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Psych 2BA3 > Positive Traits, Values and Attitudes - SELF ESTEEM > Flashcards

Positive Traits, Values and Attitudes - SELF ESTEEM Flashcards

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1
Q

Self esteem according to Maslow

A
  • Highest of the D-motives → highest need, not only from others but self-esteem
  • Leads to growth choices → greater risks, anxiety producing opportunities, self-esteem leads to making risker choices
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2
Q

Self esteem according to Rogers

A
  • Positive regard, positive self-regard → evaluation of ourselves
  • Relates to authenticity, true self
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3
Q

Self esteem according to Bandura and Mischel

A

• Self-efficacy, personal constructs → sense of skills and how we evaluate them (self-efficacy), how do we see ourselves (construct)

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4
Q

Who introduced the self-esteem concept?

A
  • William James: introduced the concept in 1890 text (23,000 articles since)
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5
Q

self esteem is one of the top 3__________ in personality and psychology research along with _____ and ______

A

3 covariates along with gender and negative affect

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6
Q

self-esteem associated with _____ DSM disorders and leads to what unpleasent outcomes?

A 
24 
-Many unpleasant outcomes:
• Anxiety; social anxiety
• Sadness and depression
• Anger and hostility
• Shame, guilt, embarrassment
• Loneliness
• Negative affect
• Neuroticism
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7
Q

What is state vs. trait self-esteem?

A
  • State = moment-to-moment variations → vary around an average trait variable
  • Trait = long-term average level
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8
Q

how can we define self-esteem as an Attitude

A

→ evaluative jusdgment about something
• Evaluation of ourselves
• Objective, cognitive evaluation of the self

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9
Q

how can we define self-esteem as an emotion

A

• Affection for, or liking or, the self

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10
Q

how can we define self-esteem as an self/ideal match

A

James: Ratio of successes to pretensions (how close we are to potential)
Rogerian: Self vs ideal selfLow discrepancy = high self-esteem

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11
Q

how can we define self-esteem as competence

A
  • Developed as the mix of History of successes (increase self-esteem) and failures ( lower self-esteem)
  • Relates to self-efficacy
  • Irrational attempts to avoid failure (Low risk-taking, Self-handicapping)
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12
Q

how can we define self-esteem as worthiness?

A

Affection for, or liking of, the self

Irrationally high =Conceitedness, arrogance, Narcissism

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13
Q

Why is self-esteem higher in children

A

egocentrism -not concerned about competence

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14
Q

When does self esteem drop?

A

Drops in middle childhood

- cognitive development enables more realistic comparisons

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15
Q

When is there a large drop in self esteem?

A 
early adolescence (puberty, school changes?)
• Especially true of females
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16
Q

What is the effect of puberty of self esteem that explains why it has greater impact on female self esteem?

A
  • Puberty → males develop physically consistent with masculinity; for females, physical changes away from social idea of femaleness (putting on weight)
  • For females → faster development at the same time as they transition from middle school to high school (extra stress)
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17
Q

Self esteem rises from ______ through _______

A

late adolescence through early adulthood
• Especially female
• Other sources of our abilities

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18
Q

Self esteem High, stable, until declines in _______

A

• Very late adulthood

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19
Q

What are the domains of competence we value in Early childhood?

A

• Cognitive competence
→ memory, theory of mind
• Physical competence
→ running speed, coordination, jump height
• Physical appearance
• Peer acceptance → do others like us
• Behavioural conduct → doing what others think you should be doing

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20
Q

What are the domains of competence we value in Middle to late childhood?

A

All the same except cognitive moses to Scholastic competence → not just general cognitive ability but specifics, can I learn things, do I do well on scholastic tasks

Same as before
• Athletic competence → prior general physical activities, move to more organized physical abilities
• Physical appearance
• Peer acceptance
• Behavioural conduct
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21
Q

What are the domains of competence we value in Adolescence

A

New
• Job competence
• Conduct/morality → do I have an appropriate moral code, values, by which I am guiding my behaviour, more general view of whether our conduct is appropriate

OLD
• Scholastic competence → still in school
• Athletic competence → may now be competitive
• Physical appearance
• Peer acceptance

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22
Q

Whats the one domaine that will never disappear?

