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Additional resources for Psychological, Educational, and Sociological Perspectives on Success and Well-Being in Career Development
This restriction permits to focus on adolescents with educational transitions in the observation period, thus providing the opportunity to isolate the impact of the transition experience on self-esteem development. As MANOVA revealed differing self-esteem development patterns for men and women in varied educational trajectories, we calculated LGM for men and women separately. 12 The fact that this educational trajectory type also includes young women who dropped out of post-compulsory education after the age of 16 only may as well contribute to the increase in selfesteem between the ages of 15 and 16.
With the emergence of more complex methods, particularly growth curve models, the study of self-esteem development has received renewed attention. These models allow grasping individual variation in self-esteem development and offer opportunities to include contextual factors. Research employing growth curve models demonstrates that self-esteem development is dynamic, decreasing from childhood to mid adolescence (Baldwin and Hoffmann 2002). Differing by studies, the bottom point varies between 13 and 17 years of age (Falci 2011; Greene and Way 2005; Kort-Butler and Hagewen 2011).
001 Linear growth curve models were estimated because MANOVA indicates a roughly linear trend. 15 Change over time was estimated by fixing the factor loadings for the slope factor according to the hypothesized linear shape of the growth curve at 0, 1 and 3. At each measurement point, the factor loadings for the intercept factor were fixed at 1 to correctly identify the starting point of the growth curve (Urban 2000). , inclusion of quadratic effects) estimates three variances, three covariances, and three means for the constant, resulting in zero degrees of freedom.