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PL3244 > 4. The Self, Identity, Emotion, and Personality > Flashcards

4. The Self, Identity, Emotion, and Personality Flashcards

1
Q

What are 3 important aspects of the self?

A

1) self-understanding and understanding others
2) self-esteem and self-concept
3) self-regulation

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2
Q

What is self-understanding?

A

The individual’s cognitive representation of the self. Not completely internal but rather interacts with sociocultural experiences. It’s a social cognitive construction.

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3
Q

What is self-understanding in adolescence characterized by? (6)

A

1) abstraction and idealism
2) differentiation
3) fluctuating self & contradictions within the self (not coherent and integrated yet)
4) social comparison
5) self consciousness
6) self protection

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4
Q

How do adolescents show that they think in more abstract and idealistic ways?

A

In the way they describe themselves.
Abstract – “I am indecisive and I don’t know who I am”
Idealistic – “I am a naturally sensitive person who really cares about people’s feelings”
Most also distinguish between their real self and ideal self.

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5
Q

What does increased differentiation in adolescence mean?

A

Means that they can increasingly understand that they possess several different selves, each reflecting a specific role or context. Use more contextual variations when describing themselves. (eg. describe themselves differently in relation to family vs friends vs romantic partner)

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6
Q

In adolescence, why does the self fluctuate across situations and time?

A

Because there are many contradictions within the self. Differentiate into multiple roles in different relationship contexts. And they now have the cognitive ability to sense potential inconsistencies between their differentiated selves.

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7
Q

What is the barometric self?

A

the self characterized by instability until a more unified self is constructed in late adolescence or early adulthood.

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8
Q

A strong discrepancy between real and ideal selves could be a sign of ________, but not necessarily so. Why?

A

Maladjustment. Can represent a sense of failure and self criticism

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9
Q

What is the possible self?

A

An aspect of the ideal self consisting of ‘hoped-for’ and ‘feared’ selves. It is what individuals would like to become, and what they are afraid of becoming.

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10
Q

Which gender tends to have more strategies to attain their positive selves?

A

girls

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11
Q

Why do adolscents display a false self?

A

To impress others or try out new behaviors or roles

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12
Q

How does authenticity of the self link to parental support?

A

Adolescents who receive support from their parents experience less discrepancy between true and false selves.

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13
Q

Why do people who display too much false selves feel upset?

A

They feel that others don’t understand their true selves or others force them to behave in false ways.

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14
Q

What is the looking glass self?

A

an individual’s beliefs about how he/she is viewed by others

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15
Q

Why might social comparison be confusing for adolescents?

A

large number of reference groups available. Who should I compare myself to?

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16
Q

How do adolescents develop their self-understanding?

A

They turn to their friends for support and self-clarification, seeking their friend’s opinions in shaping their emerging self-definitions.

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17
Q

How do adolescents protect their self from the sense of confusion and conflict?

A

By denying their negative characteristics. See positive self-description as more important as see negative self-descriptions as peripheral. (Idealistic)

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18
Q

What is the unconscious self and when is the unconscious self recognised?

A

Being able to recognise that certain aspects of their mental experience are beyond their awareness or control. Late adolescence.

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19
Q

When does the self become coherent and integrated?

A

Emerging adulthood

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20
Q

What characterises self-understanding in emerging adulthood?

A

more integrative. increase in self-reflection and a decision about a specific worldview. But they still have a hard time integrating their complex view of the world because they are still easily influenced by their emotions, which can distort their thinking

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21
Q

Can restructuring of the self take place in emerging adulthood?

A

yes.

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22
Q

What are possible selves?

A

Refer to what individuals might become, what they would like to become, and what they are afraid of becoming. Many emerging adults have possible selves that are unrealistic (eg. being happy all the time, being very rich)

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23
Q

How do possible selves change from adolescence to adults?

A

They start to have fewer possible selves and portray them in more concrete and realistic ways.

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24
Q

Ethnically diverse youths have multiple selves, what does this reflect?