A

Physical appearance

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23
Q

What are the domains of competence we value in University years

A 
NEW
•	Intellectual ability → general
•	Creativity
•	Morality → moral or ethical standards
•	Sense of humour
OLD
•	Scholastic competence → ability to do well at university level
•	Job competence → as in adolescence
•	Athletic competence → adolescence
•	Physical appearance → never disappears
•	Peer acceptance
•	Morality → moral or ethical standards
•	Sense of humour
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24
Q

What are the domains of competence we value in middle adulthood

A

NEW
• Sociability → to get along with others
• Nurturance → establishing career and success, and establish a ‘family life’
• Household management/adequacy as a provider

OLD
• Intelligence
• Job competence → primarily involved in career path
• Athletic competence → not as significant
• Physical appearance
• Morality
• Sense of humour

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25
Q

What are the domains of competence we value in late adulthood

A

NEW
• Cognitive abilities → cognitive abilities then to begin their decline
• Leisure activities → challenging and rewarding source of leisure activity
• Health status/mortality → mortality salience has an influence on our behaviour

OLD
•	Peak of creativity has already past in your 30s → math
•	Job competence
•	Physical appearance
•	Relationships
•	Morality
•	Nurturance
•	Household manage/adequacy as a provider
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26
Q

self esteem is lower in

A

females - though the difference is shrinking

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27
Q

What is self esteem based on in females?

A
  • social acceptance or rejection than males
  • social status
  • drop in adolescence – for appearance → society especially females in the media, men respond more to female looks than females to males
  • Puberty → physical changes move away from social standard
28
Q

What is self esteem based on in males?

A

competence (success and failures) → less on social
• athletic achievement and
• independence, lack of emotion, personal uninvolvement
• Less dramatic drop during adolescence

29
Q

What is self esteem based on for men and women in collectivist societies?

A

• both → helping the group achieve collective goals

30
Q

What are the different values at different levels of SES?

A

High SES = education, intellegence, understanding

Low SES = specific job skills, manuel, strength

31
Q

What are personal values according to bandura and MIschel?

A

personal construct → self-efficacy, who am I
value skills we have
• Parental values → source of self esteem
• Personal skills and interests

32
Q

what is the Diagram of Types of Self-Esteem – Christopher Mruk
(memorize chart?!?)

A
  • Begins with the recognition of two different kinds of self-esteem → worthiness and competence (primarily from his work)
  • Model does not describe differences in domains
  • Competence: -10 to 10 (0 is average) → domains may vary
  • Worthiness: -10 to 10 → worthy of respect from others and self-respect
  • Four quadrants: each represent different kinds of self esteem
  • Low worthiness/competence → classical low S-E
  • High competence/low worthiness → competence based S-E; antisocial S-E (self-esteem dependent on success and failure that they will do anything to achieve success → not based on worth or value as an individual but based on what they are achieving, e.g. Donald Trump)
  • High worthiness/low competence → worthiness-based S-E; narcissistic S-E (extreme self-love)
  • High worthiness/high competence = high self-esteem → authentic S-E → individuals believe strongly in their worth and have a high assessment of themselves in those areas of competence that they value (varies from persons to persons)
33
Q

how do you define a person who has classically low S-E?

A

Low worthy, Low competence
→ Defensive, protect themselves against reduction, do not take chances/risks, number of negative life outcomes
• Not always easy to tell from overt behaviour
• May appear to have high self-esteem by focusing on their only achievements but really have low self-esteem
• Opposite is not often true

34
Q

how do you define a person who has Worthiness-based S-E (Narcissistic)

A

High worthiness, low competence
→ rely exclusively on sense of value
• Sensitive to any signs of rejection by others
• Avoid confrontation
• Emotionally needed group
• Constantly seeking positive interactions
• Dependent
• Use ruse to gain the affection and attention and positive evaluation of others (for example using sex)
• Sensitive to negative evaluations, criticisms
• Narcissistic personality disorder → high sense of personal worth, wrapped up in their own sense of value

