Article
The Longitudinal Impact of Self-esteem Trajectories and Social Support on School Adjustment in Multicultural Children
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
| Metrics | Views 0 / Downloads 0 |
Abstract
The study aims to investigate the trajectory of self-esteem and the longitudinal pathways between self-esteem trajectories, social support (from parents, peers, and teachers), and school life adaptation in multicultural children. This study utilized data from the 1st to 3rd waves of the Multicultural Youth Panel Survey (MAPS 2nd) involving 2,271 elementary school children. Data were analyzed using latent growth modeling (LGM) and structural equation modeling (SEM). The major findings were as follows: First, from fourth to sixth grade, the trajectory of self-esteem among multicultural children decreased linearlyover time, with significant individual differences in the intercept and slope of self-esteem. Second, in the fourth grade, social support from parents, peers, and teachers significantly affected the trajectory of self-esteem. Third, both the slope of self-esteem and social support significantly influenced school life adaptation in the sixth grade. These results suggest that supportive social relationships are crucial protective factors for the development of self-esteem in multicultural children. For future interventions targeting low self-esteem, it is essential to foster supportive relationships with parents, peers, and teachers, and to promote positive emotional experiences during late childhood.