (a) effects of self-descriptions and self-standards on self-evaluations in corresponding domains and (b) effects of domain-specific self-evaluations, in turn, on global self-esteem. There was only limited evidence that the values youth attached to differing domains moderated the relationship between self-evaluations in those domains and overall feelings of self-worth. Differences in model fit according to gender, race/ethnicity, developmental level, and family socioeconomic status were generally absent. Significant differences in mean levels of measures, however, were found across subgroups of youth.


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