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      Contingencies of self-worth in adolescents with ASD and their correlation with subjective adjustment to school

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      Advances in Autism

      Emerald Publishing

      Self-esteem, Autism spectrum disorder, Contingencies of self-worth, Subjective adjustment to school

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          Abstract

          Purpose

          The purpose of this paper is twofold: first, to validate the Contingencies of Self-Worth Scale (CSWS) for adolescents with autism spectrum disorder (ASD) and typically developing individuals and, second, examine the association between contingencies of self-worth and subjective adjustment to school.

          Design/methodology/approach

          A self-report was used to examine both contingencies of self-worth and subjective adjustment to school in adolescents with ASD and typically developing individuals.

          Findings

          First, the validity and reliability of the CSWS was verified. Second, the scale was not significant correlation with subjective adjustment to school and contingencies of self-worth in adolescents with ASD. As the reason for this, it has been suggested that there are adaptive aspects and maladaptive aspects in contingencies of self-worth.

          Originality/value

          This is an original research designed to examine contingencies of self-worth in adolescents with ASD.

          Related collections

          Most cited references 19

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          Contingencies of self-worth.

          Research on self-esteem has focused almost exclusively on level of trait self-esteem to the neglect of other potentially more important aspects such as the contingencies on which self-esteem is based. Over a century ago, W. James (1890) argued that self-esteem rises and falls around its typical level in response to successes and failures in domains on which one has staked self-worth. We present a model of global self-esteem that builds on James' insights and emphasizes contingencies of self-worth. This model can help to (a) point the way to understanding how self-esteem is implicated in affect, cognition, and self-regulation of behavior; (b) suggest how and when self-esteem is implicated in social problems; (c) resolve debates about the nature and functioning of self-esteem; (d) resolve paradoxes in related literatures, such as why people who are stigmatized do not necessarily have low self-esteem and why self-esteem does not decline with age; and (e) suggest how self-esteem is causally related to depression. In addition, this perspective raises questions about how contingencies of self-worth are acquired and how they change, whether they are primarily a resource or a vulnerability, and whether some people have noncontingent self-esteem.
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            Contingencies of self-worth in college students: theory and measurement.

            The Contingencies of Self-Worth Scale assesses 7 sources of self-esteem in college students: academics, appearance, approval from others, competition, family support, God's love, and virtue. In confirmatory factor analyses on data from 1,418 college students, a 7-factor model fit to the data acceptably well and significantly better than several plausible alternative models. The subscales all have high internal consistency, test-retest reliability, are distinct from other personality measures, and have a simplex structure arrayed on a continuum from external to internal sources of self-esteem. Contingencies of self-worth assessed prior to college predicted how students spent their time during their 1st year of college.
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              THE VALIDITY OF DEPRESSIVE DISORDER IN CHILDHOOD AND THE DEVELOPMENT OF A SELF-RATING SCALE: A RESEARCH REPORT

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                Author and article information

                Contributors
                Journal
                AIA
                10.1108/AIA
                Advances in Autism
                AIA
                Emerald Publishing
                2056-3868
                09 September 2019
                06 January 2020
                : 6
                : 1
                : 63-71
                Affiliations
                Saitama Prefectural Moroyama Special Needs School, Moroyama-machi, Japan
                Gradute School of Comprehensive Human Sciences, University of Tsukuba , Tsukuba, Japan
                Author notes
                Shuhei Ogawa can be contacted at: shuhei.ogawa77@gmail.com
                Article
                633359 AIA-04-2019-0010.pdf AIA-04-2019-0010
                10.1108/AIA-04-2019-0010
                © Emerald Publishing Limited
                Page count
                Figures: 0, Tables: 5, Equations: 0, References: 23, Pages: 9, Words: 4036
                Product
                Categories
                research-article, Research paper
                cat-HSC, Health & social care
                cat-LID, Learning & intellectual disabilities
                Custom metadata
                yes
                yes
                JOURNAL
                included

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