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Society Studies > Self > Flashcards

Self Flashcards

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Sociology 101 flashcards
1
Q

what is adolescence?

years? defintion? what changes (3)?

A

(11-18 yrs) one of the most rapid phases of human development (physiological, social and psychological changes)

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2
Q

what is self-concept?

A

description and evaluation of oneself/ individual’s belief about oneself (attributes, who & what the self is)

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3
Q

3 examples of general self-concept

A

academic, physical ability/ appearance, morals/ beliefs/ values/ religion, family/ peer relations social roles etc.

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4
Q

why is it important to understand ourselves? (2 ans)

A
  1. making informed choices
  2. know our strengths and weaknesses -> improve ourselves
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5
Q

why do adolescents search for personal identity through “intense exploration of personal values, beliefs and goals”?

A

provides sense of continuity/ self-sameness, sense of uniqueness

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6
Q

identity formation of adolescents (eRiK eRiKsOn)

what do they search for? what do they do to achieve what they are?

A
  1. unique identity
  2. explore diff possibilities and form strong attachments
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7
Q

how does identity formation link to idol worshipping? (eRiK eRiKsOn)

what are idols to teens?

A

idols become teens’ role models whom they learn from and develop the qualities they aspire to have

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8
Q

exploring diff identities (2 suggestions + 2 effects)

A
  1. try new things/ join diff ecas -> develop own passion and talents
  2. follow what peers do, be a member of a peer group-> fit in, learn from them
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9
Q

what happens if we fail to build identity? (+ 3 effects)

A

role confusion/ identity crisis -> lack of confidence, bad mental health, experiment unhealthy/ dangerous lifestyles

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10
Q

what is self image? what are some external examples whose evaluation affects our self image?

A

how see see ourselves and how we imagine other see ourselves. parental influences, friends, the media etc.

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11
Q

what is self esteem?

A

the extent to which we accept or approve of ourselves or how much we value ourselves (involves degree of evaluation)

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12
Q

what is self-efficacy?

A

the belief that one is competent

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13
Q

factors of high self-esteem (3 examples)

A
  1. have confidence in our abilities
  2. positive view of ourselves, optimistic
  3. think of ourselves highly
    4. know our self-worth
    5. not worried about what others think
    6. have self-acceptance
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14
Q

factors of low self-esteem (3 examples)

A
  1. lack confidence
  2. negative view of ourselves, pessimistic
  3. think that we are worthless
    4. worried about what others might think
    5. want to be/ look like someone else
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15
Q

5 building blocks of self-esteem + sense of

A

S elfhood (sense of uniqueness)
C ompetence (sense of success/ accomplishment)
A fflilation (sense of belonging)
M ission (sense of purpose)
S ecurity (sense of security)

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16
Q

6 self esteem dbq factors

A
  1. social comparison
  2. family influence/ lack of family support
  3. mass media influence
  4. family background/ socio-economic status
  5. peer/ social acceptance
  6. lack achievements/ poor performance
17
Q

development of new attachments of teens

A

move increasingly away from parents -> increasingly towards peers

18
Q

why are teens easily influenced by peers?

peers contribute to sense of..?

A

they contribute to the sense of belonging/ affiliation and sense of self-worth of teens

19
Q

common tactics used by peers to incite teens (2)

A
  1. threaten will lose grp membership
  2. tease them (takes advantage of their self-esteem)
20
Q

linking identity and peer influence

think about how we build identity

A

membership in peer group -> explore diff identities/ fit in -> understand place in society

21
Q

how is peer pressure created? how does this link to conformity? (what do they want to gain?)

A

peer groups create strong expectations for acceptable appearance and behaviour for peers to be “in group”. teens conform to peer pressure to gain peer acceptance

22
Q

dealing with peer pressure (5)

A
  1. rejection with determination NOOOO NUH UH
  2. family’s pressure as reason for rejection
  3. divert attention
  4. leave the scene
  5. pointing out adverse effects/ consequences
23
Q

what is mental well-being? [world health org] (4)

A

state of well-being which the individual
1. realises their own abilities
2. can cope with normal stresses of life
3. can work productively and fruitfully
4. is able to make a contribution to their community

24
Q

why are adolescences emotionally susceptible during development periods, and how does mental well-being affect them?

A

turbulent period brought by changes in body and feelings -> emotionally susceptible
-mental well-being affects their ability to cope with challenges

25
Q

5 stress dbq factors

A
  1. study workload/ academic stress
    2. keen/ intense competition (constantly worried)
  2. high parental expectations/ parental control (afraid cannot meet expectations)
  3. peer relationship/ interpersonal conflicts (x communication skills to cope with conflicts -> worried & anxious)
  4. future prospect (lack sense of competence)
26
Q

what is stress?

A

-feeling of emotional & physical tension
-feeling overwhelmed or unable to cope unmanageable things

27
Q

common symptoms of stress (physical x4, emotional x5)

A

physical
1. excessive sweating
2. increased heart rate
3. elevated blood pressure
4. rapid breathing
emotional
1. anxiety
2. fear
3. irritability
4. hopelessness
5. feeling overwhelmed

28
Q

lack achievement lack sense of + suggestion + effect

A
  • low confidence, low self image, low sense of competence
  • join activities to explore potentials (eca etc) to build sense of competence because of strengths
29
Q

peer/ social acceptance lack sense of + suggestion + effect

A
  • low sense of belonging, thinks is worthless
  • explore common interest with classmates or people outside
30
Q

social comparison lack sense of + suggestion + effect

A
  • uses others as benchmarks, low sense of success -> negative self worth
  • develop self-recognition & self-acceptance: recognise improvement -> confident + positive self image
31
Q

family support lack sense of + suggestion + effect

A
  • lack sense of security, not worthy of being loved -> low self value
  • share feelings -> build trusting & caring relationship -> feel secure & assured of self value
32
Q

mass media influence lack sense of + suggestion + effect

A
  • lack sense of uniqueness bc only follow the “perfect” standards -> low self worth
  • be critical of portrayal in the media (may not be reliable & objective) -> assured of unique value
33
Q

socio-economic background lack sense of + suggestion + effect

A
  • lack sense of purpose bc think lack necessary resources to succeed -> lack confidence for bright future
  • seek financial assistance from gov/ charities (e.g. subsidies for eca), pay more effort to studying -> feel more confident and optimistic about their life
34
Q

study workload (sleep deprivation) effect

A

reduces rest time -> lacking time to relax -> stress builds up

35
Q

keen/ intense competition effect

A

constantly worried

36
Q

high parental expectations/ parental control reason, effects (2+2)

A
  • high expectations -> children are afraid to fail expectations
  • too much parental control -> little room for children to relax themselves
37
Q

peer relationship/ interpersonal conflicts reason, effects

A
  • differences in opinions -> intense argument
  • no communications skills to cope with conflicts -> worried and anxious
38
Q

future prospect elaboration + lack sense of ..?

A
  • worried about whether or not they can achieve their dream career & life planning (esp if poor academic)
  • lack sense of competence

Society Studies (6 decks)

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