35
Q

how do you define a person who has antisocial SE

A

(low worthiness, high competence)
→ low value of worth, based on achievement and successes
• Exaggerate their own achievements
• Do anything to get ahead → signs of their values/competence
• May use illegal behaviour to achieve this
• Fictional → Walter White,

36
Q

how do you define a person who has Authentic SE

A

→ high in both competence and worthiness
• In general very positive
• Raising individuals in schools apart from their achievements → appears that generation raised on praise to any achievement may become a privileged group, feel they are deserving of praise and approval regardless of their achievements → overall positive, almost never held back a grade

37
Q

What are the functions of authentic Self-Esteem?

A
  • Self-maintenance:
    • Buffer against stress and anxiety
  • Growth or enhancement
    • Related to happiness
    • Improved job performance/ problem solving
    → associated with: extraversion, relationship satisfaction, academic performance, ethical/moral standards, strong immune system
38
Q

What are the 4 characteristics of Authentic Self-esteem?

A

1) Stable → unchanging over time
• high worthiness
2) Consistent
• Across conscious (explicit → behaviour) and non-conscious (implicit → not asked directly) levels
3) True
• Does not require constant validation of worthiness or competence → sense of self esteem is solid
4) Secure
• Allows individual to recognize faults and shortcomings as well as strengths

39
Q

What are 2 sources of self-esteem

A 
- Parents
• heritability ~35%
•  parental support, involvement
• Mother = self-worth
• Father = competence → teaching how to do things
• Parental acceptance, warmth → 
• Parenting style (Democratic parenting: setting boundaries, and justifying them)
• Parental examples – modelling
  • Birth order
    • Higher for first – or only born children → also tend to have higher IQs
    • Later born or last born children → more social skills, extraverted, creative
40
Q

What is childhood precursors of self esteem? (rogers)

A

• Being valued by others – Rogers’ Unconditional Positive Regard

41
Q

what are Middle childhood and adolescence precursors of self esteem

A
  • Ages 7-11 crucial for S-E development
  • Many sources of evaluation from others → who is chosen first
  • Many tests of competence (Intellectual, academic, social, athletic)
  • Barriers to positive S-E development
42
Q

What are some barriers to Self esteem development in middle childhood and adolescence

A
  • Early negative parenting experiences → neglect, critical
  • SES deprivation
  • Competence – situation mismatch → low S-E when competent in area peers dont value e.g. arts
  • Internal-external values conflict
43
Q

What are the self-esteem defining moments?

A

Stage 1: Choice point
Stage 2: choice and conflict → recognition
Stage 3: struggling and action
Stage 4: On positive choice: release, relaxation, pleasure
On negative choice: relief, tension, displeasure
Stage 5: our interpretation of our choices
• On positive choice: meaning and affirmation
• On negative choice: meaning (I failed to do the right thing) and disaffirmation
- Stage 6 → appropriate changes in S-E
• On positive choice: S-E in positive direction
• In negative choice: S-E unchanged or negative

44
Q

What happens in stage one of self-esteem defining moments?

A

Choice point
• Choice is presented tot eh individual → growth choice
• Worthy alternative = higher level of competence
• Less worthy alternative = current competence → not contribute to self-esteem
• Relates to historical S-E issues → current state as well as resonates with historical issues we have had with self-esteem

45
Q

What happens in stage 2 of self-esteem defining moments?

A

choice and conflict → recognition
• Awareness of choice, and of significance of issue → recognize that it contributes to self-esteem and aids in overcoming historical issues

46
Q

What happens in stage 3 of self-esteem defining moments?

A

struggling and action
• Most difficult part of process
• Deeper struggle = higher probability of worthy choice

47
Q

what are the two steps of harter’s self esteem program?

A

-Outside the school system → working on sense of competence ability-
Step 1: Assessment → particularly in competence and skill
Step 2: tailoring interventions

48
Q

What happens in the 1st step of Harter’s selfesteem program?

