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PSYC 315 Personality > Chapter 14: Approaches to the Self > Flashcards

Chapter 14: Approaches to the Self Flashcards

1
Q

self concept

A

understanding of self and all qualities/characteristics

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2
Q

self esteem

A

how you feel about who you are

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3
Q

social identity

A

how you present yourself to others –> might not match self-concept, making us feel inauthentic

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4
Q

self-awareness

A

creates potential for inner psychological experience of the self –> we are separate from others

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5
Q

describe the distinction between the “I” and “me”

A
  • “I” = capacity for self-awareness, ability to observe and evaluate ourselves –> the observer
  • “me” = object of observation, becomes our self-concept
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6
Q

describe the self concept in infancy

A
  • child learns some things are always there and some things are only there sometimes
  • boundaries exist between me and not me
  • mirror recognition test can be passed around 18 months
  • can’t pick self out of an image until 24 months
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7
Q

have monkeys been found to pass the mirror self recognition test

A
  • chimps and orangutans do
  • lower primates do not do it spontaneously, but can be taught to recognize reflections
  • some cross-cultural differences (Canadian and American children do so more spontaneously)
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8
Q

what requires self recognition in childhood

A

pretend play, use of personal pronouns

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9
Q

describe self concept in 2 year olds

A
  • can pick self out of an image
  • understand that others have expectations of them
  • follow rules by parents
  • smile when do something good, frown when bad
  • can associated themselves with gender and age and reference to family (I am a sister)
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10
Q

describe self-concept from age 3-12

A
  • mainly based on developing skills and talents
  • can think for themselves
  • start engaging in social comparison (evaluation of self in comparison to others/reference group)
  • learn they can lie and keep secrets (there is a hidden side to self)
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11
Q

describe the trajectory of private self-concept development

A
  • may start with development of imaginary friend
  • only they have access to thoughts, feelings, desires
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12
Q

how does self concept change in adolescence

A
  • physical appearance and possessions are important
  • likes and dislikes
  • personality and social characteristics
  • mood states, ideologies, opinions and beliefs
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13
Q

perspective taking

A

ability to take perspectives of others, see oneself as others do, step outside of oneself and see how they appear to others –> teens go through a period of self-consciousness because of this

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14
Q

objective self-awareness

A
  • seeing yourself as an object of others’ attention
  • common period in adolescence
  • shyness (which can become chronic) = avoiding opportunities to socialize
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15
Q

what has been found in adolescence and young adults with social anxiety

A

more likely to chronically use the internet in ways that are problematic –> avoidance of direct socializing

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16
Q

what is characteristic of shy people

A
  • want friendships and social interactions but are held back by insecurities and fears
  • avoid spotlight, face-to-face interaction, ruminate after conversations
  • not necessarily introverted –> want to be with others, but are nervous to
  • sometimes called”conflicted shyness” rather than “social disinterest”
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17
Q

describe the findings on shyness in infancy

A
  • even 4 month olds exhibit signs of shyness
  • in play, don’t leave parent’s side
  • 1/2 transform to be not shy in later childhood –> these children usually had parents that encouraged them to socialize
  • parents who are controlling and protective have shy children
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18
Q

social anxiety

A

discomfort related to social interactions –> overly concerned of what others think, feel nervous or awkward when talking to new people, afterwards think they said something wrong or looked stupid –> can be interpreted as unfriendliness

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19
Q

how do socially anxious people interpret conversations they have

A
  • more likely to interpret a comment as criticism
  • expect others will dislike them
  • cut conversations short or avoid them altogether
  • do not hold unrealistically high standards for themselves
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20
Q

what makes people socially anxious

A
  • genetics –> shows up early in life
  • learning –> learn evaluation apprehension
  • more reactive amygdala (e.g. to unfamiliar faces)
  • elevated cortisol
  • hypervigilance to stimuli (social and non-social)
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21
Q

what are 7 steps to overcoming shyness

A
  • show up
  • give yourself credit
  • take baby steps
  • give unto others (give them your attention)
  • exude warmth
  • anticipate failure
  • join the crowd
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22
Q

what does a fully developed self concept help people with

A
  • provide person with sense of continuity
  • framework for understanding past and present
  • guides future behaviour
  • organizes and provides coherence in ways we experience the self
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23
Q

self schema

A
  • specific knowledge structure (or cognitive representation) of self concept
  • networks of associated building blocks of self concept
  • refer to past and current aspects of the self
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24
Q

possible selves

A
  • meany ideas people have about who they might become, who they hope to become, or who they fear they will become
  • can influence person’s behaviour –> what decisions will be made to achieve this possible self
  • can move us towards self improvement
  • can activate intense feelings/emotions
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25
Q

ideal self vs ought self

A
  • ideal = what you want to be
  • ought = what others want you to be

–> both are “self-guides”, standards to organize info and motivate appropriate behaviour

