8. Self Perceptions & Self Presentation Flashcards
1
Q
Self-Perception:
Construct Definition
A
how we think and feel about ourselves
2
Q
Self-Perception:
Overview
A
- Attributes and traits
- Roles and identities
- Our abilities
3
Q
Self-Perception impact on well-being; HOW?
A
- Gives us a sense of identity
- Tells us how to take direction:
- – who am I, what can I do, what can I work on, what to lean into as a natural talent, etc
4
Q
Positive Self Perceptions
A
- Builds sense of resilience
o Can contribute to coping strategies
o I.e. how they cope to a loss is indicative of self-perception - Predictive of lower risk of depression
o More the perception is overall positive, affectively, the less you’re likely to experience unpleasantries over a long period of time
5
Q
Negative Self Perception
A
- Increases the risk of psychological and physiological disorders
o Withstanding the negative affect of continued harshness toward self over time takes toll
6
Q
Self Esteem
A
- how a person feels about one’s self
- influences and is influenced by all aspects of life
- evaluation of worth, value
- reflective self-appraisal
7
Q
The higher esteem one has globally =
A
= the more predictive of a positive sense of self (rather than something being state)
- i.e. high self esteem in one activity but lower in all others = global self esteem is overall lower than someone who can acknowledge that they may not be great at one thing but are generally good a things (they’ll have higher global self esteem)
8
Q
Self-Concept
A
- how a person sees, defines, or describes one’s self, roles, and responsibilities
- i.e. what you call yourself
o descriptive
o identity - conceived after an individual establishes their sense of identity
9
Q
Self-Concept:
Choices based on Related Roles & Responsibilities
A
- ex) younger sibling more of the observer rather than leader – can wait and see
- ex) roles of goalie much different than role of forward
10
Q
Differences in Self Concept, Self Esteem, & Self-Perception
A
- self concept: related to identity
- self-esteem: construct often used in research
- self perception: more convoluted, difficult to create and validate a measure for; can be influenced by other variables –> therefore more of a qualitative aspect
11
Q
Development of Sense of Self:
Movie Example; Inside Out
A
- realizations from lead character’s experiences develop her sense of self
o ex: “I’m a good person.” “I’m not good enough” “I can do this.” “I’m a tough athlete.”
12
Q
Self-Esteem:
Importance of Salience
A
- when we do well or not well in areas that we value
- in other words…perceived competence in relation to perceived importance
13
Q
Self-Esteem:
Importance of Salience; Example
A
ex) Goalie not as good at juggling. Doesn’t necessarily impact their self-esteem if they take the POV that juggling isn’t relevant to their role. The more salient their role as goalie is, the less the juggling can impact their self-esteem.
14
Q
Self-Esteem:
Discrepancies
A
actual vs. ideal vs. ought
- actual self: who you are
- ideal self: who you want to be
- ought self: who you think you should be
15
Q
Self-Esteem:
Discrepancies x Gauging Sense of Skill
A
according to research, which one are most individuals are most in tune with
* ought self & ideal self
- with a particular skillset or aspect of high value, those are the two selves that are most conducive for individuals to gauge sense of skill
16
Q
Self-Esteem Discrepancies:
Related To
A
- negative emotions
- lower levels of physical activity frequency
- and lower extrinsic motivation
- ex: American Idol, when people are stunned by constructive feedback
17
Q
Hierarchical Structure:
Founding Researcher
A
Shavelson et al. 1976
18
Q
Hierarchical Structure: Top Down Model
A
Model
Self Concept –>
- Social | academic | employment | moral | physical*
*physical more self-assessment vs social on other side of chart
Physical further broken down into sub-facets –>
- Body attractiveness | sport competence | physical condition | sporting condition
Implication:
* Overall self-perception influences how you perceive specific aspects of yourself
19
Q
Hierarchical Structure: Bottom Up
A
All the same components as top-down model, however with arrows laddering up
Implication:
- self-concept is built from individual experiences and perceptions in different domains, which then contribute to your overall self-image
- people’s domain specific self-esteem influences their global self-esteem
20
Q
Top Down vs Bottom Up:
Bigger Picture / Trait & State Association
A
Overview:
top down = global view impacting local details
bottom up = building bigger picture from smaller details
//
Top Down = TRAIT
Bottom Up = STATE
21
Q
Top Down vs Bottom Up:
Implications
A
Top-Down Global sense of self-esteem is a lot more resilient
- If something good or bad happens momentarily in bottom up, a person would let those define them
- More sustainable
- Self-concept best as antecedent rather than an outcome
> > > Good self-concept antecedent prior to endeavoring, outcome will not change your overall self-concept
22
Q
Physical Self-System & Physical Activity
A
- Idea is that phys activity is PART of self-system and self-concept
- Know the chart
23
Q
Self-Schemata:
Founding Researcher
A
Kendzierski
24
Q
Self-Schemata: Overview
