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Classic theories of self-development suggest people define themselves in part through internalized perceptions of other people's beliefs about them, known as reflected self-appraisals. This study uses functional magnetic resonance imaging to compare the neural correlates of direct and reflected self-appraisals in adolescence (N = 12, ages 11-14 years) and adulthood (N = 12, ages 23-30 years). During direct self-reflection, adolescents demonstrated greater activity than adults in networks relevant to self-perception (medial prefrontal and parietal cortices) and social-cognition (dorsomedial prefrontal cortex, temporal-parietal junction, and posterior superior temporal sulcus), suggesting adolescent self-construals may rely more heavily on others' perspectives about the self. Activity in the medial fronto-parietal network was also enhanced when adolescents took the perspective of someone more relevant to a given domain.

In response to the increasing prevalence of emerging infectious disease (EID) threats, individuals are turning to social media platforms to share relevant information in ever greater numbers. In this study, we examine whether risk perceptions related to user-generated content have dynamic impacts on social networking site (SNS) sharing behavior in different crisis stages. To answer this question, we applied psychometric analysis to evaluate how dread risk and unknown risk can characterize EID threats. Drawing broadly on the literature of risk perceptions, self-perception theory, and crisis stages, we relied on microblogs collected from Sina Weibo, utilizing the vector autoregression model to analyze dynamic relationships. We found that perceptions of dread risk have a dominant and immediate impact on SNS sharing behavior in the buildup, breakout, and termination stages of EID events. Perceptions of unknown risk have a dominant and persistent impact on sharing behavior in the abatement stage. The joint effect of these two types of risk perception reveal an antagonism impact on SNS sharing behavior, and perceptions of dread- and unknown risk have interaction effects from the buildup to termination stages of EID events. To check robustness, we analyzed keywords related to perceptions of dread- and unknown risk. The results of this study support the empirical application of Slovic s risk perception framework for understanding the characteristics of EID threats and provide a picture of how perceptions of dread- and unknown risk exert differential time-varying effects on SNS sharing behavior during EID events. We also discuss theoretical and practical implications for the crisis management of EID threats. This study is among the first that uses usergenerated content in social media to investigate dynamic risk perceptions and their relationship to SNS sharing behavior, which may help provide a basis for timely and efficient risk communication.

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions.

Objectives To examine changes in public perceptions of overweight in Great Britain over an eight year period.Design Comparison of data on self perceived weight from population surveys in 1999 and 2007.Setting Household surveys of two representative samples in Great Britain.Participants 853 men and 944 women in 1999, and 847 men and 989 women in 2007.Main outcome measures Participants were asked to report their weight and height and classify their body size on a scale from “very underweight” to “obese.”Results Self reported weights increased dramatically over time, but the weight at which people perceived themselves to be overweight also rose significantly. In 1999, 81% of overweight participants correctly identified themselves as overweight compared with 75% in 2007, demonstrating a decrease in sensitivity in the self diagnosis of overweight.Conclusions Despite media and health campaigns aiming to raise awareness of healthy weight, increasing numbers of overweight people fail to recognise that their weight is a cause for concern. This makes it less likely that they will see calls for weight control as personally relevant.

Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values declined through adolescence, and ratings about difficulty and effort required increased. Gender differences favored boys for math and girls for English, with little evidence for gender intensification or gender convergence hypotheses. Explanations reference socialization and social-cognitive developmental theories and features of the curricula, with domain-specific patterns implying domain-specific explanations. Existing research is extended by modeling a broadened set of social-cognitive constructs within the Australian context.

This study investigated the prospective links between three forms of peer adversities (i.e., victimization, rejection, and lack of reciprocated friendships) and children's perceptions of themselves and of their peers. The sample consisted of 212 children (107 boys and 105 girls, 11-13 years) recruited from four primary schools and followed up for a period of one year. The results showed that a negative self-perception was a risk factor for the development of all forms of peer adversities. Of the three forms of peer adversities assessed, victimization and rejection had an influence on children's peer perceptions. None of the peer adversities predicted changes in self-perceptions. The results partially support a transactional model between children and their environments.

Objective To better understand how individuals with cleft lip and palate (CLP) perceive and experience their treatment process and how these perceptions and experiences change over the life course. Design Qualitative in-depth semistructured interviews with 11 adults with nonsyndromal complete CLP. Participants/Setting Individuals from three Canadian cities were recruited by convenience and theoretical sampling through AboutFace International. The number of participants was determined by the principle of theoretical saturation. Results The experience of individuals with CLP through the treatment process changes over the life course. In childhood and early adolescence, most individuals experience stigma, negative self-perception, and as a result were more prone to perceiving the treatment process not only as unbearably burdensome but also as fueling their feeling of “defectiveness.” In adulthood, participants' self-perception improved, partly because of definitive surgical correction, leading them to realize treatment benefits and reappraise the treatment process as satisfactory rather than burdensome. Subsequently, some individuals pursued further surgeries hoping for additional psychological gains, in lieu of psychosocial interventions addressing the underpinnings of residual feelings of “defectiveness.” This led to dissatisfaction and frustration when the procedures did not lead to the hoped-for psychological gains. Conclusions The results emphasize the importance of self-perception in determining how participants perceive several important aspects of the treatment experience throughout the life course. Further studies should focus on how to incorporate self-perception as an important variable and outcome in the treatment process.

El presente estudio tiene por objetivo analizar la relación entre el apoyo social y otras dimensiones relacionales, como la afiliación escolar y la autopercepción social, con la implicación en los distintos roles del acoso escolar y si estas variables podrían discriminar entre los distintos grupos de participantes, lo que pudiera ser relevante para la prevención e intervención sobre el acoso. En el debate sobre si el apoyo social y la reputación son factores de riesgo o protección, nuestros resultados en conjunto indican que la participación en el acoso altera los niveles de apoyo social percibido en las dimensiones escolar, familiar y de los iguales. Se discuten los resultados y la necesidad de mayor investigación para profundizar en el conocimiento sobre el funcionamiento y la dirección de las relaciones del apoyo social y el acoso escolar

This research introduces a new construct, gender-based relationship efficacy, which refers to beliefs about one's ability to relate to own- and other-gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own-gender and other-gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own- and other-gender peers, including outcome expectancies and friendships with own- and other-gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own- and other-gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed.

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).