A

Reflects their experiences in navigating multiple worlds of family, peers, school, and community. Those who can effectively navigate between different worlds develop multicultural selves and become “cultural brokers” for others.

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25
Q

What kind of barriers can ethnically diverse youths face?

A

Language, racism, gender, immigration, poverty.

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26
Q

Compared to children, how do adolescents fare in understanding others’ traits?

A

Adolescents start to understand that other people are complex and have public and private faces.

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27
Q

Adolescents becomes better at perspective taking compared to children. What is perspective taking?

A

The ability to assume another person’s perspective and understand his/her thoughts and feelings.

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28
Q

Which gender engages in more social perspective taking?

A

Females

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29
Q

Adolescents engage in more social cognitive monitoring activities than children. What is social cognitive monitoring?

A

Monitoring their social world more intensively and extensively. It’s an important aspect of social maturity.

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30
Q

What are the 8 domains used in the self-perception profile for measuring self-esteem/self-concept of adolescents?

A

1) scholastic competence
2) athletic competence
3) social acceptance
4) physical appearance
5) behavioral conduct
6) close friendship
7) romantic appeal
8) job competence

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31
Q

What are some indicators of positive self concept?

A
  • express opinions
  • uses voice quality appropriate for situation
  • works cooperatively in a group
  • initiates friendly contact with others
  • maintains comfortable space between self and others
  • little hesitation in speech
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32
Q

What are some indicators of negative self concept?

A
  • puts others down
  • inappropriate physical contact
  • gives excuse for failures
  • brags excessively about achievements, skills, appearance
  • verbally puts self down; self-deprecation
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33
Q

Why do narcissists have adjustment problems?

A

Because they tend to be unaware of their actual self and how others perceive them. Self-centred and view their own needs and desires as paramount and devalue those around them.

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34
Q

Are today’s adolescents and emerging adults becoming more self-centred and narcissistic than their counterparts in earlier generations?

A

controversial. nope. maybe it’s just more obvious now because adolescents have more avenues to appear narcissistic such as social media.

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35
Q

During and just after life transitions, individuals’ self-esteem often _____.

A

decreases

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36
Q

What is the gender gap in self-esteem and when does it decrease?

A

males tend to report higher self-esteem than females at all ages. decreases during emerging adulthood (18-25 years old)

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37
Q

Why is there a decline in self-esteem among females during early adolescence? (2)

A

1) negative body images during pubertal change

2) greater interest in social relationships, and society’s failure to reward that interest

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38
Q

Name a very powerful contributor to self-esteem in adolescence.

A

Physical appearance. Global self-esteem most highly correlated with their perception of their physical attractiveness.

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39
Q

How can family contribute to an adolescent’s self-esteem?

A
  • family cohesion (amount of family time, quality of communication, extent to which adolescent is involved in family decision making)
  • parent attributes (expression of affection, concern about child’s problems, allowing freedom within well-prescribed limits)
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40
Q

What kind of adults are more likely to have low self-esteem?

A
  • poorer mental and physical health
  • worse economic prospects
  • higher levels of criminal behavior
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41
Q

What are the positive outcomes of having higher self-regulation?

A
  • high achieving
  • better health
  • more satisfied with their lives
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42
Q

How do high achieving students engage in greater self-regulation?

A

they set specific learning goals, use more strategies to learn and adapt, self-monitor more, and more systematically evaluate their progress toward a goal.

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43
Q

What is self-regulation?

A

The ability to control one’s own behavior without relying on others. Includes self-generation and cognitive monitoring of thoughts, feelings, and behaviors to reach a certain goal.

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44
Q

What is effortful control?

A

A key aspect of self-regulation. Involves inhibiting impulses, and maintaining attention despite distractions, and persisting through tasks that have long-term value even if they may seem unpleasant.

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45
Q

What does effortful control predict?

A

Academic persistence and educational attainment

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46
Q

Increased capacity for self-regulation is linked to what brain development advances?

