Week 5 - Self-concept, Self-esteem & Identity formation during adolescence Flashcards

1
Q

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What is Self-Efficacy, Self-Esteem, Self-Concect, and Self-Evaluation?

A

SELF-EFFICACY: ‘‘A person’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances’’ (Merikangas et al., 2009)
SELF-ESTEEM: An individuals confidence in their worth or abilities
SELF-CONCEPT A view constructed of one’s self, which is developed through experiences and evaluations adopted from others
SELF-EVALUATION: ‘‘The perceptions and beliefs that a person holds about themselves, specificaly the emotionally valenced qualities, characteristics and traits (both positive and negative) and the person’s judgement of the value of these attriubutes (Orchard et al., 2021)

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2
Q

SELF ESTEEM: Theoretical approaches

A

◦James (1892): high self- esteem results from good
performance in domains deemed important.

◦Empirical work: demonstrates this for individuals (Harter, 1999), as well as for groups (Harter, 1990)

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3
Q

Development of self concept in adolescence

A
  • Shift from concrete to abstract self-portraits
  • Shift from social comparisions and normative standards during childhood/early adoolescence to internalised standards in later adolescence
  • Shift towards differention of self into multiple domains
  • Final task: intergration of multiple selves into a unified self concept
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4
Q

Imaged selves

A

Adolescents able to distinguish between actual/real and ideal selves (Rogers, 1950)
- Greatest discrepancy in middle adolescence
- Possible selves: balance between ideal and feared self
- True versus false selves
- Presentation dependent on audience

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5
Q

Erikson’s Psychosocial Stages

A

In adolescence the “crisis” is identity, defined as
“confidence in one’s inner continuity amid change”
(Erikson, 1968).

Men must achieve a stable identity prior to intimacy,
whereas women’s identity is defined through her intimate roles of wife and mother

  • Basic trust vs Mistrust Birth - 1 year
  • Autonomy vs Shame & doubt 1 – 3 years
  • Initiative vs Guilt 3 – 6 years
  • Industry vs Inferiority 6 – 11 years
  • Identity vs Identity diffusion Adolescence
  • Intimacy vs. Isolation Young adulthood
  • Generativity vs Stagnation Middle adulthood
  • Ego integrity vs. Despair Late adulthood
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6
Q

Marcia’s 4 identity statuses

(MARCIA, 1980; 1987; 1994)

A
  1. Crisis Yes, Commitment Yes = Achievement
  2. Crisis Yes, Commitment No = Moratorium
  3. Crisis No, Commitment Yes = Foreclosure
  4. Crisis No, Commitment No = Diffusion
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7
Q

Definitions of Marcia’s 4 identity statuses

A

Achievement: Individuals who after a period of exploration emerge with firm identity commitments
Moratorium: The active period of exploration when indiiduals examine alternatives in an attempt to arrive at a choice
Foreclosure: Individuals have adopted identities prescribed by parents or by other authority figures without ever exploring options or experiencing an identity crisis
Diffusion: Individuals who have little sense of commitment and are not actively seeking to make decisions

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8
Q

Influences on identity development

A

Parental Influences (Grotevant &
Cooper, 1985; Papini, 1994)
:
- Attachment with freedom to voice opinions&raquo_space; achievement or moratorium
- Overly close bonds without separation&raquo_space; foreclosure
- Low warmth w/open communication&raquo_space; diffusion

Cultural/historical influences:
- Secular trend towards later identity development
- Current historical events can alter course

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9
Q

What other influences might exist?

Self Concept and LIFE OUTCOMES

A

POSITIVE:
- General well being
- Quality of life
- Confidence in actions and abilities

NEGATIVE:
- Adjustment problems
- Externalising problems
- Internalising problems

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10
Q

Self Concept and EMOTIONAL DISORDERS

A

Problems with self-perceptions are reflected in diagnostic criteria for anxiety and depression
- Worthlessness and guilty (depression)
- Fear of negative evaluation from others (social anxiety)
-
Postive self-concepts function as protective factor in developmment of emotional disorders, as these individuals are more resilient to life’s stressors

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11
Q

self-concept in SOCIAL ANXIETY

Examined associations between social anxiety symptoms and self-perceptions

A

2022 Spanish adolescents (12- 16 years)
- Social anxiety assessed by the Social Phobia and AnxietyInventory (SPAI)
- self-concept measured with the Self-Description Questionnaire II (SDQ-II)

Adolescents with social anxiety more likely to
perceive relationship with peers as more negative.

Consider selves to be less attractive, less athletic and more emotionally unstable.

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12
Q

Early Onset Psychosis

A

** Negative beliefs about self consistently linked with chronic psychosis** (Fowler et al., 2006).

  • It has been theorized that development of dysfunctional self-concept could play role in development of psychosis symptoms, which also emerges during adolescence.
  • A number of studies have found that adolescents at
    high risk of psychosis endorse negative self-beliefs
    more than healthy controls
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13
Q

self in DEPRESSION

A

Consistent evidence that adolescents view themselves more negatively and less positively when they are depressed, compared to adolescents who
are not depressed.

  • Orchard and Reynolds (2018) found that ratings of self-perceptions were as good at identifying presence of depression diagnosis as a depression
    symptom questionnaire.
  • Some evidence that poor self-image in adolescence predicts depression later in life
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14
Q
A
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