Key concepts<\/h2>\n

\n
• Self-concept<\/li>\n
• Self-esteem<\/li>\n
• Identity<\/li>\n<\/ul>\n

  Self-concept: Development<\/h3>\n

  \n
  • Self-perception (cognitive\/descriptive knowledge) – Develops gradually in the first years of life.<\/li>\n<\/ul>\n

    \uf0b7 Increasing complexity and level of abstraction.<\/p>\n

    Self-concept starts to develop after around the first 18 months of life.<\/p>\n

    Self-recognition is important for:<\/p>\n

    \n
    • More complex forms of self-awareness like those in \u2018pretend plays\u2019.<\/li>\n
    • Use of words that refer to yourself.<\/li>\n
    • \uf0e0 This develops after the self-awareness develops.<\/li>\n<\/ul>\n

      2-3 years of age:<\/p>\n

      \n
      • Self-recognition in a group develops, as well as the realization that other children have certain expectations towards them.<\/li>\n
      • Increasing importance in family relations. – \uf0e0 the self-concept expands.<\/li>\n<\/ul>\n

        3-12 years of age:<\/p>\n

        \n
        • Self-definition in talent & skills<\/li>\n
        • Private self-concept<\/li>\n
        • \uf0e0 self-concept expands and becomes more idiosyncratic. Also, the content develops to be more psychological and complex.<\/li>\n
        • (between 5-6 years the social comparison processes arise)<\/li>\n<\/ul>\n

          Adolescence (between puberty and adulthood):<\/p>\n

          \n
          • Crucial for identity development.<\/li>\n
          • Self-concept differentiates and expands to:\n
            \n
            • Personality traits<\/li>\n
            • Abilities<\/li>\n
            • Motives<\/li>\n<\/ul>\n<\/li>\n
            • Perspective taking is an important trait to develop (objective self-awareness) Self-concept: Self-schemata<\/u><\/em><\/strong><\/li>\n
            • Self-concept as a knowledge structure.<\/li>\n
            • Self-concept and self-schemata are cognitive structures.<\/li>\n<\/ul>\n

              \uf0b7 Consequence: cognitive biases<\/p>\n

              \n
              • Are a \u2018compass\u2019 for future \uf0e0 possible selves. (negative possible selves: Oyserman & Saltz, 1993)<\/li>\n<\/ul>\n

                Higgins: Possible selves<\/p>\n

                \n
                • Ideal self<\/li>\n
                • Ought self<\/li>\n<\/ul>\n

                  Ideal and ought selves at the basis of different emotions:<\/p>\n

                  Self-Esteem<\/h3>\n

                  \n
                  • An emotional evaluation of one\u2019s own worth. Also, it is a judgement of and attitude towards the self.<\/li>\n<\/ul>\n

                    Our self-evaluations are affected by:<\/p>\n

                    \n
                    • Temporal fluctuations<\/li>\n
                    • Domain specificity<\/li>\n<\/ul>\n

                      Global Self-Esteem<\/strong><\/p>\n

                      \n
                      • The general value that a person places his or herself on.<\/li>\n<\/ul>\n

                        Development of self-esteem<\/h2>\n

                        \n
                        • Realizing that you have to live up to certain standards and expectations (childhood).<\/li>\n
                        • Self-esteem from social comparisons (later in childhood).<\/li>\n
                        • Internal standards to evaluate themselves.<\/li>\n
                        • \uf0e0 increasing internalization of self-esteem.<\/li>\n<\/ul>\n

                          Self-esteem and negative feedback<\/h1>\n

                          –\u00a0\u00a0\u00a0\u00a0 People with low SE react differently to negative feedback than people with high SE.<\/p>\n

                          Two ways to investigate the stability\/fragility of self-esteem:<\/p>\n

                          \n
                          1. Fluctuations in self-esteem.<\/li>\n
                          2. Contingencies in self-esteem.<\/li>\n<\/ol>\n

                             (Social) Identity<\/u><\/em><\/h2>\n

                             \n
                             • In the book: switching back and forth between social identity and identity.<\/li>\n
                             • Social identity is about groups (ethnicity, nationality)<\/li>\n<\/ul>\n

                               Personal Identity<\/h2>\n

                               –\u00a0\u00a0\u00a0\u00a0 Three core components<\/p>\n

                               \n
                               • Continuity (Book)<\/li>\n
                               • Contrast (Book)<\/li>\n
                               • Coherence<\/li>\n<\/ul>\n

                                 Identity integration vs. identity diffusion<\/h1>\n

                                 Marcia (1966): two dimensions:<\/p>\n

                                 \n
                                 • Commitment<\/li>\n
                                 • Exploration<\/li>\n<\/ul>\n\n\n\n\n\n\n\n

                                   tased on these two dimensions, four statuses:<\/strong><\/td>\n	<\/td>\n<\/tr>\n
                                   –<\/td>\n	Low E, Low C<\/strong><\/td>\n	Diffusion<\/strong><\/td>\n	Little identity development. (identity deficit)<\/strong><\/td>\n<\/tr>\n
                                   –<\/td>\n	Low E, High C<\/strong><\/td>\n	Foreclosure<\/strong><\/td>\n	Short term benefits, long term problems?<\/strong><\/td>\n<\/tr>\n
                                   –<\/td>\n	High E, Low C<\/strong><\/td>\n	Moratorium<\/strong><\/td>\n	Stressful for the time being (=identity crisis \/ identity conflict)<\/strong><\/td>\n<\/tr>\n
                                   –<\/td>\n	High E, High C<\/strong><\/td>\n	Achievement<\/strong><\/td>\n	Desired endpoint.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n When are identity crises common? –\u00a0 Adolescence<\/p>\n \n Young adulthood \/ college period<\/li>\n Midlife<\/li>\n<\/ul>\n  <\/p>\n","protected":false},"excerpt":{"rendered":" Key concepts Self-concept Self-esteem Identity Self-concept: Development Self-perception (cognitive\/descriptive knowledge) – Develops gradually in the first years of life. \uf0b7 Increasing complexity and level of abstraction. Self-concept starts to… Continue Reading Approaches to the self<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[111],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4417"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4417"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4417\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4417"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4417"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4417"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}