Overt and Covert Narcissism in Iranian Students: The Role of Self-esteem and Shame
Publish place: Journal of Practice in Clinical Psychology، Vol: 3، Issue: 2
Publish Year: 1394
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JPCP-3-2_001
تاریخ نمایه سازی: 4 دی 1402
Abstract:
Objective: For decades, both theory and research have focused on the role of self-esteem and shame in constructing narcissistic traits. However, studies on the exact relationship between these two and overt and covert facets of narcissism have been equivocal.
Methods: The current study is correlational. It examined these relationships among ۳۰۸ Iranian college students (۱۵۵ males, ۱۵۳ females, mean age=۲۳.۴۹ years, SD=۲.۸۳). The target population was all students of national universities of Tehran, Iran. The sampling method was non-random multi-step clustering. Participants were asked to fill four self-report measures: Narcissistic Personality Inventory (NPD), Rosenberg Self-esteem Scale (RSES), Test of Selfconscious Affect (TOSCA-۳), and Hypersensitive Narcissism Scale (HSNS). The data were analyzed by SPSS ۱۹.۰.۰ software, using Pearson’s Correlation, T-test and Multiple Regression Analysis methods.
Results: Surprisingly, there was no significant difference between men and women with respect to NPI scores. Findings also revealed that shame was negatively related to overt narcissism (r=-۰.۲۲, P<۰.۰۵) and positively related to covert narcissism (r=۰.۲۳, P<۰.۰۵). Self-esteem was found to be positively correlated with overt narcissism (r=۰.۴۲, P<۰.۰۱) and negatively correlated with covert narcissism (r=-۰.۳۰, P<۰.۰۱).
Conclusion: The results provide support for the models of overt narcissism in which the narcissistic self serves as a buffer against inner feelings of inferiority. It also supports the importance of shame and low self-esteem in shaping the covert narcissistic traits. However, shame could not differentiate between overt and covert narcissism. The empirical, cultural, and clinical implications of the findings are discussed.
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Authors
Payvand Jalali Asheghabadi
Department of Psychology, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
Ahmad Borjali
Allameh Tabataba'i University
Farideh Hosseinsabet
Allameh Tabataba'i University