developmentalchpt122010

developmentalchpt122010 - Who am I Who am I Development of...

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Unformatted text preview: Who am I? Who am I? Development of the Self The Self System The Self System s The self is viewed as a product of a system of interrelated processes – Self­knowledge is concerned with children’s knowledge of themselves – Self­evaluation is concerned with children’s opinion of their abilities – Self­regulation is the part of the self concerned with self­control Terminology Terminology Looking glass self: self is a reflection of how others act to you s Self­concept: Recognizing our own attributes ­ most theorists believe young infants don’t have s Self­recognition: (remember the rouge test?)Emerges 1st/2nd year of life ­ alters social interactions s Developmental Course Developmental Course Young children develop theory of the mind (belief­desire theory and false­ beliefs), private and public selves s Later childhood/adolescence: more aware of inner qualities, may develop false­self behaviours s cultures differ on self­concept – individualistic v. collectivistic s Self­Esteem Self­Esteem s s s s s Feelings of self­worth Generally encompasses physical, academic & social competences, athletic, behavioural(Susan Harter) Not stable ­ often declines in adolescence Parenting styles & peer influences (social comparison) associated with self­esteem Suicide seen as the complete destruction of self (complete lack of self­worth) Self­Control Self­Control Regulate and inhibit conduct s Compliance, committed compliance, situational compliance s Delay of gratification: improves dramatically with age, self­control becomes a valued attribute s Some evidence for self­control and favourable life outcomes s Achievement Motivation Achievement Motivation Striving to succeed and accomplish s Three phases: 1. Joy in Mastery 2. Approval­Seeking 3. Use of Standards s Influenced by: quality of attachment, home environment, parenting style and peer groups s Achievement Attributions Achievement Attributions We tend to attribute success/failure to: ability, effort, task difficulty, luck s 2 orientations: Mastery oriented ­ attribute successes to ability and failures due to low effort s Learned­helplessness oriented ­ failures due to lack of ability, stops trying, success due to luck s Identity Identity s s s s s s Sense of “who I am” 4 identity statuses (Marcia) a. Identity diffusion b. Foreclosure c. Moratorium d. Identity achievement Development of Identity Development of Identity Increases from 12 years to early adulthood s Gender differences s Influenced by cognitive, parenting, scholastic and sociocultural s Knowing others Knowing others Young children use behavioural comparisons (form impressions based on overt behaviours) s Adolescents use psychological comparisons (form impression on abstract psychological dimensions) s Changes in Self Descriptions Changes in Self Descriptions Age Period Early childhood Focus of Self Examples Physical aspects “I have freckles Possessions “ My cat is white” Preferences “I like pizza” Behavioral traits“I’m a good singer” emotions “I’m a cheerleader” Attitudes, Personality traits “I’m patriotic” “I like guns” Middle Childhood Adolescence ...
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This note was uploaded on 04/04/2010 for the course 10974 PSYC 2500 taught by Professor kim o'neil during the Winter '10 term at Carleton CA.

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