Chapter 10 Flashcards
Six indicators of positive self-functioning
Self-acceptance
Positive relation with others
Autonomy
Environmental mastery
Purpose in life
Personal growth
Explain self-acceptance as an indicator of positive self-functioning
Accepts good and bad qualities
Explain positive relations with others as an indicator of positive self-functioning
Warm, satisfying relationships
Explain autonomy as an indicator of positive self-functioning
Regulates behaviour from within
Explain environmental mastery as an indicator of positive self-functioning
Sense of environmental mastery
Explain purpose in life as an indicator of positive self-functioning
Has aims and objectives for living
Explain personal growth as an indicator of positive self-functioning
Sees improvement in the self
Five problems or strivings of the self
Define the self
Make good things happen
Relate the self to society
Develop personal potential
Regulate the self
Which of the five problems or strivings of the self assume you’re identifying yourself as an object?
Define the self
Make good things happen
Relate the self to society
Which of the five problems or strivings of the self assume you’re describing yourself as an agent?
Develop personal potential
Regulate the self
Two broad views of the self
Agent
Object
What is the problem with trying to boost self-esteem as a motivational intervention?
There are almost no findings that self-esteem causes anything at all
What is self-esteem caused by?
A whole array of successes and failures
Instead of thinking of self-esteem as a motivation cause (as a predictor or an independent variable), what is it better to think of self-esteem as?
An effect of positive vs. negative functioning (as an outcome or as a dependent variable)
Self-concept
Set of beliefs an individual uses to conceptualize themselves
A cluster of domain-specific self-schemas
A reflection of the invariance people have discovered in their own social behaviour (the way the self has been differentiated and articulated in memory)
How are self-concept and achievement related?
They reciprocally relate
Possible selves
Representations of attributes, characteristics, and abilities that the self does not yet possess
What are the possible selves in origin?
Mostly social
As the individual observes the selves modelled by others
What is the possible self’s motivational role?
To link the present self with ways to become the possible (ideal) self
How does the concept of possible selves portray the self?
As a dynamic entity with a past, present, and future
Identity as two different phenomena
Psychological
Sociological
Identity as a psychological phenomenon
Identity as a future goal
People use goals and goal-striving behaviour to bridge the present “under construction” self to a future self that “feels right”
Identity as a sociological phenomenon
Identity is one’s place or role in society
Society offers roles to occupy, when the person occupies that social role they then enact role-consistent behaviours
Definition of self-regulation
The deliberate planning, monitoring, and evaluating of one’s academic work
Alternate definition of self-regulation
The deliberate planning, monitoring, and evaluating of one’s cognitive and emotional processes prior to and during the undertaking of academic tasks
What are four broad categories of self-regulation?
Planning and strategic thinking
Implementing action and self-control
Monitoring and checking
Reflecting and adjusting
Name the three broad steps of the social learning process to acquire self-regulation skill
Lack of self-regulation skill
Social learning process
Acquisition of competent self-regulation skill
Explain lack of self-regulation skill
Unable to regulate one’s goals, implementation intentions, and coping strategies in a new domain
Explain social learning skill
Observation of expert model
Imitation, social guidance, feedback
Internalization of standards
Self-regulatory process, including self-monitoring, self-evaluating
Acquisition of competent self-regulation skill
Able to self-regulate one’s goals, behaviours, and standards in the domain
Self-control
Capacity to suppress, restrain, and even override an impulsive desire, urge, behaviour, or tendency so to pursue a long-term goal
Capacity to interrupt our tendency toward automatic pilot and short-term attractions and, instead, to steer behaviour intentionally in the direction of a long-term goal
It is “willpower”
Radish experiment paradigm
Participants in an experimental group first performed some tasks that requires self-control, while participants in a control group perform a similar task but one that does not require self-control
Next, all participants move to a second, unrelated task that requires self-control
Radish experiment hypothesis
Because self-control is deplleting, participants who perform the initial self-control task become exhausted and therefore perform more poorly on the follow-up self-control task than do that participants in the control group
Part 1 of the radish experiment
All participants are asked to fast for at least three hours prior to the study. When participants walked into the laboratory, the experimenters arranged to have the smell of freshly baked chocolate chip cookies in the air. As participants sat down to begin the study, in front of them on a table was a stack of those fresh chocolate chip cookies and a bowl of raw radishes. Participants in the experimental group were assigned the high self-control task of eating the radishes (and resisting the chocolate chip cookies); participants in the control group were assigned the no self-control task of eating the chocolate chip cookies
Dependent measure of the radish experiment
How long the participants would persist before giving up
Part 2 of the radish experiment
After five minutes of this, all participants were taken to another room and given some impossible-to-solve geometry problems
Implications of the radish experiment
The radish-consuming participants just did not have the same level of energy available to them to persist on the difficult problems
What tasks are ego depleting?
Suppressing impulses, urges, desires
Managing and suppressing emotions
Controlling and suppressing thoughts
Controlling and fixing attention
Making decisions and lots of lots of choices
Managing the impression one is making on others
Being kind to and dealing with difficult, demanding people
Give example of suppressing impulses, urges, desires
Resisting sweets and snacks
Give example of managing and suppressing emotions
Not crying during sad movie
Give example of controlling and suppressing thoughts
Trying to get rid of an unwanted thought
Give example of controlling and fixing attention
Prolonging perseverance, dutifully memorizing words
Give example of making decisions and lots of lots of choices
Concerning trivial and unimportant options
Give example of managing the impression one is making on others
Presenting oneself as a competent and likeable person
Give example of being kind to and dealing with difficult, demanding people
By presenting oneself in a way that runs counter to the natural urges that arise when interacting with “high-maintenance” others
Limiting strength model of self-control
The enduring capacity to resist the immediate gratification of a short-term attraction in the service of a delayed gratification of a larger long-term goal is a personality variable with one of the best track records of predicting who does (and does not) live a successful life
