Psychosocial 1 Flashcards
psychosocial factors are characteristics or facets that _
influence an individual psychologically and/or socially
psychosocial factors can describe individuals in relation to their _
social environment and how these affect physical and mental health
define psychosocial influences
interaction of individual (functional) constraints with environmental (sociocultural) constraints
recall: generally sociocultural influences operate at the level of an _ constraint
environmental
psychosocial development is a _constraint
individual functional
social (and cultural) constraints will have a significant influence on a child’s
psychological development as it relates to his/her feelings of “worth” and “place”
psychosocial constraints interact with individually developing functional factors as;
- emotions
- perceived abilities
- levels of motivation
- self-esteem
all individuals evaluate themselves in areas such as _. Collectively these evaluations determine and individual _
physical activity, physical appearance, academic ability, and social skills
- perception of self-esteem
define self esteem
refers to one’s personal judgement of his/her own capability, significance, success and worthiness
- it is a self-evaluation
define domain
a domain is an independent area or sphere of influence (such as social, physical, academic)
self esteem ranges on a continuum from _
low to high
self esteem is not a “general”s sense; however, self esteem, is
DOMAIN SPECIFIC
ex. a person might have a high self-esteem in certian domais (eg. physical and/or social) but not in others (eg. academic)
children’s self esteem is greatly influenced by 4 things:
_ these occur through daily _ with significant others
1) verbal positive (well done)
2) verbal negative (why can’t you do better?)
3) non-verbal positive (thumbs up)
4) non verbal negative
- communication
children as young as_ can compare themselves with others
5
under the age of 10, children depend more on _ than direct comparisons with others
parental appraisals and outcomes of contests
what else can contribute to the development of self esteem in the post-childhood years?
feedback and appraisal?
the development of self-esteem is also related to emotions like
pride, excitement with success, disappointment, stress with failure, enjoyment
list the types of social interactions that influence development of self esteem
- parental appraisal
- comparison with others
- teacher or coach feedback
the development of self-esteem is related to emotions associated with
participation
- pride and excitement from success
- disappointment and stress from failure
- influence a person’s self-esteem and motivation to participate
we have a pretty good idea of what self-esteem encompasses… but where does it come from?
- self-esteem can influence behaviour because
people tend to act in ways that confirms their beliefs of themselves (people tend to be self-consistent)
ex. if a person has a low perceived competency (low domain specific self-esteem) about their ability to perform a skill, they tend to perform the skill with _
low competency
- this is referred to as a causal attribution
define causal attributions
the reasons that people credit with success and failure (ie. the things that caused the observable output, good or bad, to occur)
- these attributions differ as a function of self-esteem
give 2 examples of phrases of low and high self esteem (in response to a playoff win)
low - it wasn’t because of me
high - it was totally because of me
high self-esteem attributions are:
1) Internal
2) stable
3)controllable
define internal high self-esteem attributions
they influence outcome through their own behaviours
define stable high self-esteem attributions
factors influencing outcome consistent
define controllable high self-esteem attributions
they personally control the factors controlling outcome
low self-esteem attributions are:
1) external
2) unstable
3) uncontrollable
define external low self-esteem attributions
outside forces beyond their control affect outcome
define unstable low self-esteem attributions
factors influencing outcome are not consisten(eg. luck, fate, etc.)
define uncontrollable low self-esteem attributions
there was nothing they could do that would result in a different outcome
children with high self-esteem give _, _, _ reasons for outcomes
internal, stable, controllable
children with low self-esteem tend to make _ attributions about outcomes and exhibit the following behaviours:
inaccurate
- unwlling to try challenging tasks
- lack of effort to do well
- avoidance of participation
levels of self-esteem (and the attributes that give rise to those levels) differ greatly depending on _
age and other individual factors eg. gender
children with low self-esteem tend to _ their actual abilities
underestimate
underestimating abilities can lead to
- unwillingness to try new and/or challenging tasks
- a lack of effort to succeed
- avoidance of participation in certain activities
attributions can be retained: how?