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26
Q

what will people feel if their self-concept does not fit their ought self or ideal self

A
  • doesn’t fit ideal self –> sad, despondent, disappointed
  • doesn’t fit ought self –> guilty, distressed, anxious
27
Q

what does the ideal versus ought self motivate us to do

A
  • ideal = focus attention on achievement and goal accomplishment (promotion focus)
  • ought = focus on shifting attention to avoiding harm and seeking safety (prevention focus, what they do not want to happen)
28
Q

what might it mean to achieve your “true self”

A
  • living according to one’s potential (Maslow)
  • authenticity (subjective experience)
  • living according to one’s ideal self (rather than ought self)
29
Q

what are the four factors of authenticity

A
  • awareness of strengths, weaknesses and motives
  • unbiased processing
  • behaviour (in line with true emotions, values, beliefs)
  • authentic relationships (feeling like yourself in these)
30
Q

when does self esteem hit a low point (on average)

A

adolescence –> then a gradual rise through midlife

31
Q

what events seem to increase self esteem

A

positive life events (e.g. development of intimate relationship, career success)

32
Q

describe correlations between self esteem in different areas of life

A

people can be more or less confident about themselves in different areas of life, but self esteem in each still seem moderately correlated –> some find it more helpful to think of it as an average evaluation of whole self concept

33
Q

Self-Esteem Implicit Association Test (SE-IAT)

A
  • measures how quickly and consistently people associate positive and negative words to themselves
  • implicit = unconscious view of self-worth
  • 18 me-type, 18 not-me-type
  • implicit self-esteem score is based on average time taken to categorize me-pleasant word pairs minus time taken to categorize me-unpleasant word pairs
  • small number = faster at categorizing me with pleasant words = high implicit self-esteem
34
Q

describe the relationship between narcissism and self esteem

A

low implicit self-esteem but high explicit self-esteem –> fragile self concept, overly sensitive to others’ opinions

35
Q

describe the relationship between emotional problems (e.g. depression) and self esteem

A

low explicit self-esteem but high implicit self-esteem

36
Q

describe the relationship between reactions to criticism and self-esteem

A
  • following failure, those with low self esteem are likely to perform poorly and give up earlier on a subsequent task
  • following failure, high self esteem people gear into action in a subsequent task and work just as hard
  • this is probably because people readily accept feedback consistent with their self-concept (i.e. low SE accept negative feedback, high SE do not)
37
Q

describe how self esteem affects interpretation of text messages

A
  • high social anxiety = negative interpretation bias, especially when messages were ambiguous
  • men only interpreted it negatively if message was from a female
  • women interpreted negatively regardless of gender it was from
  • messages from strangers were overall more anxiety provoking
38
Q

self complexity

A
  • we have many roles and aspects to our self concept
  • for some people, self concept is simple (made up of only a few large categories) –> no sense of purpose without career, partner, etc., so loss of this is devastating
  • others are more multifaceted (relationships, family, work, hobbies, friends, etc.) –> failure in one aspect is buffered by others
  • higher complexity = greater wellbeing
39
Q

collective self-esteem

A
  • individual’s global self-evaluation as a member of a social group or category
  • personal value is place on one’s membership within a group or in public respect
  • associated with wellbeing
40
Q

describe how self esteem effects how people enhance vs protect their self-concept

A
  • low self esteem –> protection of self concept (only ask for feedback that will be positive)
  • high self-esteem –> enhancing self concept (do not avoid asking for feedback if below average)
41
Q

defensive pessimism

A

strategy where a person facing a challenge (e.g. test) expects to do poorly –> often done by low self esteem people to lessen the impact of failure

note: this is protective for these people, but can be annoying for others

42
Q

self-handicapping

A

process in which person deliberately does the things that increase the probability that they will fail –> for people with low self-esteem, this is done because if they are going to fail they need to have an excuse for why

43
Q

is it true that high self-esteem is correlated with all manner of positive characteristics

