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The impostor phenomenon involves feelings of intellectual self-doubt that often occur to people in challenging new roles or in the wake of personal success. Many previous studies appear to have understated the relationship between the impostor phenomenon and self-esteem, and have included only measures of self-esteem level in their designs. In the present study, the impostor phenomenon was examined in relation to both self-esteem level and self-esteem instability. Three-hundred and four undergraduates completed the Clance Impostor Phenomenon Scale, the Rosenberg Self-Esteem Scale and a measure of self-rated instability. A subsample was also assessed for statistical instability (n = 38). The impostor phenomenon was negatively correlated with self-esteem level (r = −.62) and positively correlated with self-reported (r = .32) and statistical (r = .57) instability (all ps < .001). A multiple regression model predicting the impostor phenomenon with self-esteem level and self-rated instability revealed a negative main effect of self-esteem level and a significant 2-way interaction. Simple slopes analysis revealed that the negative effect of self-esteem level was weaker among participants with unstable self-esteem, compared to those with stable self-esteem. Results emphasize the critical involvement of self-esteem problems in the impostor phenomenon, indicating that people with low self-esteem are especially vulnerable to impostor feelings, and that people with unstable high self-esteem are more vulnerable to such feelings than are those with stable high self-esteem.

The main purpose of the present study was to examine the links between sports participation and self-esteem, with particular interest in the possible mediating role of physical self-esteem. The participants in this study were 382 students (167 boys; 215 girls) in Grades 5-8. Participants completed a series of paper and pencil measures, detailing their sports participation, as well as their self-perceptions concerning physical and general self-esteem. Sports participation was related to all indices of self-esteem and this was equally true for boys and girls. Two distinct but related factors were identified as components of physical self-esteem (Physical appearance and Physical competence), differentially associated with self-esteem for boys and girls. Results supported a mediational model, with physical self-esteem mediating the relationship between sports participation and general self-esteem. Significant sex differences were noted with regard to specific indices of physical self-esteem. Le but principal de la présente étude était d'examiner les liens entre la participation aux sports et l'estime de soi, en se penchant en particulier sur le rôle médiateur possible de l'estime de soi physique. Trois cent quatre-vingt-deux étudiants (167 garçons et 215 filles) de la 5e à la 8e année ont participé à cette étude. Ils ont été soumis à une série de mesures écrites, qui décrivaient leur participation aux sports ainsi que leurs perceptions de soi quant à l'estime de soi physique et générale. Pour les garçons comme pour les filles, la participation aux sports était liée à tous les indices de l'estime de soi. Deux facteurs distincts mais connexes ont été identifiés comme des composants de l'estime de soi physique (apparence physique et compétence physique), associés de façon différentielle à l'estime de soi des garçons et des filles. Les résultats viennent à l'appui d'un modèle médiationnel de l'estime de soi physique qui mitige le rapport entre la participation aux sports et l'estime de soi générale. Des différences significatives entre les garçons et les filles ont été notées en ce qui a trait à des indices précis de l'estime de soi physique.

The current study explored specific aspects of sports and individuals on 4 domains of the self-system (physical competence and physical appearance self-concept, global physical and general self-esteem). Participants were 351 adolescents (M age = 13.45, SD = 1.25 years, males n = 132) recruited from elite sports and regular school classrooms. Participants were separated into groups based on sports participation (elite athletes, n = 171, competitive athletes, n = 71; and non-athletes, n = 145). The intensity of the activity (strenuous, moderate, and mild), the level of athleticism (competitive, elite, non-athlete), gender, and sport orientation (win, goal, competitive) were examined. The level of athleticism (elite, competitive, and non-athlete) was found to be positively related to physical competence and appearance self-concept as well as global physical and general self-esteem. Analyses revealed a significant difference between the non-athletes and both the competitive and elite groups (with a difference between the latter two for physical competence only). Sport orientation was found to moderate the relation between athleticism and general self-esteem; non-athletes who had a greater win orientation or lower competitive orientation were also lower in self-esteem. Thus, the fit between the level of competition and self-concept may depend on characteristics of the individual such as her/her sport orientation.

