Self-esteem is an accumulation of cognitive and emotional self-reflections. Perfectionism and self-esteem in adolescence are associated to later life (mal)adaptive development. Whereas self...Show moreSelf-esteem is an accumulation of cognitive and emotional self-reflections. Perfectionism and self-esteem in adolescence are associated to later life (mal)adaptive development. Whereas self-oriented perfectionists (SOP) aspire to an ideal standard for themselves, socially prescribed perfectionists (SPP) experience pressure from others. While striving traits of SOP (SOP-S) are associated with healthy adjustment, critical SOP (SOP-C) and SPP tendencies have been associated with maladjustment. It remains unclear whether intellectual giftedness, a high cognitive ability level, serves as a risk factor or a protective factor for self-esteem. Nevertheless, subgroups of gifted individuals seem vulnerable to maladaptive perfectionism. Therefore, this study investigated associations between perfectionism and self-esteem through multiple linear regression. SOP-S was assumed to have a positive relationship to self-esteem, whereas SOP-C and SPP, respectively, were predicted to have a negative relationship to self-esteem. Moreover, giftedness was hypothesized to be a moderator for all three relationships. Gifted and nongifted children, ages 10 through 12, completed the Child and Adolescent Perfectionism Scale (CAPS) and the Rosenberg Self- Esteem Scale (RSES). SOP-C was indeed negatively associated with self-esteem. Neither SOP-S or SPP appeared significantly related to self-esteem. No moderation effect of giftedness was found, suggesting a similar effect of SOP-C on self-esteem for gifted and nongifted students. The lack of associations for either SOP-S or SPP with self-esteem was not in line with past literature. The CAPS may have failed to capture the essence the SOP-S dimension and the developmental stage of participants might have influenced their experience of SPP. Future studies should include larger sample sizes and preferably additional measures of perfectionism. Multiple reporters would be beneficial.Show less
Increased smartphone use has been linked to a number of mental health problems, but little is known about whether limiting smartphone use could reduce mental health problems. In this intervention...Show moreIncreased smartphone use has been linked to a number of mental health problems, but little is known about whether limiting smartphone use could reduce mental health problems. In this intervention study among students, the relationship between change in smartphone use and change in depressive symptoms and burnout symptoms was investigated. We also investigated whether this relationship was mediated or moderated by self-esteem. Among 50 Dutch students (94% female, mean age = 19.4 years, SD = 1.4) a questionnaire was administered about smartphone use, depressive symptoms (Depression, Anxiety and Stress Scale), burnout symptoms (Utrechtse Burnout Scale), and self-esteem (Rosenberg Selfesteem Scale), after which they were either assigned to the intervention group or control group. The intervention group was given five tips to limit their smartphone use and the control group was told they would start the intervention in two weeks and could continue using their phone as usual. Two weeks later, all participants completed the same questionnaires again and were debriefed about the experiment. Our intervention did not lead to a decrease in smartphone use in the intervention group compared to the control group. The intervention did also not lead to a decrease in depressive symptoms or burnout symptoms and there was no significant relationship between change in smartphone use and change in depressive or burnout symptoms, hence we were not able to perform a mediation analysis. Self-esteem was also not a moderator in these relationships. In conclusion, our intervention on smartphone use does not lead to a decrease in smartphone use, neither does this lead to a decrease in mental health problems such as depression and burnout. However, this might be due to the lack of power and that we had less participants than anticipated, because of COVID-19.Show less
This study aimed to explore the relationship between indecisiveness, fear of negative evaluation and self-concept clarity in adolescence. Differences in indecisiveness levels between early (11 to...Show moreThis study aimed to explore the relationship between indecisiveness, fear of negative evaluation and self-concept clarity in adolescence. Differences in indecisiveness levels between early (11 to 14 years old) and late (18 to 21 years old) adolescents were explored as well. A sample of 160 healthy adolescents (74 males and 86 females) participated in the study. Most of the participants were Dutch-born and their ages ranged from 11 to 21 years old. Variables of interest were measured through self-reported questionnaires filled at home. The analyses showed evidence of a positive correlation between indecisiveness and both fear of negative evaluation and self-concept clarity. However, no differences were found in the indecisiveness levels between early and late adolescents. Likewise, an additional explorative analysis showed no interaction effects between FNE and SCC on indecisiveness. Although indecisiveness in adolescence is a complex -and hard to predict- phenomenon, this study added valuable information on this topic. Limitations and implications of the study are discussed, together with suggestions for future research.Show less
