SAGE Journal Articles
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Abstract: Previous research suggests that paradoxical self-esteem (contrasting levels of self-liking and self-competence) is associated with selective memory for self-relevant information. The form and function of this bias was examined here. College students classified as paradoxical or non-paradoxical viewed a series of trait adjectives. Recognition memory for the words was later tested. Results revealed that heightened selectivity in paradoxicals was limited to words conveying low social worth. Those paradoxically low in self-liking showed distinctively good memory and those paradoxically high in self-liking showed distinctively bad memory for these words. The claim that memory bias contributes to the persistence of paradoxical self-esteem also was tested. As expected, the self-liking of paradoxicals with the strongest memory bias showed the least shift toward self-competence 4 months later.
Abstract: A quasi-experiment tested competing hypotheses regarding escapist media use and alternative coping motivations in media selection behavior. For 287 participants, personal satisfaction levels for five life domains were assessed. In an ostensibly unrelated study, the participants browsed through online content in which some section topics corresponded to the life domains. Selective exposure was unobtrusively logged by software. Lower satisfaction with college and career situation and with personal financial situation was associated with longer exposure to information about college and career issues. Among respondents in a romantic relationship, higher satisfaction with personal romantic situation led to longer reading times for articles about romance issues, whereas among single respondents, lower satisfaction with one’s romantic situation was connected to longer reading of such content. Satisfaction with own health and exposure to health information showed a curvilinear pattern, as low and high satisfaction produced lower exposure than moderate satisfaction.
Abstract: This study of high school students examined the structure of communicator style and the association between this structure with such variables as sex, age, and self-concept. First-order factor analyses indicated the existence of such communication dimensions as attentive, relaxed, animated, dominant, impression leaving, communicator image, and apprehension. The second-order analyses suggested these dimensions had an underlying structure that could be described as “attentive-supportive” style and “animated-dominant” style. Both sex and age differences were found with respect to dimensions of communicator style. A strong association existed between attentive-supportive communicator style and various subconstructs of self-concept. In particular, high school students who perceived themselves as being relaxed and attentive, low on communication apprehension, and with a positive view of their communication image also believed themselves to have high self-concept.