Self and Identity

Question 1

self-concept (3)

Answer 1

• way we describe ourselves through assessment of our abilities, traits, and characteristics
• may not be in line with how others see us
• ever-changing process becoming more complex over our lifetime

Question 2

self-awareness (infancy and toddlerhood, 2)

Answer 2

• arises around birth - 3 months
• see themselves as physically separate from the world around them; understand their behaviour can be described and evaluated by others

Question 3

self-recognition (infancy and toddlerhood, 3)

Answer 3

• ability to recognize or identify the self (mirror or photo)
• emerges between 18-24 months
• advances self-awareness of toddler and leads them to experience more complex emotions (guilt, embarrassment)

Question 4

categorical self (infancy and toddlerhood, 3)

Answer 4

• self-description based upon broad categories such as sex, age, and physical characteristics
• emerges around 18-24 months
• begin to use personal pronouns and adjectives (me, brother, age, characteristics) as vocabulary and cognition is developing

Question 5

Self-concept in Childhood (4-7 years old, 3)

Answer 5

• understand self in concrete terms
• appearance, general abilities, favourite activities, possessions, and simple psychological traits
• self-evaluation is very positive (possibly unrealistic)

Question 6

Self-concept in Middle Childhood (2)

Answer 6

• shifts to trait-like psychological constructs focused on personality (whether they are funny, nice, friendly)
• include positive and negative traits in self-concept

Question 7

What primarily influences self-concept in adolescence?

Answer 7

• relationships with parents, peers, and teachers (related to how they think others see them)

Question 8

Self-concept in adolescence and example (2)

Answer 8

• describe self in multiple ways that are often contradictory; feelings and behaviours can change with different situations
• example: I am a loyal friend UNLESS you lie to me

Question 9

ideal self (adolescence)

Answer 9

• a self one aspires to be

Question 10

real self (adolescence)

Answer 10

• one’s actual self

Question 11

self-esteem (3)

Answer 11

• based on evaluation of self-concept descriptions
• feelings of self-worth, self-acceptance, and self-respect
• relies on cognitive development and a sense of self that emerges over course of childhood

Question 12

self-esteem preschoolers (2)

Answer 12

• typically have a positive sense of self

- think they can achieve anything and are well skilled

Question 13

self-esteem in school-age children

Answer 13

• more accurate and comprehensive description of themselves; more realistic in evaluation

Question 14

social comparison (self-esteem in school-age children, 2)

Answer 14

• process by which children compare their abilities and skills with other children
• allows them to see their own deficits as they can tell when someone is doing better/worse than them

Question 15

self-esteem in adolescence (2)

Answer 15

• beliefs about self become more closely related to behaviour and relationships (academics, extra-curricular, social competence)
• tendency to evaluate self with respect to multiple dimensions (academics, sports, etc) and relationships

Question 16

global self-esteem (adolescence, 2)

Answer 16

• overall evaluation of self-worth and may be comparing pubertal development and changes to peers
• drops during multiple transitions (puberty) and then rises again later in life

Question 17

identity (4)

Answer 17

• a process, requires higher cognitive functioning
• complex combinations of self-concept and self-esteem to construct identity
• relatively consistent after it develops
• reflective of western approach that focuses on individuality

Question 18

identity achievement (4)

Answer 18

• establishing coherent sense of self after exploring many possibilities
• achieving goal of ideal self (career, family, etc)
• exploration, goal-setting, and committing to certain set of values of self
• associated with positive well-being

Question 19

identity moratorium (2)

Answer 19

• time-out period providing more freedom and autonomy than childhood, but is without full autonomy and responsibilities of adulthood
• allows for exploration of identity, openness to possibilities but anxiousness around finding what we want to be
  affected by emerging adulthood

Question 20

emerging adulthood (2)

Answer 20

• extended transitional period between adolescence and adulthood
• 18-25 years olds but length is getting larger because students are entering university before they get a job, delays responsibilities of adulthood

Question 21

identity diffusion (3)

Answer 21

• not having explored or committed to a sense of self
• pervasive uncertainty with little motivation to find identity
• no motivation towards solid goals

Question 22

identity foreclosure (2)

Answer 22

• individual who has chosen an identity without engaging in exploration
• commonly occurs because individual has parents who are controlling, and sets identity for child which is negative; occurs in family businesses and likely does not cause problems