A
- Represents a person’s thoughts and feelings about exercise
- Has to be of salience –> if no salience, person doesn’t find it noteworthy
25
Exerciser Schemata
Exercise is important to one’s sense of self; can be used as a descriptor
- i.e. “I am an exerciser”
attributes of exerciser linked to identity
- i.e. “I am a runner, I am a lifter, etc”
26
Non-Exerciser Schemata
* consider exercise to be important, but would not use it as a descriptor
* activity that you engage in but is not part of identity
27
Self-Presentation: Construct Definition
how you display / present to others
28
Self-Presentation x Body Image (Appearance Competence) & Sport
* under the physical self-concept domain; body image often perceived when it comes to appearance competence
* sport has been called a “paradoxical influence” on body image
29
Self-Presentation
Sport as Paradoxical Infuence on Body Image
can be positive
* focuses on shifting emphasis from what the body looks like to what the body can do (ex: capability, power, performance)
can be negative
* sporting environment shifts the emphasis back to what the body should look like (ex: uniforms, focus on reducing weight/fat to improve performance)
standards are conflicting
30
Possible Selves
* who we want to be in the future: hoped for self
* what we want to avoid being: feared self
31
Possible Selves Research:
Exercise Environments
* avoiding negative outcomes is common goal for exercise
* preventing problems from occurring in the future
* ex: motivated by what they don’t want to look like, don’t want to be ill, etc
32
Possible Selves Research:
Sport Environments
focus is often on what athletes want to achieve (their hopes or goals)
not who they want to be as an athlete or who they want to avoid being
why?
* Most athletes’ focus on sport is based on personal performance – very individual, not tied to someone else KB interpretation: exercise environment is about comparison, sport environment is not? Or in different way?
33
Self-Esteem Enhancement Strategies
Varies from person to person
3 key strategies
* 1. Self-serving bias
* 2. Discounting
* 3. Self-presentation strategies
34
Self-Esteem Enhancement Strategies:
1. Self-Serving Bias
* Taking credits/personal attributions for success, but blaming outside factors for failures
35
Self-Esteem Enhancement Strategies:
2. Discounting
* Attachment of low importance value to inadequacies
o i.e. “I didn’t do that well, but it’s not that important anyways”
* *Issue of cultural values may override attempts to discount information
36
Self-Esteem Enhancement Strategies:
1 & 2 Differences from Attribution Theory
* How are self-serving bias & discounting different from attribution theory?
o Here we are discussing in context of self-esteem and its development, vs attribution theory is about goal attribution
37
Self-Esteem Enhancement Strategies: 3. Self-Presentation Strategies
* Impression motivation (control on how others see)
* Impression construction (which impressions to convey)
38
Self-Presentation
* People actively try to create and monitor the impressions people have of them
39
When & Why do people actively self-present?
Impression Motivation
* To achieve a desired goal i.e. social approval
* Perceive a discrepancy between their desired impression and the impression they believe others have
Impression construction is influenced by:
* Social expectations
* Target audience’s values
* How they would like to be viewed
Ex: soccer in CV wasn’t high level, played over the hill. Always feel compelled to mention that.
40
Self-Presentation:
Two-Component Model
* Impression Motivation – desire to create a good impression
X
* Impression construction – the methods used to create a good impression
41
Self-Presentation:
Two-Component Model:
Founding Researchers
Leary & Kowalski
42
Self-Presentation:
2x2 Model
Hypothesized that there is an approach/avoidant component as well
Components
* Acquisitive-agentic
* Acquisitive-communal
* Protective-agentic
* Protective-communal
Acquisitive: if focus is on gaining approval, individuals will be protective and put forth more effort
Protective: if focus is on avoiding disapproval, individuals will avoid situations where component is on display or need to interact
43
Self-Presentation:
2x2 Model:
Component Definitions
1. Acquisitive-agentic motives
- gaining social approval based on ability (being a good athlete, good exerciser)
2. Acquisitive-communal motives
- gaining social approval based on interpersonal qualities (personality friendliness, being a good person)
3. Protective-agentic motives
- Avoiding disapproval based on lack of physical ability
4. Protective-communal motives
- Avoiding disapproval based on interpersonal qualities
- i.e aspect of self that one concludes is not favorable for social community and trying to avoid having that come to light
- ex her swim teammate that was introverted always acting bubbly and not revealing how she really felt until much later
44
Self-Presentation:
Measurement
Impression Motivation in Sport Questionnaire
Four Subscales
1. Self-development
2. Social identity development
3. Avoidance of negative outcomes
4. Avoidance of damaging impressions
Using visual scale 0-100, scores averaged
45
Self-Presentation:
Implications
