Adolescence: Personality development

Question 1

temperament and personality are mostly concerned with stability and change, how does the big 5 dimensions change during adolescence?

Answer 1

1 extraversion- social dominance increase
2 negativi emotionality and neuroticism- mixed evidence
3 agreeableness- liitle change, more for girls
4 effortful control and conscientiousness- decrease as risk-taking behavior increase
5 openess- increases

Question 2

what are the big 5 dimensions corrolations with temperament and personality in adolescence?

Answer 2

1 extraversion- externalising behavior/ reduce risk of depression
2 negativi emotionality and neuroticism- irritability and fearfulness predict high levels of internalising behavior
3 agreeableness- externalising behavior and low academic
4 effortful control and conscientiousness- self-regulation predicts low levels of externalising behavior and high academics
5 openess- mixed evidence that it predicts high academics

Question 3

what are the shapers of temperament and personality? and what do they do?

Answer 3

experiences, interpersonal experiences

alter connections between emotional reactions to events, conceptualization of events and strategies to cope with events

Question 4

according to Baltes, what are the 3 processes that together makes up an effective strategy of maximising adaptive functioning? accronym is SOC

Answer 4

selection- identify goals, commit, smaller tasks
optimisation- direct effort, energy and time to goal
compensation- reward for overcoming limitations

Question 5

what is the psychoanalytic perspective on personality development in adolescence?

Answer 5

adolescence enter last stage of personality dev- genital stage- maturity- sexual drive

Question 6

who is the most influential psychoanalytic theorist regarding personality development in adolescence? and what did he theorise?

Answer 6

Erikson- central crisis- dev of personal identity (awareness of oneself) otherwise role confusion or identity confusion might happen
identity becomes unglued in stage

Question 7

how does identity develop?

Answer 7

crises of previos stage should be resolved
basic trust, autonomy, initiative and industry
need to define who they are what is NB to them- identity crisis where you explore and are confused to develop own set of values

Question 8

define the psychosocial moratorium?

Answer 8

it is a period of time which society allows adolescence to find themselves and their roles as adults through experimentation

Question 9

what task must adolescence master in order to develop own identity?

Answer 9

ego-syntheis= form continuous, integarted, unified image of self
socio-cultural identity= identity must include values of their culture
gender-role identity= must be firmly established, must accept gender identities as M/F
career identity= be realistkc regarding their own abilities and achievements- realistic career choice
own value system= rethink values muts be based on own philosophy- anchor for life

Question 10

what is identity confusion and to what 2 things does it result in?

Answer 10

indecisive about themselves and roles- not ability or self-confidence to make decisions- leads to anxiety and hostility towards values and roles
Result in:
1 identity foreclosure= resolve identity ciris by making pre-mature decisions about self based on expectations- adopt roles
2 negative identity= form identity contrary to cultural values - drug abusers

Question 11

what are the evaluation of Erikson’s theory on identity formation?

Answer 11

created better understanding of personality dev
shortcomings:
1 terms “crisis” too dramatic and is more complex
2 identity crisis later in adolescence - Erikson too optimistic
3 adolescence not form identity at the same time in all areas like Erikson said

Question 12

what is the identity status that James Marcia described and what are the 4 statusses?

Answer 12

crisis they have already worked through and the degree of commitment to these choices
1 identity achievement- passed through crisis period and has strong commitment to career and values
2 identity moratorium- still in ciris period and investigating
3 identity foreclosure- no crisis but commitment to goals
4 identity diffusion- crisis may or may not be experienced, not commited to anything or resolves anything

Question 13

do all adolescence move through identity statuses in the same way?

Answer 13

• traditional backgrounds- form foreclosure identities
• stressors cause people to adopt foreclosure status
• yound adults indicate that the process of identity formation occurs at later stage than Piaget or Marcia said
• some are stuck in certain stages- adjustment problems
• search for identity goes over a period of a lifespan that has stability and instability

Question 14

what 6 factors contribute to the identity formation?

Answer 14

1 cogn dev-more advanced abstarct and information-processing skills reach identity formation
2 parenting- strong attachment bonds give support and freedom to explore
3 peers- support and rolemodels and oppertunity to explore
4 schools and community- rich and different experiences
5 personality- flexible, open0minded
6 socio-cultural and socio-political events- end of Apartheid influence psychosocial identities

Question 15

why is it difficult for adolescence to form a personal identity in a rainbow nation like SA?

Answer 15

come in terms with own ethnicity and cultural anchestry
accomodate many other cultures
have secure cultural identity- higher selfesteem, positive, optimism, mastery over environment, respect
umbrella identity

Question 16

describe the actual self, possible self and false self

Answer 16

actual self- real self
possible self- (ideal- would like to be and feared self-possible but dreads to become)- abstract ideas
false self- present to others

Question 17

how does an adolescence self-esteem change?

Answer 17

views and evaulates themselves
new dimensions added to evaluate
temporar decline in self-esteem- they just need to adjust to new cogn and phsyical changes

Question 18

what are the 2 aspects of self-esteem?

Answer 18

baseline self-esteem= stable, enduring sense of worth, positively evaluate themelves
barometric self-esteem= fluctuating sense of worth as they respond to different thoughts and interactions- intense emotions

Question 19

how does individualistic and collectivist cultures influence the self?

Answer 19

individualistic- encourage reflection of self- independence is good, think highly of self- western
collectivist- narrow socialization- interest of group comes first- to think higly of self is threat to harmony- optimism

Question 20

what emotional changes occur in adolescence?

Answer 20

fewer extreme positive emotions and more negative emotions- akward, lonely
mood swings
gender diff- girls more anger and depression
due to hormonal changes
abstract thinking- read more into emotions

Question 21

explain Donald super lifespan lifespace approach to career choices in adolescence

Answer 21

choice of career- continuous process
spesific stages were choices are made- needs skills and career maturity- lifespan
lifespace- individual aspects like values
choose careers to realise our self-concept takes place between self and environment

Question 22

explain John Holland’s theory of personality types

Answer 22

relationship between person, environment and interaction between person and environment and behavior from this interaction - 6 personality types that fit certain careers

Question 23

what are the 6 personality types by Holland to fit certain career?

Answer 23

realistic, investigative, social, conventional, enterprising, artisitic

Question 24

what model did Holland propose to illustrate predictability of behavior?

Answer 24

hexagonal model

with the 6 personality types

Question 25

explain the social cognitive career theory and what are its main components

Answer 25

other 2 models does not take into account the culture and socio-economic status of SA
triadic reciprocity- mutual relationship between personal attributes and externl environment and overt behavior
self-efficiacy- own belief in capabilities
outcome expectations- do task with likely outcome
goals- help guide action
interest
career choices