Self-Stigma and Domains of Well-Being in High School Youth: Associations with Self-Efficacy, Self-Esteem, and Self-Criticism

Autor/inn/en	Rose, Alison L.; Atkey, Sarah K.; Flett, Gordon L.; Goldberg, Joel O.
Titel	Self-Stigma and Domains of Well-Being in High School Youth: Associations with Self-Efficacy, Self-Esteem, and Self-Criticism
Quelle	In: Psychology in the Schools, 56 (2019) 8, S.1344-1354 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rose, Alison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22276
Schlagwörter	Well Being; High School Students; Self Efficacy; Self Esteem; Help Seeking; Self Concept; Stereotypes; Mental Disorders; Social Bias; Measures (Individuals); Self Evaluation (Individuals); Student Attitudes; Personal Autonomy; Interpersonal Relationship; Correlation; Individual Development; Prevention; Intervention; Models; Criticism + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Selbstkonzept; Klischee; Mental illness; Geisteskrankheit; Messdaten; Schülerverhalten; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Individuelle Entwicklung; Prävention; Vorbeugung; Analogiemodell; Kritik
Abstract	Self-stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help-seeking. Unfortunately, little is known about how self-stigmatization relates to positive well-being indicators among youth. A sample of 134 high school students completed established measures of self-stigma, well-being, self-esteem, self-efficacy, and self-criticism. Analyses confirmed that self-stigma was associated with overall well-being and five well-being subscales (autonomy, environmental mastery, personal growth, positive relations, and self-acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self-esteem, self-efficacy, and self-criticism. Taken together, findings point to the need for greater awareness of self-stigma along with an explicit focus on the promotion of protective well-being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the "why try" model of self-stigma. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01