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31 Cards in this Set
- Front
- Back
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The Self |
The content of what people believe to be true about themselves |
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Examples of multiple self-aspects |
Social roles, goals, relationships, superordinate goals, skills, activities, social identities and groups |
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Self-complexity theory (Linville 1985) |
- Several self-aspects that overlap or are distinct to varying degrees - The active self is context dependent - Positive or negative social feedback impact the no of self-aspects and feelings about the self |
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Spill-over Amplification Hypothesis (McConnell) |
If self-aspects are: - Overlapping: evaluation of the self-aspect will have a greater overall affect on the self - Distinct: evaluation of the self-aspect will impact a smaller proportion of the self |
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Two parts of the origins of the self |
Biology Socio-cultural environment |
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How does birth order affect the self? |
- Sibling Conflict + adaptations - Older Sibling: bigger, powerful, embraces status quo, dominant, achievement orientated; eg: presidents - Younger sibling: rebellious, challenges status quo, agreeable, open; eg: revolutionary scientists |
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What are the sources of self-knowledge? |
The Looking Glass Self Introspection Social Comparison Self-perception theory |
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The Looking Glass Self |
We learn who we are through other people through direct social feedback |
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Introspection/ Self-perception theory |
We know ourselves through privileged access to inner thoughts |
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Social Comparison |
We know ourselves by seeing who we are not The value of our skills, traits and attributes become meaningful by comparison Upward comparison: motivating and discouraging Downward comparison: boost in self-esteem We seek similar people (for accurate self-evaluation, empathy, connectedness, inspiration) and then construct our own uniqueness (how we differ) |
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Self-enhancement motives/bias |
The desire to learn flattering things and good things rather than the truth - biases our attention to social feedback to create overtly positive evaluations |
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Self-handicapping (Snyder & Higgins) |
Putting an obstacle in the way of one's own performance so that anticipated failure can be attributed to the obstacle rather than the self |
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Characteristics of High self-esteem |
- Positive self-evaluation - Confident in abilities - Perceive less risk of failure - Take more choices |
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Characteristics of Low self-esteem |
- Neutral self-evaluation - Afraid of failure - Self-concept confusion - Self-protection |
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Dunning-Kruger Effect |
Unskilled individuals suffering from illusory superiority - difficult to recognise one's own competence - due to a metacognitive inability to recognise ineptitude |
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Self-discrepancy Theory (Higgins) |
Appropriate behaviour is guided by the cultural and moral standards regarding the: - ideal self: promotion focus - ought self: prevention focus Guilt and shame are produced when these are violate |
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Self-image bias due to Culture |
Western: use own skills and behaviour standards to judge others, stress self-schema, unique individual, constant and stable, private self, traits that describe them across situations Eastern: use others' skills and behaviour standards to judge others and themselves, emphasise roles and relationships with others, promote group goals, fluid and variable public self |
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Actor-observer differences in attributions |
The tendency to attribute: - our own behaviour to situational causes - others' behaviour to their inner characteristics |
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Ways of achieving coherence in the self |
- Limited accessibility to other inconsistent roles - Selective memory: reconstructed past to suit, remember more successes than failures - Attribution: behaviour to circumstances - Selecting key few traits: create self-schema |
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Self-esteem |
A signal of how well you are doing in successfully adapting to your own social world - tracks net result of successes and failures |
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Self-evaluation maintenance model (Tesser) |
Depends on: - closeness of other person - importance of the attribute in question |
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Why do we self-enhance? |
1. Self-improvement/successful self-regulation 2. Protection against stress and threats to the self |
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Role of emotions in the self |
- Thoughts, feelings, bodily reactions caused by appraisals of a self-relevant object/event. - Mark meaningful moments - Direct behaviour toward a goal |
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Negative effects of self-discrepancies |
Exaggerate awareness of our discrepancies from our self-guides |
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Self-expression |
A motive for choosing behaviours that are intended to reflect and express the self-concept |
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Self-presentation |
A motive for choosing behaviours intended to create in observers a desired impression of the self |
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Self-monitoring |
A personality characteristic defined as the degree to which people are sensitive to the demands of social situations and shape their behaviour accordingly High s-m: shape to current audience demands Low s-m: shape to internal attitudes |
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Threats to the well-being of self |
1. Inconsistent info 2. Major failures 3. Daily hassles and stresses Most threatening: those out of our control |
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Methods of defence against threat |
1. Emotion focused coping 2. Problem focused coping |
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Emotion-focused coping |
- Escape and distraction - Downplaying: accentuate the positive, eliminate the negative, redefinition - Self-expression: talk to others - Can be used for uncontrollable threats |
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Problem-focused coping |
- Respond to threat directly, take control - Reinterpret or remove negative situation - Make excuses - Self-handicapping - Can be used for controllable threats |
