{"id":4417,"date":"2018-09-21T19:43:38","date_gmt":"2018-09-21T23:43:38","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4417"},"modified":"2018-09-21T19:48:47","modified_gmt":"2018-09-21T23:48:47","slug":"approaches-to-the-self","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/personality\/approaches-to-the-self\/","title":{"rendered":"Approaches to the self"},"content":{"rendered":"<h2>Key concepts<\/h2>\n<ul>\n<li>Self-concept<\/li>\n<li>Self-esteem<\/li>\n<li>Identity<\/li>\n<\/ul>\n<h3>Self-concept: Development<\/h3>\n<ul>\n<li>Self-perception (cognitive\/descriptive knowledge) &#8211; Develops gradually in the first years of life.<\/li>\n<\/ul>\n<p>\uf0b7 Increasing complexity and level of abstraction.<\/p>\n<p>Self-concept starts to develop after around the first 18 months of life.<\/p>\n<p>Self-recognition is important for:<\/p>\n<ul>\n<li>More complex forms of self-awareness like those in \u2018pretend plays\u2019.<\/li>\n<li>Use of words that refer to yourself.<\/li>\n<li>\uf0e0 This develops after the self-awareness develops.<\/li>\n<\/ul>\n<p>2-3 years of age:<\/p>\n<ul>\n<li>Self-recognition in a group develops, as well as the realization that other children have certain expectations towards them.<\/li>\n<li>Increasing importance in family relations. &#8211; \uf0e0 the self-concept expands.<\/li>\n<\/ul>\n<p>3-12 years of age:<\/p>\n<ul>\n<li>Self-definition in talent &amp; skills<\/li>\n<li>Private self-concept<\/li>\n<li>\uf0e0 self-concept expands and becomes more idiosyncratic. Also, the content develops to be more psychological and complex.<\/li>\n<li>(between 5-6 years the social comparison processes arise)<\/li>\n<\/ul>\n<p>Adolescence (between puberty and adulthood):<\/p>\n<ul>\n<li>Crucial for identity development.<\/li>\n<li>Self-concept differentiates and expands to:\n<ul>\n<li>Personality traits<\/li>\n<li>Abilities<\/li>\n<li>Motives<\/li>\n<\/ul>\n<\/li>\n<li>Perspective taking is an important trait to develop (objective self-awareness) <strong><em><u>Self-concept: Self-schemata<\/u><\/em><\/strong><\/li>\n<li>Self-concept as a knowledge structure.<\/li>\n<li>Self-concept and self-schemata are cognitive structures.<\/li>\n<\/ul>\n<p>\uf0b7 Consequence: cognitive biases<\/p>\n<ul>\n<li>Are a \u2018compass\u2019 for future \uf0e0 possible selves. (negative possible selves: Oyserman &amp; Saltz, 1993)<\/li>\n<\/ul>\n<p>Higgins: Possible selves<\/p>\n<ul>\n<li>Ideal self<\/li>\n<li>Ought self<\/li>\n<\/ul>\n<p>Ideal and ought selves at the basis of different emotions:<\/p>\n<h3>Self-Esteem<\/h3>\n<ul>\n<li>An emotional evaluation of one\u2019s own worth. Also, it is a judgement of and attitude towards the self.<\/li>\n<\/ul>\n<p>Our self-evaluations are affected by:<\/p>\n<ul>\n<li>Temporal fluctuations<\/li>\n<li>Domain specificity<\/li>\n<\/ul>\n<p><strong>Global Self-Esteem<\/strong><\/p>\n<ul>\n<li>The general value that a person places his or herself on.<\/li>\n<\/ul>\n<h2>Development of self-esteem<\/h2>\n<ul>\n<li>Realizing that you have to live up to certain standards and expectations (childhood).<\/li>\n<li>Self-esteem from social comparisons (later in childhood).<\/li>\n<li>Internal standards to evaluate themselves.<\/li>\n<li>\uf0e0 increasing internalization of self-esteem.<\/li>\n<\/ul>\n<h1>Self-esteem and negative feedback<\/h1>\n<p>&#8211;\u00a0\u00a0\u00a0\u00a0 People with low SE react differently to negative feedback than people with high SE.<\/p>\n<p>Two ways to investigate the stability\/fragility of self-esteem:<\/p>\n<ol>\n<li>Fluctuations in self-esteem.<\/li>\n<li>Contingencies in self-esteem.<\/li>\n<\/ol>\n<h2><em><u>(Social) Identity<\/u><\/em><\/h2>\n<ul>\n<li>In the book: switching back and forth between social identity and identity.<\/li>\n<li>Social identity is about groups (ethnicity, nationality)<\/li>\n<\/ul>\n<h2>Personal Identity<\/h2>\n<p>&#8211;\u00a0\u00a0\u00a0\u00a0 Three core components<\/p>\n<ul>\n<li>Continuity (Book)<\/li>\n<li>Contrast (Book)<\/li>\n<li>Coherence<\/li>\n<\/ul>\n<h1>Identity integration vs. identity diffusion<\/h1>\n<p>Marcia (1966): two dimensions:<\/p>\n<ul>\n<li>Commitment<\/li>\n<li>Exploration<\/li>\n<\/ul>\n<table width=\"0\">\n<tbody>\n<tr>\n<td colspan=\"3\" width=\"336\"><strong>tased on these two dimensions, four statuses:<\/strong><\/td>\n<td width=\"251\">&nbsp;<\/td>\n<\/tr>\n<tr>\n<td width=\"48\">&#8211;<\/td>\n<td width=\"144\"><strong>Low E, Low C<\/strong><\/td>\n<td width=\"144\"><strong>Diffusion<\/strong><\/td>\n<td width=\"251\"><strong>Little identity development. (identity deficit)<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"48\">&#8211;<\/td>\n<td width=\"144\"><strong>Low E, High C<\/strong><\/td>\n<td width=\"144\"><strong>Foreclosure<\/strong><\/td>\n<td width=\"251\"><strong>Short term benefits, long term problems?<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"48\">&#8211;<\/td>\n<td width=\"144\"><strong>High E, Low C<\/strong><\/td>\n<td width=\"144\"><strong>Moratorium<\/strong><\/td>\n<td width=\"251\"><strong>Stressful for the time being (=identity crisis \/ identity conflict)<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"48\">&#8211;<\/td>\n<td width=\"144\"><strong>High E, High C<\/strong><\/td>\n<td width=\"144\"><strong>Achievement<\/strong><\/td>\n<td width=\"251\"><strong>Desired endpoint.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>When are identity crises common? &#8211;\u00a0 Adolescence<\/p>\n<ul>\n<li>Young adulthood \/ college period<\/li>\n<li>Midlife<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key concepts Self-concept Self-esteem Identity Self-concept: Development Self-perception (cognitive\/descriptive knowledge) &#8211; Develops gradually in the first years of life. \uf0b7 Increasing complexity and level of abstraction. Self-concept starts to&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/personality\/approaches-to-the-self\/\">Continue Reading<span> 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}]}}