Feedback Seeking in Early Adolescence Self-Enhancement or Self-Verification?

• Published in: The Journal of early adolescence Vol. 33; no. 3; pp. 363 - 377
• Main Authors: Rosen, Lisa H., Principe, Connor P., Langlois, Judith H.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2013; SAGE PUBLICATIONS, INC
• Subjects: Child development; Early Adolescents; Feedback; Feedback (Response); Grade 6; Grade 7; Grade 8; Hierarchical Linear Modeling; Negative Reinforcement; Perceptions; Positive Reinforcement; Predictor Variables; Private Schools; Psychological Patterns; Questionnaires; Self Concept; Teenagers; United States (Southwest); early adolescence; self-esteem; self-verification; self-enhancement
• ISSN: 0272-4316; 1552-5449
• DOI: 10.1177/0272431612441070

The authors examined whether early adolescents (N = 90) solicit self-enhancing feedback (i.e., positive feedback) or self-verifying feedback (i.e., feedback congruent with self-views, even when these views are negative). Sixth, seventh, and eighth graders first completed a self-perception measure and then selected whether to receive positive or negative feedback from an unknown peer in different domains of self. Results were consistent with self-verification theory; adolescents who perceived themselves as having both strengths and weaknesses were more likely to seek negative feedback regarding a self-perceived weakness compared to a self-perceived strength. The authors found similar support for self-verification processes when they considered the entire sample regardless of perceived strengths and weaknesses; hierarchical linear modeling (HLM) examined the predictive power of ratings of self-perceived ability, certainty, and importance on feedback seeking for all participants and provided additional evidence of self-verification strivings in adolescence.