A

developmental advances in brain’s prefrontal cortex.

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47
Q

How does self-regulation foster conscientiousness?

A

through academic motivation and internalised compliance with norms

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48
Q

How to increase an adolescent’s self esteem?

A

1) provide emotional support and social approval (eg. confirmation from others either formally or informally)
2) foster achievement (eg. teaching of real skills to help them achieve goals)
3) help them cope with challenges

49
Q

Recall: what is Erikson’s 5th developmental stage? Describe what this is about.

A

Identity vs identity confusion
Adolescents are faced with deciding who they are, what they are all about, and where they are going in life. They confront many new roles

50
Q

What is psychosocial moratorium?

A

CRISIS STAGE. The period where adolescents face many choices and they experiment with different roles and identities. Important to give adolescents time and opportunity to explore different roles and personalities.

51
Q

Youths who do not successfully resolve the identity crisis experience ______.

A

identity confusion

52
Q

By late adolscence, what kind of roles become central to identity development?

A

Vocational roles. Youth choices of careers reflect the desire to achieve meaningful identity by being true to oneself rather than burying one’s identity within larger society.

53
Q

Why is identity development crucial in adolescence?

A

Because it is the first time physical, cognitive, and socioemotional development advance to a point at which the individual can sort through and synthesize childhood identities to construct a more integrated and coherent identity.

54
Q

There is a trend towards describing adolescents’ identities in terms of _______.

A

multiple identities (eg. ethnicity, sexuality, vocational etc.)

55
Q

Does identity formation require commitment?

A

Yes. decisions must be made again and again. decisions might seem trivial at the time but over time they begin to form the core of the individual’s identity.

56
Q

What is the trend characterising youth today involving identity resolution?

A

many youth today are not moving toward any identity resolution, but are indecisive, confused, and directionless due to excessive exploration and reflection. results in loss opportunities, doubt, and self-absorption.

57
Q

How to help youths achieve identity resolution?

A

parents, teachers, mentors etc. should provide guidance, feedback, and contexts to help them develop a positive identity

58
Q

According to Marcia, what are the 4 ways of resolving an identity crisis?

A

1) identity diffusion (no crisis, no commitment)
2) identity foreclosure (no crisis, commitment)
3) identity moratorium (crisis, no commitment)
4) identity achievement (crisis, commitment)

59
Q

In the 4 stages of identity, what is a crisis?

A

a period of identity development during which the adolescent is choosing among meaningful alternatives

60
Q

In the 4 stages of identity, what is a commitment?

A

personal investment in what he/she is going to do.

61
Q

Describe identity diffusion.

A
  • haven’t experienced identity crisis yet. haven’t explored meaningful alternatives.
  • haven’t made any commitments
  • show little interest in making such choices
62
Q

Describe identity foreclosure.

A
  • made a commitment but have not experienced identity crisis
  • usually occurs when parents hand down commitments to their adolescence
  • no adequate opportunities to explore different identities
63
Q

Describe identity moratorium.

A
  • in the midst of an identity crisis

- haven’t made clear commitment to an identity

64
Q

Describe identity achievement.

A
  • already gone through identity crisis and made a commitment
65
Q

What is a critique of Marcia’s crisis-commitment model of identity status?

A

overly simplified Erikson’s concept of crisis and commitment. Crisis reduced to whether the youth has thought about the issue and commitment reduced to simply having made a firm decision.

66
Q

What are the 2 processes associated with commitment?

A

1) exploration in depth – gathering information about current commitments
2) identification with commitments – continue to evaluate the commitment made, and may change commitment as more info is gathered and more reflection done

67
Q

What is narrative identity?

A

Refers to the stories that people construct and tell about themselves to define who they are for themselves and others.

68
Q

What important transitions contribute to searching for a meaningful identity in late adolescence and emerging adulthood?

A
  • relationship
  • autonomy from parents
  • mortality events
69
Q

What are 3 aspects that are important to identity formation?

