Self-Concept & Self-Esteem (chpt.4) Flashcards
Self Concept
Similar to creativity and competent self-regulation.
Whether success is measured as wealth, happiness, or popularity, ‘what we think’ is more important than ‘what we use to think it.
Self-concept is both:
A person’s view of his or her self; and
a person’s view of the world (as something that can be dealt with).
Informs us of who we are,
E.g., what we are or are not able to do.
Provides a context for interpretation,
E.g., whether a touch on the shoulder is pleasant or invasive.
Provides for an ongoing integration of new information into our ‘sense of identity.’
Beneficial stability, but also,
sometimes nonbeneficial rigidity.
Possible selves
Dream’ selves that can:
allow us to consider our abilities and talents as they might possibly affect different situations.
create motivation to move towards dreamed-of conditions;
but the possible self is not the same as the motivation (‘aspiration’).
limit as well as enhance:
we might dream ‘I can’t’ as well as ‘I can.’
provide a link between self-concept and goals.
Possible selves (cont.)
A ‘range’ of possible selves is best.
This provides a ‘differentiated’ self-concept that can
allow us to deal flexibly with situations,
producing perceptions of self-competency, which
enhances self-esteem.
Possible selves are formed creatively.
The same creative factors discussed by DeBono and Langer apply here.
Self-concept (cont.)
Implicit theories of the world and the self.
‘Implicit’ theories need not be consciously thought about.
They are ‘implied’ by the way a person acts and responds.
Implicit theories
Implicit theories of the world. The world as threatening. Related to anxiety and negative affect. Very 'sensitive,' so world seems too 'complex,' in Berlyne's sense, --e.g., have little motive to explore. Linked to hostility or passivity; also, pessimism.
World as benevolent “it’s all good”
The world as benevolent.
Related to extraversion and positive affect.
Sees the world as offering many good alternatives,
so the person wants more Berlyne-complexity
–and has a lot of motive to explore.
Linked to Snyder’s agency/pathway ‘hope,’ and Seligman’s ‘optimism.’
Also, sensation-seeking.
Worlds as benign “neither good or bad”
The world as benign.
Related to internal locus of control.
Sees the world as a blank canvas.
So the person wants to be a ‘mover and a shaker,’ to fill the canvas with what he or she wants.
Also related to ‘individualism’ (vs. communitarianism).
Strong motive for autonomy.
Tend to have ‘increment theory’:
‘My competence will continue to grow.’
Positive or negative affect come from relative success of competence.
–main positive emotion is pride.
Implicit theories of world (cont.)
People with ‘benevolent’ or ‘benign’ implicit world views are more likely to regulate their _________,
to try to achieve more difficult goals.
Implicit world and self-competence theories can ‘vary independently,’ e.g.:
A person can have both a ‘world as threatening’ and ‘self-competence as mastery’ view.
‘Incrementally master a threatening world.’
A person can have both a ‘world as benevolent’ and ‘self-competence as performance’ view.
‘Winning in a world that is your oyster.’
Mastery vs Performance orientation
Mastery vs. performance orientation.
Mastery: Incremental gains until fully competent in some areas.
Emphasizes the process (the ‘journey’ not the ‘destination’).
Every step of the journey is an incremental gain.
Performance: Wants to learn ‘the rules,’ so that
with the present (‘entity’) abilities, they can ‘play to win.’
Emphasizes the ‘destination.’
‘Every step that does not directly add to my chance of winning is a waste.’
Self esteem
Definitions of self-esteem (s-e).
High s-e: Pride due to cherishing one’s strengths, even though one is aware of ones weaknesses.
Low s-e: Shame due to viewing self as lacking abilities important to significant others.
Many positive factors with high s-e (e.g., health, happiness).
And negative factors with low s-e (e.g., drug abuse, depression).
Some authorities (e.g., educators, politicians) want to claim that s-e
is a causal factor (e.g., of high grades),
can be directly enhanced.
E.g., ‘you don’t need to improve to feel good, just feel good now.’
But s-e usually has other origins.
Causes self esteem
Self-evaluation of outcomes: High s-e take pride in success, discount failure. Low s-e have opposite pattern. Compare optimism/pessimism. After success or failure on prior task, high s-e try same on next task; low s-e try less after failure.
Causes of self esteem
Low s-e people are in a cognitive trap.
Devaluing of positive esteem information allows no escape from low s-e.
In low s-e need for predictability may be higher than need for positive reinforcement.
Do not experience ‘reward for change.’
Self-verification: People feel comfortable if they are ‘the same.’
‘The same’ for low s-e is low s-e.
Shame is already strong in low s-e.
To avoid risk of shame, avoid possibly rewarding tasks that could raise s-e.
Self esteem (cont.)
Motives for developing s-e.
Attachment related motives.
Growing means becoming less involved with one’s parents.
And becoming less involved can seem to threaten loss of attachment.
S-e can make a person feel more self-sufficient and less threatened by attachment loss.
Group belonging can involve a similar process.
People can feel threatened with rejection by the group if they have independent opinions.
S-e can make people feel less dependent on a group.
Motives for self-esteem Terror management theory (TMT)
TMT suggest that people engage in many actions to lessen their terror at the thought of death, e.g.,
Religious activities to ensure reward in the afterlife.
Workaholism and other addictions.
Compare motive for the Winchester mystery house
S-e lessens terror of death, e.g.,
people with higher s-e report less anxiety when seeing films of death;
when reminded of death (e.g., asked to talk about death), people often engage in s-e related activities,
e.g., doing good deeds.
Cost and Benefits of self esteem
Costs of pursuing s-e. S-e often requires keeping the limits of a social domain, e.g., following strict discipline in sports, following fashion in a clothes domain. This requires sacrificing free-choice
