6.2 Flashcards
The Little Prince
written 1943 and translated in more languages and dialects than any other book aside from the Bible
-commentary on adulthood and human nature
-something lost on transition to adulthood
–“All adults were once children, but few remember it.”
–“Grown ups never understand anything
-drawing test: hat
–“put myself on his lvl and talk about bridge and golf and politics and neckties, my grown-up was glad to know a reasonable person”
self-conceptions
self-conceptions are shaped by cultures we live in
-cultures can be more individualistic, using broad socialization to promote an independent self
—collectivist -> narrow socialization to promote INTERDEPENDENT self
-in adolescence, self-concept becomes more complex and abstract
-U.S. pioneered concept of self-esteem, as an individualistic society about themselves
—consider who they are as an independent people
—have high regard for themselves (not egocentric or selfish)
abstract self-concept
can’t be directly experienced through the senses
-in adolescence, the self starts to be described in terms of abstract concepts
-distinguish between actual and possible self
–possible selves can be ideal or feared
–big discrepancy between ideal and actual self is correlated w/ depressed mood in adolescence and emerging adulthood
–not having sense of ideal self -> delinquency
ideal self
who the adolescent would like to be
-can be motivating
feared self
who the adolescent is afraid they may become
complex self-concept
adolescents can recognize contradictions that occur within personality
-‘real me’ that is diff. than aspects of the self that appear in specific situations
-false self can appear in certain situations to impress a peer or validated by authority
self-esteem changes
person’s overall sense of worth and well-being
-not valued the same in all cultures
-related ideas of self-image, self-perception, and self-concept all refer to the way people view and evaluate themselves -> drives self-esteem
-declines in early adolescence and rises through late adolescence and emerging adulthood
factors in decreased self-esteem
1) increased peer orientation
2) imaginary audience
3) actual harsh peer judgement
Harter’s 8 domains
1) scholastic competence
2) social acceptance
3) athletic competence
4) phys. appearance
5) job competence
6) romantic appeal
7) behavioral conduct
8) close friendship
-low self-esteem in any area only affects global self-esteem if that area is deemed important by the indiv.
-phys. appearance has strongest link to global self-esteem, followed by peer acceptance in adolescence and adulthood
baseline self-esteem
stable, enduring sense of worth
-what’s left when not having “good” and “bad days”
barometric self-esteem
fluctuating sense of worth based on experiences in course of the day
experience sampling method (ESM)
teens wear watches that beep to prompt recording of mood and activities
-confirms rapid fluctuation of moods in a typical day (affects barometric self-esteem)
-self-esteem varies depending on who teens are with
-enjoyable and secure relationships -> stable self-esteem
-gain more control over social contexts and relationships
factors of self-esteem indiv. diff.
1) feeling accepted and approved of others (esp. family/peers) as most important
2) school success also important, but unclear which comes first
-mutually reinforcing, high self-esteem -> better academics, etc.
3) high self-esteem w/ peers but low self-esteem in family and school domains -> behav. risk
emotional self
data from ESM studies show that adolescents do have more emotional fluctuation during a day than preadolescents or emerging adults
-adolescents are more likely than others to report feeling self-conscious, embarrassed, awkward, lonely, nervous and ignored
–declines in feeling happy, proud, and in control
-brain dev. may contribute greater activation in amygdala than frontal lobes when looking at emotional faces (reverse is true for adults)
–abstract reasoning abilities allows them to see beneath surface of situations and envision threats to well-being in new ways
Carol Gilligan
adolescence is a time when American boys learn to assert opinions
-girls lose voice and become reticent and insecure
–may result from conflicting messages: individualism valued overall (competitive, ambitious, assertive, independent)
–for girls, their peer/home environment pushes them to be more collectivist (senistive, nurturing)
–place high value on physical attractiveness > competence
–adolescent girls -> insecure and tentative about talents and abilities
