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School belonging and social support:...

Boston College., Lynch School of Education.

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School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem./
Author:	DePaul, Jillian.
Description:	149 p.
Notes:	Adviser: Mary E. Walsh.
Contained By:	Dissertation Abstracts International70-03B.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3350475
ISBN:	9781109085167

School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem.
DePaul, Jillian.

School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem. - 149 p.

Adviser: Mary E. Walsh.

Thesis (Ph.D.)--Boston College, 2009.

Gender is an undeniably significant element of human identity, contributing to multiple aspects of development. Previous research suggests that gender typicality, a sense that one is typical for one's own gender category, is associated with positive developmental outcomes among children while a sense of gender atypicality is generally associated with negative outcomes, including lowered self-esteem (Egan & Perry, 2001). This study further investigates the relationship between gender typicality and self-esteem from a developmental-contextual perspective by examining the relationship in the context of various developmental systems (e.g., school, peer group). Positive connections to developmental systems such as peers and school have been found to foster resilience by reinforcing strengths and buffering students from negative outcomes (Masten & Coatsworth, 1998). Therefore, it was hypothesized that classroom social support and school belonging would moderate the relationship between gender typicality and self-esteem by protecting gender atypical children from the negative cost of low self-esteem. Within the current sample, the relationship between gender typicality and self-esteem was more robust than in previous studies. While the moderating hypotheses were not confirmed, gender typicality was found to mediate the relationship between school belonging and self-esteem. The current findings underscore the vital role of gender and gender typicality in children's lives. Implications for prevention and intervention efforts in schools are discussed.

ISBN: 9781109085167Subjects--Topical Terms:

516171
Education, Elementary.

School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem.
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020 $a 9781109085167
035 $a (UMI)AAI3350475
035 $a AAI3350475
040 $a UMI $c UMI
100 1 $a DePaul, Jillian. $3 1044576
245 1 0 $a School belonging and social support: Identifying moderators of the relationship between gender typicality and self-esteem.
300 $a 149 p.
500 $a Adviser: Mary E. Walsh.
500 $a Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1940.
502 $a Thesis (Ph.D.)--Boston College, 2009.
520 $a Gender is an undeniably significant element of human identity, contributing to multiple aspects of development. Previous research suggests that gender typicality, a sense that one is typical for one's own gender category, is associated with positive developmental outcomes among children while a sense of gender atypicality is generally associated with negative outcomes, including lowered self-esteem (Egan & Perry, 2001). This study further investigates the relationship between gender typicality and self-esteem from a developmental-contextual perspective by examining the relationship in the context of various developmental systems (e.g., school, peer group). Positive connections to developmental systems such as peers and school have been found to foster resilience by reinforcing strengths and buffering students from negative outcomes (Masten & Coatsworth, 1998). Therefore, it was hypothesized that classroom social support and school belonging would moderate the relationship between gender typicality and self-esteem by protecting gender atypical children from the negative cost of low self-esteem. Within the current sample, the relationship between gender typicality and self-esteem was more robust than in previous studies. While the moderating hypotheses were not confirmed, gender typicality was found to mediate the relationship between school belonging and self-esteem. The current findings underscore the vital role of gender and gender typicality in children's lives. Implications for prevention and intervention efforts in schools are discussed.
590 $a School code: 0016.
650 4 $a Education, Elementary. $3 516171
650 4 $a Gender Studies. $3 898693
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Personality. $3 1017585
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710 2 $a Boston College. $b Lynch School of Education. $3 1023213
773 0 $t Dissertation Abstracts International $g 70-03B.
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790 1 0 $a Mahalik, James R. $e committee member
790 1 0 $a Walsh, Mary E., $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3350475