Development Lecture 13: Self And Self Esteem

Front 1

Development of Self Concept

Back 1

Babies know they are separate from their caregivers by 6 months

9 to 12 month old babies can distinguish themselves from other babies

babies imitate others more than they imitate themselves in a mirror (rouge test)

Front 2

Why is Self Recognition important? (meta-representation)

Back 2

Meta-representation: basic understanding of self

- in the second year

Asendorpf 1996

self recognition is related to imitation

Lewis and Ramsay

visual self recognition is connected to talking about themselves and pretending play

Even animals recognize the self (birds, magpie)

Front 3

Kelly Ford and Meacham 1978 (childrens self description)

Back 3

children between the age of 3 and 5 described themselves in terms of self possessions and what they like

by age 9 they describe themelves through what they like and personal features

by age 17 they're using abstract concepts and political identities

Front 4

Why are self concepts important?

Back 4

We act in the world in a way that makes sense to us, and we use our sense of self to guide our actions and understand the past.

Front 5

Orientation towards the future

Back 5

Not only who am I, but who will I be?

Front 6

Possible Selves

Back 6

Positive and negative views of the future effects it's outcome

Front 7

Possible selves and self regulation

Back 7

I want to be a doctor, but that means I have to study chemistry

Children may not succeed because it may;

-conflict with family background and upbringing

-staying focused and doing the same thing day in and out is difficult

Front 8

Intervening with the possible selves to create success (studies)

Back 8

Study: experiment, possible self curriculum (8th graders meet with researchers who help them imagine themselves as successful students)

Those in this group were more successful and less likely to miss school for two years.

If you intervene on how people imagine the selves you can have an influence on how well they do

Front 9

Erikson's application to self development

Back 9

A person is in a variety of different situations and environments, and their true selves is the underlying action and self beneath the changes due to environment.

(the underlying self)

Front 10

Adolescent egocentrism (Erikson)

Back 10

self absorption while in search for self

Front 11

Imaginary Audience (Erikson)

Back 11

Feelings of being watch and judged by others

Front 12

Personal Fable (Erikson)

Back 12

Feeling like no one understands

Front 13

Illusions of Invulnerability

Back 13

Only other people get hurt

Front 14

Identity achieved, when?

Back 14

after a period of experimentation and crisis

or after someone makes a personal pledge that their resources will be devoted to a particular goal

Front 15

Foreclosure (Marcia's four identity statuses)

Back 15

Committed to something they don't want

Front 16

Diffusion (Marcia's four identity statuses)

Back 16

No commitment or interest in something

Front 17

Achieve (Marcia's four identity statuses)

Back 17

Committed to what they want

Front 18

Moratorium (Marcia's four identity statuses)

Back 18

Interested in many things but committed to nothing

Front 19

Marcia's four identity statuses as people age

Back 19

Foreclosure decreases

Diffusion decreases

Achievement increases

Moratorium increases

Front 20

What is self esteem? (self reflection and self representation)

Back 20

Self reflection: capacity to experience self awareness and monitor our thoughts and feelings

Generalized and stable self representation: form stable representations of ourselves, who we are, and what we've accomplished

Front 21

What is needed for self esteem

Back 21

Internalized societal norms

capacity for self reflection

theory of mind (others may perceive outside of me)

Stable Self representation

Front 22

Perceived competence scale (Measuring self esteem)

Back 22

Perceived competence scale, children asked to assess which of two versions of an item were more alike

“Some kids worry about whether they can do school work

Or

Some kids feel like they can always do it

Then they are asked to evaluate how true which choice they choose is”

Front 23

Rosenburg self esteem scale

Back 23

very complex method with a series of questions that you scale your relation to

Front 24

Single Item scale

Back 24

simplified version of rosenburg simply asking their perception of whether they have high self esteem

"do you have high self esteem"

scale of 1 to 5, 1 being non, 5 being a lot

Front 25

self esteem over a lifetime

Back 25

Women have significantly lower self esteem

babies have high self esteem

decrease through teens until 20’s

stability of self esteem through 20’s 30’s

increase until 70

decrease in older years.

Front 26

Self esteem is related to what qualities?

Back 26

High achievement, low delinquency, and low depression

opposite = low self esteem

Front 27

Low self esteem individuals are...

Back 27

More likely to be convicted of a crime

more likely to be depressed

more likely to smoke

more likely to have poor health

less likely to graduate from college

Front 28

False Praise and self esteem

Back 28

Telling someone they are simply good does not work

people need to given difficult tasks to work hard at, when they put in hard work they need to be praised, regardless of the outcome.