Anxiousness, Self-esteem, and Anxiety: Which Variable is a Predictor?

IF 0.7 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Psychological and Educational Research Pub Date : 2019-12-20 DOI:10.33140/jepr.01.02.05

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Abstract

The paper deals with the issue on the relations of self-esteem, anxiousness and anxiety at teenagers. The aim of the research was to identify the influence of anxiousness on self-esteem and influence of self-esteem on anxiety within a sample of adolescents and intersexual difference in variables. The research sample consisted of 2 374 adolescents (females n = 1149) out of which 356 suffer from the symptoms of anxiety disorders (ADS; females n= 263). The variables were gained through the revised Rosenberg self-esteem scale and SUDS scales for anxiousness and anxiety findings. Using statistical analyses it was found that females reached a lower average score in self-esteem (t = 10.512; p <.001) and a higher average score in anxiousness (t = 10.132; p <.001). Similar results were achieved also at the sample of adolescents in variables of self-esteem (t = 3.611; p <.001) and anxiety (t = 5.845; p <.001). Furthermore, was found that there is a statistically significant predictable relation between research variables: anxiousness is a predictor of self-esteem (F = 2495.490, p<.001) at a non-ADS sample of respondents, whereby ADS respondents´ self-esteem is a significant predictor of anxiety (F = 83.810, p<.001).

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焦虑、自尊和焦虑:哪个变量是预测因子?

本文探讨了青少年自尊、焦虑与焦虑的关系问题。研究的目的是在青少年样本中确定焦虑对自尊的影响和自尊对焦虑的影响，以及两性变量的差异。研究样本包括2 374名青少年(女性n =1149)，其中356名患有焦虑症(ADS;女性n= 263)。这些变量是通过修订的Rosenberg自尊量表和SUDS焦虑和焦虑量表获得的。通过统计分析发现，女性在自尊方面的平均得分较低(t = 10.512;P < 0.001)，焦虑平均得分较高(t = 10.132;p <措施)。在青少年自尊的不变量样本中也得到了类似的结果(t = 3.611;P < 0.001)和焦虑(t = 5.845;p <措施)。此外，研究变量之间存在统计学上显著的可预测关系:在非ADS样本中，焦虑是自尊的预测因子(F =2495.490, p< 0.001)，而ADS样本中，自尊是焦虑的显著预测因子(F = 83.810, p< 0.001)。

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来源期刊

Journal of Psychological and Educational Research PSYCHOLOGY, EDUCATIONAL-

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1.10

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0.00%

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期刊介绍： Journal of Psychological and Educational Research is a scientific review, appearing biannually, which publishes scientific materials belonging to all the fields of psychology. The emphasis falls on empirical studies, but it may include reviews, theoretical or methodological papers in psychology. Empirical papers with a strong theoretical framework and/or models of computational parameters are particularly encouraged. Theoretical papers of scholarly substance on abnormality may be appropriate if they advance understanding of a specific issue directly relevant to psychology and fall within the length restrictions of a regular (not extended) article. As a journal that focuses on researches within a quantitative, scientific remit, Journal of Psychological and Educational Research places particular emphasis on the publishing of high-quality empirical reports based on experimental and behavioural studies