A

1) parental support
2) established sense of industry
3) ability to take a self-reflective stance towards the future.

70
Q

What is one finding that contradict’s the whole idea of an identity crisis?

A

Majority of adolescents do not often experience identity conflicts. Identity development proceeds more smoothly than expected.

71
Q

Why might college produce some key changes in identity?

A
  • increased complexity in reasoning skills combined with wide range of new experiences. Diverse coursework and exposure to peers from diverse backgrounds.
  • More independence and freedom in developing a positive identity that requires self-discipline and identity
72
Q

What are the 2 types of diffusion?

A

1) diffused diffusion (low commitment but high ruminative exploration in depth)
2) carefree diffusion (low commitment, low exploration, low synthesis, high confusion)

73
Q

What is carefree diffusion associated with?

A

high level of externalizing problems and health compromising behaviors. more males than females.

74
Q

What are “MAMA cycles”?

A

identity status changes from moratorium to achievement to moratorium to achievement. these cycles may be repeated throughout life.

75
Q

what is identity consolidation?

A

The process of refining and enhancing their identity choices

76
Q

What are 2 ways in which family can influence an adolescent’s identity formation?

A

1) family atmosphere in promoting individuality and connectedness
2) attachment to parents

77
Q

What are 2 aspects of individuality that the family atmosphere can promote?

A

1) self-assertion – ability to have and communicate a point of view
2) separateness – expressing how one is different from others

78
Q

What are 2 aspects of connectedness that the family atmosphere can promote?

A

1) mutuality – sensitivity and respect for others’ views

2) permeability – openness to others’ views

79
Q

Which findings support that attachment to parents might influence identity development?

A
  • securely attached adolescents were far more likely to be identity achieved
  • avoidant insecure adolescents were less likely to engage in identity exploration related to dating
80
Q

How might quality of friendships affect one’s capacity to explore one’s identity?

A
  • friends offer a safe context for exploring identity-related experiences, providing a testing ground for how self-disclosure are viewed by others
81
Q

What can possibly affect construction of own identities in a romantic relationship?

A

extent of secure attachment to each other

82
Q

How might adolescents in collectivistic cultures attain identity achievement?

A

possibly through identification with and imitation of others in the cultural group, rather than self-oriented identity exploration. Emphasis on embracing social and family roles.

83
Q

Which of the 4 identity statuses might be more adaptive in East Asian cultures?

A

Foreclosed status

84
Q

How might ethnic minority adolescents maintain their ethnic identities while blending in with the dominant culture?

A

may develop a bicultural identity – identity in some ways with their ethnic group and in other ways with the majority culture. will increasingly consider the meaning of their ethnicity.

85
Q

At any age, which gender is more likely to report having a more advanced level of identity formation?

A

females. they are more likely to have more elaborate self-representations in their identity narratives.

86
Q

What concerns are more central to male identity?

A

vocational concerns – career, ideology

87
Q

What concerns are more central to female identity?

A

affiliative conerns – marriage and childbearing

88
Q

Recall: What is the 6th developmental task from Erikson’s model?

A

intimacy vs isolation

forming intimate relationships with others.

89
Q

What does erikson argue is the most important factor in forming intimate connections with others?

A

A strong sense of self, expressed through identity achievement Suggest that identity development in adolescence is a precursor to intimacy

90
Q

Adolescence is a time of “storm and stress” and emotional turmoil. What does this mean.

A

It’s a time when emotional highs and lows occur more frequently. They report more extreme and fleeting emotions than their parents.

91
Q

Is moodiness a normal aspect of early adolescence?

A

yes. but for some adolescents, intensely negative emotions can reflect serious problems

92
Q

How might gender expectations for expressing emotions differ across cultures?

A

In some cultures, males may be expected to express less positive and negative emotions than females.

93
Q

How might biological influences relate to emotional fluctuations?

A

Variability in hormonal levels during puberty

94
Q

How do the moods of adults compare to adolescents?

