test 3 Flashcards
self
the combination of physical and psychological attributes unique to each individual
self concept
who or what we are
at 2 months: limited sense of personal agency
at 5 moths: recognize the self as familiar
self recognition test
18-24 months: most realized the person in the mirror was them
2-3 years: limited to present self
4-5 years: extended self
contributors to self recognition
cognitive development is necessary
social experiences - secure attachment, parents provide descriptive information
cultural differences- younger self recognition if autonomy was stressed
how self concept develops
social and emotional consequences of self-recognition
- necessary for self-conscious emotions
- toddlers become more socially skilled
- may begin to cooperate
- begin to categorize themselves on dimensions of how people differ
concepts of self in middle childhood and adolescence
becomes more abstract with age
recognize they are not the same in all situations
may use false self-behaviors; acting out of character to improve image
becomes more integrated with age
cultural influences on the self concept
self descriptors
- American students more likely to be personal or individualistic
- Japanese students more likely to be social or relational
self esteem
is the evaluation of one’s worth based on the self-concept
organs and development of self-esteem
4-5 years, an early meaningful, stable sense of self-esteem
- securley attached children are more likely to have a higher sense of self esteem
- reasonably accurate with how others evaluate their social competencies
components of self-esteem
academics, social acceptance, appearance, athleticism, and behavior
- 4-7 years: positive on all
- 8 years: based on others evaluation
- adolescence: relational self-worth the importance of the relationship- females need supportive friends and males need influencing friends
changes in self-esteem
- some children experience a decline into middle and high school
- multiple stressors contribute to declines
- overall stability is lowest in childhood and early adolescence
- relatively stable in late adolescence and early adulthood
- gradual increase in young adulthood
importance of self-esteem
high self esteem: less depression, conduct disorders, if a result of proscoail or adaptive life experiences
low self esteem: worst mental and physical health, worse economic prospects
social contributors to self-esteem
parenting styles: warm supporting nurturing leads to high self esteem
peer influences: social comparisons, especially in individualistic societies, social support from peers= high self esteem
cultural, ethnicity and self-esteem
self esteem appears lower in collectivist societies: but being lower may make individuals feel good, as it what society wants
minorities express lower levels of esteem in elementary school, but equal or higher by adolescence: support and pride in ethnic group
Development of achievement motivation and academic self-concepts
achievement motivation: willingness to strive to succeed at challenging tasks, to meet standards of accomplishment
mastery motive: inborn motivation to master the environment
early origins of achievement motivation
phase 1: joy in mastery - prior to 2 years, pleased with successes, but do not seek recognition failures do not matter
phase 2: approval seeking: near age 2, seek approval for success, except disapproval for failure
phase 3: use the standards (3+ years old); adopted objective standards, pride after success, shame after failure, less depended on others’ evaluations
achievement motivation during middle childhood and adolescence
- home influences on mastery motivation and achievement, quality of attachment; secure attachment results in being more self -assured, and comfortable about taking risk and seeing challenges
- the home environment
- 66% of children from non stimulating homes were doing poorly
child rearing and achievement
- independence training
- achievement training
- praising successes, not being overly critical or occasional failures aid achievement motivation
- authoritative parenting -style desired above (warm, firm, democratic)