A

How is individual functioning in important domains?
• Scholastic performance
• Work performance
• Interpersonal/social dimensions
What are individual’s weaknesses and strengths?
• What does individual see as a strength in these domains/weaknesses
Who are important, helpful others in individual’s life?
• Evaluation of others
• Determine who is a source of moral self-esteem/support

49
Q

What 2 things happens in the 2st step of Harter’s selfesteem program?

A
  • Cognitive interventions

* Social interventions

50
Q

What happens in cognitive interventions (stage 2 of Harter’s SE program)

A

• Develop skills in areas where person doing poorly → develop skills in domains that individual values highly
• Reduce value of areas where person doing poorly → shape individuals assessment of the value or importance of domains so that they most closely match the individuals skills in that area
• Increase value of areas where person doing well
• More realistic self-image: attributional processes → responsibility for their successes and failures
o Low self-esteem → failures due to personal not environmental and successes due to external factors
o Successes should be seen as own personal competence
o Failures → result from poor context

51
Q

What happens in social interventions (stage 2 of Harter’s SE program)

A
  • Help person see that support is available → point out the existence of individuals in their lives to look for validation of their skills as they are more supportive
  • Encourage others to be more supportive → contacting to encourage more support
  • Find new sources of social support
52
Q

What are the 5 weeks of Murk’s SE program?

A

Week 1: Focusing Phase
Week 2: Awareness PhaseWeek Week 3: Enhancing Worthiness
Week 4: Enhancing Competence
Week 5: Managing Self-Esteem

53
Q

What happens in week one of Murk’s SE program?

A

focusing phase
• Introduction to self-esteem; journaling, multidimensional S E inventory (MSEI)
• General self-esteem (Global self-esteem, Identity integration, Defensiveness
• Competence (personal power, Self-control; body functioning
• Worthiness (Lovability; likability, Moral self-approval, Body appearance)

54
Q

What happens in week 2 of Murk’s SE program?

A

awareness phase → keep record of any experiences that impact self-esteem positive or negative and asked to share entry in the journal form the previous week
• Increase awareness of self-esteem and its types
• Identity strengths, weaknesses from MSEI → look at two highest and two lowest scale scores to tell areas of strength and weaknesses
• Defensiveness → high scores are a weakness
• Identifying personal sources of self-esteem
• Personal achievements or successes or failures
• Evidence of influence or power → ability to shape opinions of those around us, how people grant us leadership roles
• Acceptance or being valued → by others, respected
• Virtue or acting on beliefs (doing the right thing) → moral, ethical, right behaviour contribute to self-esteem
• List two personal experiences from each category
• Track manifestations of these categories in coming week

55
Q

What happens in week 3 of Murk’s SE program?

A

enhancing worthiness
• Identify their habitual ways of maintaining low SE → confession, what do they tend to do to keep their self-esteem from rising
• Identify 10 of your positive qualities or attributes
• Identifying mistakes in thinking or perceiving → errors that lead to failure to increase or lowering of self-esteem, appear in a number of contexts
• Emotional reasoning: letting feelings overrule rational thoughts → the way you feel is the truth about the situation
• Filtering: focusing on negatives; ignoring positive in situation, opportunities leading to an assessment of success/failure that suggests we are not doing very well
• Negative labeling: using negative labels to describe self, or other → describe ourselves with one word generic terms that suggests that we are not valuable, labels you and not the behaviour, the particular badly received statement which contributes to lower self esteem
• Overgeneralizing: extending negative significance of event → you have a failure and we overgeneralize
• Personalizing: sensitivity about event makes it more painful than necessary
• Implementing restructuring
• Choose situation that reduced self-esteem
• Note all feelings, and rank their intensity
• Identify all thoughts in situation
• Name all errors from list above → how you responded to the self-esteem event
• Correct each thought, then re-evaluate feelings → think about the positive things that occurred during the event that might be self-esteem enhancing and now having done that what would your feelings be?
• Continue in following week and journal results

56
Q

What happens in week 4 of Murk’s SE program?