Abstract Background: Youth with severe obesity are vulnerable to body dissatisfaction. Extracurricular activity (ECA) involvement has been linked to positive social interactions and body image in community samples; however, these links remain to be tested in clinical samples of youth with severe obesity. The present study explored ECA involvement [both physical and nonphysical activities (PAs)] in a clinical sample of youth with obesity to determine whether ECA involvement was related to body image (appearance and weight esteem) and social life (i.e., social experiences with peers). Methods: Participants were 209 adolescents (Mean age = 15.05; 50.2% female) who completed a baseline assessment at a tertiary care weight management program. Results: Of the participants, 70.3% of youth reported participating in PAs, and 56.5% reported participating in non-PAs. As hypothesized, weight esteem and social life were higher in those who participated in PA vs. those who did not. Mediation analyses revealed that social life positively mediated the relationship between PA participation and weight esteem. Conclusions: Social life may be a mechanism by which PA participation is positively related to weight esteem in youth with severe obesity. Findings could inform weight management programs for youth with obesity who are at risk for social inclusion and body dissatisfaction.

The goal of the present study was to design, implement, and evaluate a school-based programme that aimed to increase self-esteem and positive body image among preadolescent boys and girls. Participants in grades five and six (N = 77; Mage = 10.86, 53.2% girls) from a public school in Eastern Ontario completed a battery of validated measures to assess factors related to self-esteem and body image, one week before and one week after the programme. Results indicated that, for both boys and girls, participation in the programme was associated with significantly higher levels of self-esteem and positive body image. The programme was also effective in making participants significantly more aware but less accepting of the distorted and unrealistic body ideals perpetuated by the media. Findings support a new approach for improving body image among Canadian preadolescents. Implications for educators, researchers, and clinicians are discussed.

The present study examines whether subgroups of unpopular children differ in terms of competence in multiple domains. Specifically, subgroups of aggressive unpopular, withdrawn unpopular, and aggressive‐withdrawn unpopular and average status children were identified on the basis of peer evaluations. The subgroups were then compared in terms of peer and self‐perceptions of competence in various nonsocial and social domains. Results indicated that the 3 subgroups of unpopular children exhibited distinct profiles according to peer perceptions, with aggressive‐withdrawn unpopular children being viewed as deficient in virtually every area assessed, and aggressive unpopular and withdrawn unpopular children viewed as exhibiting particular strengths and weaknesses across domains. In terms of self‐perceptions, results indicated that withdrawn‐unpopular children expressed more accurate, but negative self‐evaluations, while children in the aggressive subgroups tended to overestimate their competencies.

Bowker reviews Professional school leadership--dealing with dilemmas by Daniel Murphy.

Evidence is provided for the structural and functional divergence of two dimensions of social isolation: withdrawal (i.e., voluntary withdrawal from peers) and isolation (i.e., active isolation by peers). Whereas withdrawal refers to a child's isolation from the group due to anxiety about social interaction, isolation refers to isolation from the group as a result of being excluded from the group by peers. Using a sample of school-age boys and girls (N = 236), the divergence is demonstrated between these dimensions in two ways. First, confirmatory factor analysis showed these dimensions to be interrelated but empirically distinct constructs. Second, these two dimensions differed significantly in their predictive outcomes, with isolation being a better predictor of externalizing behavior, and withdrawal being a better predictor of internalizing behavior.

Administered questionnaire and Revised Class Play to school-age children. Found evidence for the structural and functional divergence of two dimensions of social isolation: withdrawal (voluntary withdrawal from peers) and isolation (active isolation by peers). The two dimensions also differed in their predictive outcomes, with isolation being a better predictor of externalizing and withdrawal of internalizing. (EV)