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        Testing an effect of retrieving positive Self-knowledge on Self-esteem level and stability in response to Social feedback

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        Publication date
        2023
        Author
        Polášek, Dominik
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        Summary
        Objective: Low self-esteem is both characteristic as well as a risk factor for mental health problems, such as depression. CBT-based interventions, for instance, Competitive memory training (COMET), boost self-esteem and mitigate depressive symptoms. However, cognitive mechanisms that can explain how such interventions have a lasting effect on self-esteem are unclear. This study examined whether a brief CBT-based intervention boosts state self-esteem and protects it from fluctuations in response to social feedback. The study also explored whether individual differences in these effects can be explained by variations in subclinical depressive symptomatology. Method: Participants (n = 43; 𝑀 = 23.37, 𝑆𝐷 = 2.73) completed a social evaluation task before and after undergoing a CBT-based intervention or control manipulation. The intervention (n = 22) entailed writing and visualising tasks aiming to activate positive self-knowledge, whilst the control (n = 21) condition involved tasks designed to elicit neutral emotions. The Patient Health Questionnaire (PHQ-9) ascertained depressive symptomatology (Kroenke et al., 2001). Results: The intervention did not significantly boost nor protect self-esteem from fluctuating, irrespective of reported subclinical depressive symptom level. State self-esteem level negatively correlated with depressive symptoms. The social feedback received through the social evaluation task resulted in self-esteem fluctuations, dropping after disapproval and increasing after approval. Conclusion: It is difficult to understand the cognitive mechanism since no significant boosting effect has been detected, possibly due to not providing sufficient space to retrieve positive memories or insufficient power. Nonetheless, this study establishes a ground for future studies, that may consider incorporating qualitative assessment, recruiting clinical samples, or modifying the intervention.
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        https://studenttheses.uu.nl/handle/20.500.12932/44004
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