Juhasz A M
Loyola University of Chicago, Illinois 60611.
Adolescence. 1989 Fall;24(95):581-94.
The early work of Cooley (1912) established the importance of the appraisals of significant others in the development of self-esteem. Subsequent research identified parents and peers as significant others and offered some dimensions of significance. Much of this work utilized researchers' assumptions that there is a common basis for self-esteem and a standard set of significance dimensions. This paper reports the results of a series of questions posed to children and youths to determine the verbal and nonverbal behaviors that "earn" significance. Their qualitatively rich responses demonstrated the effectiveness of the format and procedures with groups of different ages, cultures, and ethnic backgrounds. Data could be categorized meaningfully in regard to who is significant, what they do or say, how this impacts on self-esteem, and how subjects react to this feedback. Evaluation indicates that this exploratory methodology elicits valuable information which adults can use in order to have a significant influence on the self-esteem of children. The methodology also raises additional questions and indicates the direction of future research.
库利（1912年）早期的研究确立了重要他人的评价在自尊发展中的重要性。后续研究将父母和同伴确定为重要他人，并提出了一些重要性维度。这项工作大多基于研究人员的假设，即自尊有一个共同的基础和一套标准的重要性维度。本文报告了向儿童和青少年提出的一系列问题的结果，以确定那些“赢得”重要性的言语和非言语行为。他们丰富的定性回答证明了该形式和程序对不同年龄、文化和种族背景群体的有效性。关于谁是重要他人、他们做了什么或说了什么、这如何影响自尊以及受试者如何对这种反馈做出反应，数据可以进行有意义的分类。评估表明，这种探索性方法能引出有价值的信息，成年人可以利用这些信息对儿童的自尊产生重大影响。该方法还提出了其他问题，并指明了未来研究的方向。