Influences specific sports that athletes choose to participate in (and persistence or discontinuation over time)
Congruency with social norms and gender roles instead of true interest
* Culture (social norms) may become more important than genuine interst in participating
* Ex: “I feel like I’m supposed to look like this, or perform this way”
Engaging in healthy or unhealthy behaviors
* Not reporting injury or illness
* Performance-enhancing drug use
* Disordered eating behaviors
* Defensiveness
--> Exploring self-presentation can expose root of their concern to address real issue (and also help direct appropriate referrals as needed)
46
Social Influence
* Extent of influence or impact (social, cognitive, emotional, physical, developmental) a particular group of individuals have on a person
47
Social Influence:
Family/Caretakers as Predictors
Big predictor of extent to which an individual engages with sport, phys activity, exercise
* Other factors (social, injury, etc) come into play as well – but in terms of early, preliminary exposure to preduct future behavior, family/caretakers are massive influence
* Pre-school+ is when we begin people outside of immediate family have influence on us
* Puberty age is when parents’ strong influence begins to wane
o Outside relationships become more salient at this age
>>> High levels of sense of belonging
>>> Time where activities become less relatable with parents, more relatable with peers
48
Social Influence: Importance
* We are social beings
* Innate sense of belonging (maslow)
* Varies from person to person
* Impact of that sense of belonging that predicts involvement in PA, sport
o >> Ex: exposed to particular activity by somebody.
>>>> Played the same sports my brother did in order to connect (and some degree compete) with him
* Lerner’s 5 C’s: research to aid in positive youth development
49
Social Influence: Lerner's 5 C's
* Competence
* Confidence
* Connection
* Character
* Caring/compassion
* Contribution (6* C’s)
50
Social Influence:
Early Social Insights
Start ‘caring’ in childhood -->
- value placed on what is ‘favored’ or socially acceptable
- gain sense of what is approved and what is not (behavior, activities)
o i.e. sport or activity your family loved, was part of ritual
*Specific value placement depends on individual
51
Social Influence:
Foundational Theories
* Achievement Motivation Theory (Nicholls)
* Competence Motivation (Harter)
* Expectancy-Value Theory (Eccles et al)
* Ecological Model (Lee et al)
* Social Cognitive Theory (Bandura)
52
Social Influence:
Achievement Motivation Theory:
Founding Researcher
Nicholls
53
Social Influence:
Achievement Motivation Theory:
Overview
* First theory associated with social influence
* Theory: Demonstration of competence predicts behaviors
o Requires individual to have had experience of success, but the idea is that the more they experience success, the more they’ll continue
o Relates to social influence --> the more praise you get, the more likely you’ll continue
o Ex:
score goals, want to keep playing/keep scoring
when I had to switch strokes in swimming, was told I was coachable, made me want to listen to every piece of info from then on
54
Social Influence:
Competence Motivation Theory:
Founding Researcher
Harter
55
Social Influence:
Competence Motivation Theory:
Overview
* Theory: Social agents, feedback, and perceived control influence children’s perceptions of competence
* Limitation: too much feedback can be ineffective (motor behavior understanding)
* Certain threshold must be reached to be influential
o Level of impact depends on how you receive feedback, who from, etc
Ex) if a parent is yelling insults at a kid on the team, but the kid doesn’t know or rate them, won’t impact them
Ex) elite athletes disregarding fan trash talk
* How we give feedback matters
o Ex) harsh vs soft, compliment sandwich vs direct
56
Social Influence:
Expectancy Value Theory:
Founding Researcher
Eccles et al
57
Social Influence:
Expectancy Value Theory:
Overview
Theory: Expectations and value placed on a given task is based on interest and enjoyment
* Enjoyment is one of the most influential predictors of persistence over time
* Reduces reliance on external motivation (more difficult to control), internally led ‘just because you want to’
* Ex: high level of interest and enjoyment will sustain participation and performance expectations in JG program
58
Social Influence:
Ecological Model:
Founding Researcher
Lee et al
59
Social Influence:
Ecological Model:
Overview
From Bronfenbrenner’s Ecological Systems Theory (modified slightly to apply to sport & ex spaces)
Theory: social relationships overlap and impact development and the way with which youth see participation in PA & Sport
* Circles reflect different social circles child is exposed to
* Theory points out immediate circles have some overlap
* Influences that a child has can influence at a global level how they perceive sport/ex
* Some activities may be more salient than others (i.e. if child had parents that ran all the time, may be more salient for them)
60
Social Influence:
Social Cognitive Theory:
Founding Researcher
Bandura
61
Social Influence:
Social Cognitive Theory:
Overview
* Social agents
* Environments
* Personal demeanor (inclinations, personality)