A

Moods become less extreme. Perhaps due to adaptation to hormone levels over time, or maturation of prefrontal cortex.

95
Q

What contributes more to emotions of adolescents - biological or environmental influences?

A

Environmental influences - stress, eating patterns, sexual activity, social relationships

96
Q

What are 2 possible source of stressors for adolescents that can cause mood swings?

A

1) transition from primary to secondary school

2) onset of sexual experiences and romantic relationships

97
Q

How do adolescents fare in terms of emotional regulation?

A

They often have difficulty managing their emotions. Arousal can reach levels that are too high for effective functioning in adolescence.

98
Q

How do adolescents’ emotional regulation change as they get older?

A

They improve their use of cognitive strategies for regulating emotion. They become more adept at managing situations to minimise negative emotion

99
Q

What is the cognitive reappraisal strategy and how does it help regulate emotion?

A

Change how one thinks about a situation to regulate the emotional impact. Better than suppression strategy. Suppressing or avoiding the emotional circumstances typically does not lead to an adaptive outcome.

100
Q

What are some emotional competencies that are important for adolescents to develop? (5)

A

1) aware of the role of emotion expression in relationships
2) adaptive coping with negative emotions using self-regulatory strategies to reduce intensity and duration of such emotional states
3) understanding that inner emotional states do not have to correspond to outer expressions
4) being aware of own emotional states without being overwhelmed by them
5) being able to discern others’ emotions

101
Q

What are the big 5 factors of personality?

A 
Openness to experience
Conscientiousness
Extraversion
Agreeableness
Neuroticism
102
Q

What is openness to experience associated with?

A

identity exploration, tolerance, superior cognitive functioning

103
Q

what does conscientiousness predict?

A

adjustment and competence in many life domains (health, stress, gpa, interpersonal relationships)

104
Q

What does extraversion predict?

A

willingness to engage in social activities, more positive sense of well-being in the future.

105
Q

What does agreeableness predict?

A

more generous and altruistic, more satisfying romantic relationships, view other people positively

106
Q

What does neuroticism predict?

A

likelihood of feeling negative emotion in daily life, experience more lingering negative states, health complains, lower sense of wellbeing

107
Q

Which aspects of the big 5 increases in late adolescence?

A

conscientiousness and agreeableness

108
Q

What is optimism?

A

Having a positive outlook on the future and minimizing problems. Style of thinking.

109
Q

What does having an optimistic style of thinking predict?

A

reduced suicidal ideation, lower risk of developing depressive symptoms

110
Q

What is a criticism of the big 5 approach to personality?

A

Doesn’t consider personality in terms of contexts and situations. Places too much emphasis on stability and lack of change.

111
Q

What are the 3 clusters of temperament?

A

1) easy child
2) difficult child
3) slow-warm-up child

112
Q

What characterises an ‘easy child’?

A

generally in positive mood, quickly establishes regular routines, adapts readily to new experiences

113
Q

What characterizes a ‘difficult child’?

A

reacts negatively to many situations and is slow to accept new experiences

114
Q

What characterizes a ‘slow-to-warm-up’ child?

A

low activity level, is somewhat negative and displays a low intensity of mood

115
Q

Which kind of infant show more optimal development across behavioral and intellectual domains in late adolescence? why?

A

Easier temperament infants

tend to experience a more stimulating and cohesive family environment, and have more positive relationships with parents

116
Q

difficult temperament + family conflicts –> increase in ?

A

externalizing behavior problems

117
Q

Kids who had good control of their emotions as kids are more likely to _____ as adults?

A

continue to handle their emotions effectively and be resilient in the face of stress

118
Q

What is goodness of fit?

A

the match between an indvidual’s temperament and the environmental demands that the individual must cope with

119
Q

What does the new classfication of temperament focus on?

A

1) positive affect and approach (extraversion)
2) negative affect (introversion and neuroticism)
3) effortful control (self-regulation of emotions)

PL3244 (12 decks)

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