ERIC Number: EJ1483434
Record Type: Journal
Publication Date: 2025-Oct
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Available Date: 2025-06-10
Understanding Self-Perceived and Other-Perceived Body Image in Adolescents: The Roles of Neuroticism, Mindfulness, and Self-Compassion
Yuening An1,2; Aitao Lu1,2; Guoping Chen3; Yexuan Jian1,2; Wanyi Chen1,2; Xiayao Ke1,2; Yingjie Zhong1,2; Jiayi Li1,2
Psychology in the Schools, v62 n10 p4065-4079 2025
This study explored the intricate dynamics between neuroticism and body image among adolescents, focusing on the mediating roles of mindfulness and self-compassion. We also differentiate between self-perceived body image--how individuals view their own bodies--and other-perceived body image--how they perceive others view their bodies. Participants were recruited from a random sample of high school students in Chaozhou of Guangdong Province (China) (N = 937, M[subscript age] = 14.15 years, SD = 0.90, 476 girls). They completed questionnaires assessing neuroticism, mindfulness, self-compassion, self-perceived body image, and other-perceived body image. Serial mediation regression models manifested that the relationship between neuroticism and body image was significantly mediated by mindfulness and self-compassion. Specifically, neuroticism was negatively related to self-perceived body image through its negative relationships with mindfulness, self-compassion, and other-perceived body image. The findings highlight the importance of addressing both internal attitudes and social factors in promoting a positive body image among adolescents.
Descriptors: Adolescent Attitudes, Student Attitudes, High School Students, Neurosis, Self Concept, Human Body, Altruism, Metacognition
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, China; 2Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, Center for Studies of Psychological Application, Guangzhou, China; 3Jinshan Experimental School, Chaozhou City, Guangdong Province, China

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