The Developing Self

EPSE 505 Foundations in Human Development

Sam ThomasJoanna Tan

26 January 2012

What was a big idea you took away from

the readings?

Both cognitive and social processes impact self-concept and self-esteem

Cognitive Development

Social Development

The Developing Self

• Introduction• Childhood development of self-concept

and self-esteem– Cognitive development– Social influence

• Adolescent development of self-concept and self-esteem– Cognitive development– Social influence

• Concluding thoughts on gender

IntroductionOverview

INTRODUCTION

What cognitive and social processes could be shaping little Riley’s identity?

http://www.youtube.com/watch?v=7OrMT8Wv9mI

Terminology

IdentitySense of selfSelf-conceptSelf-schema

Self-representationSelf-evaluation

Self-esteemSelf-worth

- Multifaceted cognitive structure supporting one’s perception of self

- Set of self-schemas derived from past experience, that organise and guiding processing of self-related information

- Conscious perception of self either under a global identity or within various content areas (e.g. vocational, social, physical, moral, and spiritual)

- Considered as self-representations when available or subject to conscious reflection

Phillips & Bell (2010)

Self-concept

Terminology

IdentitySense of selfSelf-conceptSelf-schema

Self-representationSelf-evaluation

Self-esteemSelf-worth

- Evaluation of one’s ability and value

- Subjective feelings and perceptions of an individual’s self-worth imposed by the self and others

- Embedded in an individual’s construct of identity

- Can be divided into group and personal self-esteem; global and domain-specific

Madlock (2010)

Self-esteem

Who said this?

“The I, or ‘pure ego’ is a very much more difficult subject of inquiry than the Me. It is that which at any given moment is conscious, whereas the Me is only one of the things which it is conscious of. In

other words, it is the Thinker.”

Who said this?

“A self-idea of this sort seems to have three principal elements: the

imagination of our appearance to the other person; the imagination of his

judgment of that appearance, and some sort of self-feeling, such as pride or

mortification.”

Overview of Some Related Theories

I and Me (James, 1890)

Looking glass (Cooley, 1902)

Symbolic interactionism (Mead, 1934)

Social comparison (Festinger, 1954)

Symbolic interactionism (Blumer, 1969)

Behaviourism dominated the 1930s-1960s

- Psychosocial development (Erikson, 1950)- Client-centred psychotherapy (Rogers, 1960s)- Global, academic, non-academic self-concept (Marsh/Shavelson, 1970s)

CHILDHOOD

Development of Self-concept and Self-esteem

Childhood: Cognitive Development

How does the video reflect the way a child thinks?

http://www.youtube.com/watch?v=nLCd16xHDiY

Childhood: Cognitive Development

How does the child’s developing cognitive skills shape his/her self-

concept?

Increasing ability to coordinate multiple features simultaneously, map one concept to another and accept multiple conflicting

representations

2-4 yrsPre-operational

All-or-none thinkingSingle

representationTransductive

5-7 yrsEarly concrete

operationalAll-or-none

thinkingRepresentational

mapping (opposites)

8-11 yrsConcrete

operationalPerspective

takingMultiple

representations

Childhood: Cognitive Development

2-4 yrsPre-operational

All-or-none thinkingSingle

representationTransductive

I can…I like…I have…

I know words, letters,

numbers…I run fast & climb

high!

Smart Popul

ar

More integrated, higher-order generalised and enduring

qualities

More discrete, incoherent and observable descriptions

Self-Esteem Activity

• Take a few minutes to reflect on your own journey from childhood to your young adult years.

• Chart how your self-esteem has fluctuated over time.

• Reflect on the turning points – what/who influenced these changes in self-esteem?

• In middle childhood, social comparisons and realism in self-perception in middle childhood tends to lower self-esteem (Harter, 2008)

• Social Comparison Theory (Festinger, 1954)– Human drive to evaluate opinions and abilities– When no objective, non-social standard is available– Tendency to compare opinions/abilities with

someone decreases as difference increases– Preference for comparison with someone of similar

ability or opinion– At middle childhood, primary purpose for

evaluating personal competence (Harter, 2008)

Childhood Identity Challenge: Real self vs ideal self

http://www.youtube.com/watch?v=MTqBP-x3yR0&feature=BFa&list=PLA94372EF39D55302&lf=BFa

Implication of repeated negative comparisons in ambiguous (or in this

case less ambiguous) situations

Parents/ Care-givers

2-4 yrs Teachers, Peers

5-7 yrs Culture/ Media

8-11 yrs

Increasing internalisation of other’s evaluation, from adults, peers, societal influences

Behaviourally presented self-esteem; imitation and approval-seeking from adults

Childhood: Social Influences on the Self

Relationship is key to building

self-esteem

Developing competence is key to building

self-esteem

Which one resonates more with you?