- do not allow children to attribute failure to lack of ability or bad luck
- emphasize improvement through effortand practice
- give feedback (important for feedback)
- set attainable goals
describe the self esteem in children case study
Owen, Player #3
* Showing signs of low self-esteem
* When he misses a catch: “I can’t do anything right, I want to go home, I hate this”
* When he catches successfully: “It’s just luck, I
still dropped the other two. I’m the worst player on this whole team”
attributing failure to lack of ability / attributing success to luck can be retrained to
- emphasize improvement through effort
- emphasize improvement through continued practice
- provide progressive learning experienes
- encourage goal setting
- give accurate feedback
what happens with the amount and intensity level of physical activit as adults grow older?
decrease
list the psycosocial factors influencing adults’ activity levels
- stereotypes of ‘appropriate’ activity levels
- limited access to facilities and programs
- childhood experiences
- concerns about personal limitations on exercise
- lack of role models
- lack of knowledge about appropriate exercise programs
- belief that exercise is harmful
adult exercise participation reflected in 3 interrelated factors
1) personal incentives - desire to be successful, compete, be with other,s receive recognition, maintain health, cope with stress, improve fitness
2) sense of self - in regard to one’s self-esteem
3) perceived options - such as transportation to sites
self-esteem also influences the motivation of adults:
like children, adults tend to behave based on the beliefs of themselves
- recall, that children base their judgements largely from their significant others
- adults obtain info from 4 sources
adults obtain their information from 4 sources: (self esteem in adults)
- actual experiences
- vicarious experiences
- verbal persuation from others
- their physiological state
describe the self esteem in adults case study
Tara (up to bat)
* She continues to strike out and is yet to hit the
ball
* She sees her best friend on the team hit a
homerun and thinks to herself “I will never be
that good”
* The team is nice to her face, but she can hear
them whispering when she’s up to bat
* She knows her eyesight is declining and is having
trouble always seeing the ball
researchers have found that adults’ self esteem can improve with training when:
- they receive info indicating that their performance is improving
- must receive info about their actual performance
how can we help adults?
- exercise leaders should encourage adults with low-self esteem in their physical activity to persist
- exercise leaders should be aware of the incentives and perceptions of their particular groups
- emphasize the benefits of exercise that are most important to those participants
most consistent findings regarding goal setting behaviour are:
1) goals are better than no goals
2) harder goals produce higher output (performance) than easy goals
3) specific goals produce higher performance (eg. rather than “do your best”)
4) Realistic and measureable goals are essential
describe 1) goals are better than no goals
subjective (trying one’s best)
general objective (losing weight)
specific objective (lose 5 lbs) - most informative, provides regular feedback, directs attention
describe 4) Realistic and measureable goals are essential
- must be accepted by the learner
- long term goals should be broken up into several shorter term goals
all of these(findings regarding goal setting behaviour) depend on:
- individual differences
- types of situations
- types of feedback available
list the advantages of goal setting
- enhances self confidence
- enhances perceptions of self efficacy
- easily applied to team or group tasks
- useful in injury or rehab situations
list the disadvantages of goal setting:
- almost always reliant on performers effort (they may lack ability)
- stressful (too many goals, goals are too hard)
- may ignore other areas (stressing individual goals may lead to neglect in team/group goals)
there are fairly consistent differences between people in their need to achieve a goal, evidence suggests environmental and task factors (ie.what you are trying to succeed at) are mediating influences on motivation:
1) perceived possibility of success
2) incentive value of success
describe 1) perceived possibility of success
- even if one is highly motivated, they are highly unlikely to strive for achievement if probability for success is low
2) incentive value of success
is success worth the cost of achieving it?
describe motivation through reinforcement:
- as we have discussed, reinforcement systems (postive and negative) are important determinants of learning and development
- postive reinforcement (reward)
- negative reinforcement (penalty)
both of these will affect amount of motivation - all of these are extrinsic motivators (they are delivered by others)
parents and teachers should not rely too heavily on the use of _
extrinsic reinforcements
- if behaviour is too closely controlled by extrinsic/external rewards, that behaviour will be extinguished when those rewards are discontinued
- extrinsic rewards have been described as
not true motivators
some degree of reward must be _
intrinsic
eg. behaviour is undertaken for its own sake
- intrinsic motivation can include recognition, enjoyment, playing well, etc.
list some words associated with intrinsic motivation
enjoyment, purpose, growth, curiosity, passion, self-expression, fun
list some words associated with extrinsic motivation
pay raises, bonuses, promotions, benefits, prizes, perks, winning
