Rosen Lisa H, Principe Connor P, Langlois Judith H
Texas Woman's University, Denton, TX.
J Early Adolesc. 2013 Feb 13;33(3):363-377. doi: 10.1177/0272431612441070. Epub 2012 Apr 12.
The authors examined whether early adolescents ( = 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.
作者们研究了青少年早期（n = 90）是寻求自我提升反馈（即积极反馈）还是自我验证反馈（即与自我认知相符的反馈，即使这些认知是负面的）。六年级、七年级和八年级的学生首先完成一项自我认知测量，然后选择是从一个未知同龄人那里获得在不同自我领域的积极反馈还是消极反馈。结果与自我验证理论一致；那些认为自己既有优点又有缺点的青少年，相较于自我认知的优点，更有可能寻求关于自我认知缺点的负面反馈。当作者们考虑整个样本而不论其感知到的优点和缺点时，也发现了对自我验证过程的类似支持；分层线性模型（HLM）检验了自我感知能力、确定性和重要性评分对所有参与者寻求反馈的预测能力，并为青少年期的自我验证努力提供了额外证据。