Share examples of how you as parents/educators help children (including those with learning disabilities) build self-

esteem

Self-Esteem Activity Discussion

Relationship is key to building

self-esteem

Developing competence is key to building

self-esteem

Self-Esteem Activity Related Theories

- Erikson’s theory of psychosocial devt (industry vs inferiority)

- Process-focused praise and criticism (Kamins & Dweck, 1999)

http://www.youtube.com/watch?v=TTXrV0_3UjY (The Effect of Praise on Mindsets)

- Bowlby’s attachment theory- Parental/caregiver support

as major predictor of global self-worth (Harter, 2008)

http://www.youtube.com/watch?v=edPzsM1FvIg (Firm parent or fun parent)

- Social Determination theory (Deci & Ryan, 1995)

- Contingencies of self-worth (Crocker & Wolfe, 2001)

Childhood: General Trends for CognitionSelf-Concept, Self-Esteem, Cognitive

Abilities

10

5

0 Age 2-4 Age 5-7 Age 8-

11

Parent, Peer, Teacher, Culture

10

5

0 Age 2- 4 Age 5- 7

Age 8 -11

Childhood: General Trends for Social Influence on the Self

ADOLESCENCE

Development of Self-concept and Self-esteem

ADOLESCENCE (ages 12-19)Some Highlights...• Improved abstract and deductive

thinking• Increasing metacognition• Multiple selves / roles slow

integration• More attention on what peers think• Increased attention on appearance /

image• Greater influence from media / culture• Greater need to “fit in” ; social

approval• Late stages of puberty ; PFC –brain

developing• Transition to highschool....educational

mismatch?

Self-Concept Activity

• Adolescence / teen years is a period marked by an ever changing sense of self and identity. The way we see or define ourselves becomes more complex and sophisticated as we develop cognitively and socially.

• Take a few minutes to write a few points about how you perceived yourself through different life stages and what/ who influenced you the most in shaping your identity during these periods?

Self-Concept

• Share and discuss for a minute with your table group if you feel inclined

• Class Discussion: Would anyone like to share opinions about their developing self and sense of identity? Did people see a linear trend of increasing complexity as to their self-concept?

Adolescence: Cognitive Development

• SELF-CONCEPT:

EARLY (11-13) MIDDLE (14-16) LATE (17-19)

• Multiple selves / roles developing ; differentiated self

• More multiple ‘Me’s’ /selves / roles ; makes finer differentiations

•Better able to integrate opposing / contradicting traits and selves

• Defined by social traits (ie. funny), acad. competencies (ie. I’m good at math) , and emotions (“I’m cheerful)

• More concern integrating conflicting attributes (ie. responsible v. irresponsible) yet trouble integrating

• care less of what others think; less ego-centricity

• Unrealistic portrayal of self; “false self”; “Which self is true?”

• Which is the real me? Greater desire to harmonize contradictory attributes / selves

• more focus on future selves/ realistic; greater sense of direction possible selves

• COGNITIVE ABILITIES / THINKING SKILLS:

EARLY (11-13) MIDDLE (14-16) LATE (17-19)

• integrate trait labels into higher order concepts (ie. smart, curious, creative intelligent)

• more introspection & metacognition

• higher abstract and adaptive thinking; better understanding / acceptance of ambivalence

• improvement in abstract thinking, yet struggles to integrate abstractions of self from different contexts

• “abstract mapping” : able to detect and compare diff. attributes, but can’t integrate (ie. extrovert v. introvert)

• better at integrating and understanding opposing traits and values

• pre-occupation with what others think

• egocentrism/ “imaginary audience” everyone must be thinking about me; projecting concerns on others

• care less of what others think

Adolescence: Cognitive Development

Self-Esteem & Body image with girls

American Beauty Standard: the ugly side of beauty

http://www.youtube.com/watch?v=I4urDuwJzuI

Self-Esteem & Body image with girls

The psychology of beauty

Video reactions? Any first impressions?

http://www.youtube.com/watch?v=DnJQJFlyDGY

Self-Esteem & Body image: What can we do?

