Self-esteem in early adolescence: The identification and prediction of contrasting longitudinal trajectories

The present study focused on differences in self-esteem trajectory in early adolescence rather than on average change across all children. Longitudinal data from 128 adolescents were obtained over a 2-year period that encompassed the transition from elementary school to junior high school. Cluster analysis revealed four markedly divergent self-esteem trajectories: consistently high (35%), chronically low (13%), steeply declining (21%), and small increase (31%). Attempts to predict trajectories were only partially successful. Peer social support was the strongest predictor, but its relation to self-esteem appears more circumscribed than had been thought. The discussion considers differences in the experience of early adolescence, as well as implications for the design and evaluation of preventive intervention.Funding for this research was provided via awards to Barton J. Hirsch from the National Institute of Mental health (New Investigator Research Award in Prevention), the University of Illinois Research Board, and the Northwestern University Research Grants Committee. Abbreviated versions of this article were presented at the meetings of the Society for Research on Adolescence, Alexandria, Virginia, March 1988, and the Society for Research in Child Development, Kansas City, April 1989. We are grateful to Joyce Epstein for her comments on an earlier draft.Received Ph.D. in clinical psychology from the University of Oregon. Research interests include community psychology, ecology of adolescent development, social networks, and social policy.Research interests include peer relations and school-based preventive intervention.