Depression, obesity and T2D are growing healthcare and societal burdens worldwide. Several studies showed that there are relationships between these burdens. T2D often coincides with depression and...Show moreDepression, obesity and T2D are growing healthcare and societal burdens worldwide. Several studies showed that there are relationships between these burdens. T2D often coincides with depression and vice versa, whereas elevated glucose levels can indicate T2D. Current study focuses on depressive mood, postprandial- and glucose levels. This cross-sectional cohort study utilized secondary, quantitative data from the Netherlands Epidemiology of Obesity (NEO) study (N = 6671), which included a meal challenge. The Inventory of Depressive Symptoms (IDS), was used to assess depressive mood. It was expected that depressive mood predicts elevated postprandial- and fasting glucose levels. Sex, BMI and Total Body Fat were expected to be moderators. Depressive mood significantly predicted elevated postprandial- and fasting glucose levels, before adding covariates other than age and sex. Sex, BMI and TBF all significantly moderated the associations between depressive mood and elevated postprandial- and fasting glucose. The effect of depressive mood on postprandial glucose, but not fasting glucose, was stronger in females than in males, with B = .017, p < .001 and B = 007, p < .001, respectively. Subjects with depressive mood are more at risk for developing IGM, IFG, and ultimately T2D. Women are more at risk than men, whereas excess weight also seems a risk factor for elevated glucose levels. It is suggested that future research focusses on the impact of confounding variables and depressive symptoms by itself, to more accurately study the effect of depression on IGM, IFG and T2D.Show less
Background. Sensory processing problems and impaired social skills are often seen in children with Autism Spectrum Disorder (ASD). Moreover, understanding the gender gap in ASD prevalence and...Show moreBackground. Sensory processing problems and impaired social skills are often seen in children with Autism Spectrum Disorder (ASD). Moreover, understanding the gender gap in ASD prevalence and symptomatology is still not achieved. Studies are inconsistent in findings regarding gender specific ASD symptomatology and possible underlying mechanisms of gender differences. This study investigated the relationship between sensory processing and impaired social skills, and whether a mean difference exists in sensory processing symptoms between ASD boys and girls with similar social skills. Method. In this cross-sectional study 169 children (aged 7-12) participated, of which 96 typically developing (TD) and 58 ASD children. All were tested on social skills, measured through the Social Responsiveness Scale and on sensory processing problems, which was mapped out by measures of tapping accuracy, using the DrumPad 2.0 as a rhythmic measurement device. The relationship between sensory processing and social skills was investigated with the use of a Spearman’s Rho test. Mean differences in sensory processing between ASD boys and girls with similar social skills were investigated with the use of a 2x2 ANCOVA. Results. After performing Spearman's Rho test, a significant positive relationship was found in the overall sample between social skills and tapping accuracy. The 2x2 ANCOVA did not prove a significant effect of gender on mean tapping accuracy, but a significant main effect of social skills on the mean tapping accuracy was found. No significant interaction effect of gender and social skills was found. Discussion. Results indicated that social skills and tapping accuracy are associated, and that – after correction for age – social skills have an effect on tapping accuracy, irrespective of gender. To our knowledge, this is the first time that sensory processing was measured through a rhythmic device. This study contributes to the existing literature regarding gender-specific symptomology in ASD.Show less
There is a wealth of literature describing the role of eye contact in parent-child bonding between mothers and their infant children and in interpersonal bonding between adults. However, it is...Show moreThere is a wealth of literature describing the role of eye contact in parent-child bonding between mothers and their infant children and in interpersonal bonding between adults. However, it is unclear how making eye contact with parents during adolescence – a period during which individuals seek independence from their parents– relates to feelings of connectedness to parents. This study examined adolescents’ (n=61; 67.2% female) subjective feelings of connectedness, liking of interaction-partner and mood after receiving a direct and an averted gaze from their parent and other unfamiliar people. It also explored whether individual differences in attachment to parents moderate increases in these feelings after making eye contact. Participants, aged between 12 and 18 years-old (M=16.03; SD=1.22), were asked to make eye contact with one of their parents, an unfamiliar adult and an unfamiliar peer, using pre-recorded videos. In half of the videos, interaction partners averted their gaze while in the other half they looked directly into the camera. After each video, adolescents were asked to report on their feeling of connectedness, liking of each person and mood. My results demonstrate that adolescents reported increased feelings of connectedness, liking of their interaction-partner and mood after making eye contact with all interaction-partners. Individual differences in attachment (measured using the Inventory of Parent Attachment; IPPA) did not modulate subjective feelings after making eye contact. These findings provide evidence for a causal role of making eye contact on mood and feelings of connectedness. Potentially, eye contact can be used to improve dysfunctional parent-adolescent relationships, by facilitating closeness in clinical settings.Show less