1) Do any cultures portray a healthy standard of beauty / body image?

2) What can we do as parents and teachers to help adolescent girls and boys be comfortable or accepting of their own appearance?

Adolescence: Self-Esteem (Self-Worth)

EARLY (11-13) MIDDLE (14-16) LATE (17-19)

• Self-esteem tied closely to perception of scholastic competence

•Perceptions of approval from significant others strong predictor of self-esteem (ie. parents esp.)

•Fluctuating self-esteem• heightened concern with others’ opinions•Transition to highschool •Peer rejection / body image attractive high S.E

• Self-esteem will vary across different relational contexts (better with parents; less with peers)

•Trouble meeting expectations of different persons lower S.E.

•Unpredictable behaviour; mood swings & power struggles w/ parents

•Peer rejection / bullying

• S.E. improves because:

1) Less discrepancy between ideal + real self

2) More self-respect doing important things for self

3) More autonomy + choice choose domains for success

4) More role-taking socially acceptable

Adolescence: Social Influences on the Self

EARLY (11-13) MIDDLE (14-16)

LATE (17-19)

PARENT/ CAREGIVER

Parental support /influence does not decrease

Parental influence stays constant; likely more power struggles

Parental influence / support remains as transition to adult

PEERS Peer support increases greatly influences self

Peers remain strong source of influence ...for better or worse

Peer influence likely lessens as one cares less of peer opinions

TEACHERS Teacher influence likely declines due to growing academic demands

Teacher influence likely remains low; less opportunity to build relationship

Teacher most likely not huge influence, but one can make all the difference

CULTURE / MEDIA

Culture / media influence goes up (ie. standard of beauty)

Culture / media influence remains high

Cultural influence still high; but media perhaps less

Peer Rejection, Humiliation and Male Aggression

The Columbine Shooting

http://www.youtube.com/watch?v=EA22SKaQ5hU

Peer Rejection, Humiliation and Male Aggression

• Harter (2008) states that a history of peer rejection, excessive teasing , taunting, and bullying... leads to humiliation, which can provoke feelings of revenge, and for the person to “psychologically snap” which can lead to random deaths and in the case of Columbine to suicides as well (p. 239).

• Do you agree? Are there other factors that are warning signs of violent ideation and a commitment to kill? (ie. depression?)

Adolescence: General Trends for Cognition

Self-Concept, Self-Esteem, Cognitive Abilities

10

5

0 Age 12-14 Age 15-16 Age

17-19

Adolescence: General Trends for Social Influence on the Self

Parent, Peer, Teacher, Culture

10

5

0 Age 12-14 Age 15-16 Age

17-19

CONCLUDING THOUGHTS

Concluding Thoughts on Gender

• As of middle childhood onward, females report lower self-worth / esteem than males

• More emphasis and status given to male athletes and sports programs

• Studies show that males and females who participate in sports report higher self-esteem

• Females have lower opinions of their physical appearance due to unrealistic portrayal of beauty and ideals in media (ie. magazines, TV, movies, etc)

• Boys express greater satisfaction with pubertal changes (ie. signals masculinity)

• Standards of appearance for men have become more important (muscles)

Gender differences in Self-Evaluations

(Harter, 2008)

Both cognitive and social processes impact self-concept and self-esteem

Cognitive Development

Social

Development

The Developin

g Self

References

• Harter, S. (2008). The developing self. In Damon, M., Lerner, R. M., Kuhn, D., Siegler, R. S., Eisenberg, N. (Eds.), Child and adolescent development: An advanced course (pp. 216-260). NJ, New Jersey: John Wiley & Sons

• Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117-140

• Madlock, A. D. (2010). Self-esteem. In Encyclopedia of identity.

• Phillips, H. A. & Bell, D. M. (2010). Development of self-concept. In Encyclopedia of identity.

• Rivera, J. E., & Hohman, Z. P. Psychology of self and identity. In Encyclopedia of identity.

• The Self by William James from The Principles of Psychology. Retrieved from http://des.emory.edu/mfp/301/301JamesOnSelf.pdf