A
  • Challenge
  • Harter → skills/competence in particular domains
  • Mruk → pick something general that will help to raise esteem in a number of domains → problem-solving
  • Review and share journals
  • Enhance competence through problem-solving
  • Recognize there is a problem → be able to identify and describe the dilemma
  • Understand problem thoroughly → what are the elements that feed into this problem situation
  • Decide on goal → what do we want the situation to be at the end when we have resolved this dilemma,
  • Identify possible solutions → alternatively plausible end states
  • Determine consequences of each solution → positives and negatives of each outcomes, analyze the cost-benefits of each solution
  • Choose best, most realistic solution → few people actually go through this to solve a problem
  • Make detailed plan for implementing solution → successful in solving problems in the future, success = increase failure
  • Continue in following week and journal results → keep track of problems that arise and your thought process to implement the solution, how it worked out
57
Q

What happens in week 5 of Murk’s SE program?

A

managing self-esteem
• Review and share journals
• Note that self-esteem must be continually managed
• Develop self-esteem action plan for one issue → think of a particular self-esteem issue and develop a long term plan to deal with this issue
• What are sources of support?
• What are skills required?
- Sometimes require week 6
- 10 hour group process of identifying sources of low self-esteem, overcoming cognitive and emotional barriers and leading them to develop different ways of thinking about future self-esteem events

58
Q

WHo said this regarding self-efficacy?• An efficacy expectation is the conviction that one can successfully execute the behaviour required to produce the outcomes
• What I believe I can do with my skills under certain circumstances (Maddux) → efficacy expectations, under specific circumstances as oppose to general (all the beliefs I have about my skills)

A

Albert Bandura

59
Q

What is the Sherer Self-Efficacy scale?

A

23 items, 5-point Likert scale

  • General Self-Efficacy (17 items)
  • Social Self-Efficacy (6 items)
60
Q

Where does self-Efficacy come from? (5 places)

A

1) Performance Experiences: Successful or unsuccessful attempts to control our environment
2) Vicarious Experiences:Seeing others succeed (or fail) in controlling their environments – if they are like us.
3) Imagined Experiences:Imagining successful control of our environment
4) Verbal Persuasion:What others tell us about our abilities and competence
5) Emotional States: Positive states lead to higher feelings of self-efficacy

61
Q

Why is self Efficacy important? (5 reasons)

A

1) Psychological adjustment: Associated with higher self-esteem, more effort, risk-taking
2) Physical health
3) Academic performance
4) self Regulation
5) Psychotherapy

62
Q

How does self efficacy improve physical health?

A

2) Physical health:
- Enhances adoption of healthy behaviors, cessation of unhealthy behaviors
- Crucial to successful change and maintenance of change (Exercise, diet, stress management, Compliance with medical regimens)
- Positive influence on the immune system
- Reduces blood pressure, cardiac reactivity
- Reduces stress hormone level

63
Q

How does self-efficacy improve self-regulation?

A
  • Influences the goals we set
  • Influences choice of goal-directed activities
  • Influences effort and persistence toward goals (esp. problem solving)
64
Q

How is self-efficacy incorporated into psychotherapy?

A
  • One major goal is raising self-esteem
  • Need experiences to increase sense of efficacy:
    • Performance experiences: feedback re success, failure
    • Verbal persuasion: credible others convince us
    • Vicarious experience: seeing similar others succeed
    • Imagined experience: imagining success (sports)
    • Body and emotional states: feel more efficacious when relaxed and clam (Relaxation, Biofeedback, Meditation, Hypnosis, Medication)
65
Q

How do you enhance the impact of sucess?

A
  • Seeing competence as incremental → get better in small increments
  • Changing causal attributions → attributing causes to our success
    • Internal rather than external
  • Encouraging minor distortions
    • Lying to enhance self-efficacy
    • Enhancing perception of control
    • perception of competence of others
66
Q

How do you enhance the impact of success?

A
  • Seeing competence as incremental → get better in small increments
  • Changing causal attributions → attributing causes to our success
    • Internal rather than external
  • Encouraging minor distortions
    • Lying to enhance self-efficacy
    • Enhancing perception of control
    • perception of competence of others

Psych 2BA3 (11 decks)

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