A
  • no
  • if use self-report then yes
  • if use objective measures (e.g. of attractiveness), there is no correlation
  • person high in SE might rate themselves highly, but others might not agree with this
44
Q

does high self esteem promote success in school and jobs

A
  • there is a correlation, but causal direction is not clear
  • evidence does not seem to suggest that high SE predicts school/job success (some even shows the opposite direction)
45
Q

does high self esteem make people likeable

A
  • if use self-report then yes
  • if use objective measures no
46
Q

does low self esteem put people at risk of drug abuse and premature sexual activity

A
  • it is the opposite –> higher self esteem = disregarding risks
  • some evidence showing that these events can lower self esteem (opposite causal direction)
47
Q

are low self-esteem people aggressive

A
  • no
  • aggressive people have favourable views of themselves
  • extremely high SE = narcissism = aggression
48
Q

positive illusions about the self

A
  • inflated view of one’s own characteristics as a good, able and desirable person
  • in short term, can be associated with psychological wellbeing and adjustment to stress
  • in long-term, can lead to overly optimistic judgements, poor planning, gambling, high risk-taking, etc. –> decreasing levels of self-esteem over time and disengagement with academics, narcissism
49
Q

self esteem variability

A

individual differences in magnitude of short-term fluctuations in ongoing self-esteem

50
Q

describe the distinction between level and variability of self-esteem

A
  • these two things are unrelated to one another
  • level and variability are based on different psychological mechanisms and often found to interact in predicting important life outcomes
  • e.g. low self-esteem overall relates to depression, but more so if there is greater variability
51
Q

describe the relation between self esteem variability and extent to which self-evaluation is changeable

A
  • some people’s self-esteem is pushed and pulled by life events more than others
  • high in people with enhanced sensitivity to social evaluation, increased concern about self view, overly reliant on social sources of evaluation, react to evaluation with anger and hostility
  • variability is related to negative life outcomes
52
Q

continuity in social identity

A
  • people can count on you to be the same person tomorrow as you are today (e.g. gender, surname, language, ethnicity, etc.)
  • some can change gradually but still maintain sense of continuity (e.g. education, marital status)
  • includes behavioural patterns (e.g. being a party animal)
53
Q

contrast

A

social identity differentiates you from other people

54
Q

what did Erikson believe about identity

A
  • identity results from efforts to separate oneself from one’s parents
  • stop relying on one’s parents to make decisions about what values and goals to hold
  • undone identity = role confusion
  • takes work and effort, must continue to gradually work on this
  • people struggle to find an authentic identity
55
Q

how do people achieve identity (Erikson)

A
  • experimentation
  • accepting/adopting a ready-made social role –> this one is more risky, but still acceptable to many people
56
Q

identity crisis

A

challenges to one’s identity after a life event (e.g. divorce) –> feelings of anxiety that accompany efforts to define or redefine individuality and social reputation

57
Q

identity deficit

A

person has not formed an adequate identity and thus has trouble making major decisions (e.g. should I get married) –> people often turn inward to find the answer, but people with a deficit feel that they have little foundation to base this off of

58
Q

when does identity deficit occur

A
  • when person discards old values/goals
  • e.g. rejecting old beliefs or assumptions
  • can be accompanied by feelings of emptiness or uncertainty –> have to search for new goals/beliefs
  • might be depressed or confused at one point, but then euphoric about possibilities in their lives
59
Q

what are people in identity crisis vulnerable to

A
  • propaganda of various social groups
  • curious about belief systems –> vulnerable to influence from others
  • persuadable
60
Q

self concept differentiation

A
  • degree of difference across roles of each individual
  • greater differentiation = weak sense of self, psychological fragmentation
  • “multiple selves” –> maladaptive
61
Q

identity conflict

A
  • incompatibility between 2+ aspects of identity
  • often when person is forced to make an important life decision
  • e.g. conflict between assimilation and maintaining cultural identity
  • “approach-approach” conflicts (wants to reach two mutually contradictory goals, both of desirable identities
  • involve feelings of guilt or remorse –> might feel like you are letting people down
62
Q

what are the two steps to resolving an identity crisis

A
  • decide which values are most important
  • transform abstract values into desires and actual behaviours
63
Q

what are the stages of life where identity crisis is likely to occur

A
  • adolescence
  • middle age (often dissatisfaction with existing identity, feeling inauthentic) –> often act as adolescents again

PSYC 315 Personality (16 decks)

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