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Kin574 Sport & Exercise Psych > 8. Self Perceptions & Self Presentation > Flashcards

8. Self Perceptions & Self Presentation Flashcards

1
Q

Self-Perception:
Construct Definition

A

how we think and feel about ourselves

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2
Q

Self-Perception:
Overview

A
  • Attributes and traits
  • Roles and identities
  • Our abilities
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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
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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
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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
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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
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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)
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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
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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
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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
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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.”

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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
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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.

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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

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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
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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
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17
Q

Hierarchical Structure:
Founding Researcher

A

Shavelson et al. 1976

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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

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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

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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

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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

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22
Q

Physical Self-System & Physical Activity

A
  • Idea is that phys activity is PART of self-system and self-concept
  • Know the chart
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23
Q

Self-Schemata:
Founding Researcher

A

Kendzierski

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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
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25
Q

Exerciser Schemata

A

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
Q

Non-Exerciser Schemata

A
  • 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
Q

Self-Presentation: Construct Definition

A

how you display / present to others

28
Q

Self-Presentation x Body Image (Appearance Competence) & Sport

A
  • 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
Q

Self-Presentation
Sport as Paradoxical Infuence on Body Image

A

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
Q

Possible Selves

A
  • who we want to be in the future: hoped for self
  • what we want to avoid being: feared self
31
Q

Possible Selves Research:
Exercise Environments

A
  • 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
Q

Possible Selves Research:
Sport Environments

A

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
Q

Self-Esteem Enhancement Strategies

A

Varies from person to person

3 key strategies
* 1. Self-serving bias
* 2. Discounting
* 3. Self-presentation strategies

34
Q

Self-Esteem Enhancement Strategies:
1. Self-Serving Bias

A
  • Taking credits/personal attributions for success, but blaming outside factors for failures
35
Q

Self-Esteem Enhancement Strategies:
2. Discounting

A
  • 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
Q

Self-Esteem Enhancement Strategies:
1 & 2 Differences from Attribution Theory

A
  • 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
Q

Self-Esteem Enhancement Strategies: 3. Self-Presentation Strategies

A
  • Impression motivation (control on how others see)
  • Impression construction (which impressions to convey)
38
Q

Self-Presentation

A
  • People actively try to create and monitor the impressions people have of them
39
Q

When & Why do people actively self-present?

A

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
Q

Self-Presentation:
Two-Component Model

A
  • Impression Motivation – desire to create a good impression

X

  • Impression construction – the methods used to create a good impression
41
Q

Self-Presentation:
Two-Component Model:
Founding Researchers

A

Leary & Kowalski

42
Q

Self-Presentation:
2x2 Model

A

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
Q

Self-Presentation:
2x2 Model:
Component Definitions

A
  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
Q

Self-Presentation:
Measurement

A

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
Q

Self-Presentation:
Implications

A

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
Q

Social Influence

A
  • Extent of influence or impact (social, cognitive, emotional, physical, developmental) a particular group of individuals have on a person
47
Q

Social Influence:
Family/Caretakers as Predictors

A

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
Q

Social Influence: Importance

A
  • 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
Q

Social Influence: Lerner’s 5 C’s

A
  • Competence
  • Confidence
  • Connection
  • Character
  • Caring/compassion
  • Contribution (6* C’s)
50
Q

Social Influence:
Early Social Insights

A

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
Q

Social Influence:
Foundational Theories

A
  • Achievement Motivation Theory (Nicholls)
  • Competence Motivation (Harter)
  • Expectancy-Value Theory (Eccles et al)
  • Ecological Model (Lee et al)
  • Social Cognitive Theory (Bandura)
52
Q

Social Influence:
Achievement Motivation Theory:
Founding Researcher

A

Nicholls

53
Q

Social Influence:
Achievement Motivation Theory:
Overview

A
  • 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
Q

Social Influence:
Competence Motivation Theory:
Founding Researcher

A

Harter

55
Q

Social Influence:
Competence Motivation Theory:
Overview

A
  • 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
Q

Social Influence:
Expectancy Value Theory:
Founding Researcher

A

Eccles et al

57
Q

Social Influence:
Expectancy Value Theory:
Overview

A

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
Q

Social Influence:
Ecological Model:
Founding Researcher

A

Lee et al

59
Q

Social Influence:
Ecological Model:
Overview

A

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
Q

Social Influence:
Social Cognitive Theory:
Founding Researcher

A

Bandura

61
Q

Social Influence:
Social Cognitive Theory:
Overview

A
  • Social agents
  • Environments
  • Personal demeanor (inclinations, personality)

Kin574 Sport & Exercise Psych (12 decks)

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