human development chapter 11: the self, identity, and personality
TRANSCRIPT
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Human Development
Chapter 11: The Self, Identity, and Personality
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Self-Understanding
Self — All characteristics of a person
Identity — who a person is, integration of self-understanding
Personality — enduring personal characteristics
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Self in Developmental Perspective
Infancy: visual self-recognition; age 1-2
Self-descriptions in early childhood: Concrete
Physical
Activity-based
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Self-descriptions inMiddle to Late Childhood
Psychological traits- personal preferences
References to peer groups
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Self-descriptions inMiddle to Late Childhood
**Social comparison: more realistic self-evaluations
Real vs. Ideal Selves
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Self in Adolescence
Abstract self-appraisals
Self-consciousness
Adolescent egocentrism
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Self in Adolescence
Contradictions in notions of self
Fluctuating self: situational
Real, ideal and possible selves
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Racial/Ethnic Identity
How salient to each individual?
Groups affected by discrimination/racism
“bi-cultural” identities
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Perspective Taking
Ability to assume another’s perspective and understand his/her standpoint
In contrast to egocentrism
Increases with age
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Self-Understanding in Adulthood
Self-Awareness Awareness of strengths and
weaknesses
Improves in young and middle adulthood
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Self Understanding in Adulthood
Possible Selves We have fewer and more
concrete “selves” with age
We revise our possible selves through adulthood
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Adulthood: Life Review
In middle age, common in older adults
Evaluations of successes and failures
Reconstructing/reinterpreting our lives
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Self-Esteem
Self-esteem: global evaluation of the self
“Self-esteem Movement”
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Self-esteem research
Modest relationship with school grades
Strongly related to happiness
High self-esteem: linked to both prosocial and antisocial actions
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Self-Esteem: Narcissism
Narcissism Self-centered, self-concerned Conceited Rarely show empathy Inability to perspective-take Rage and shame when others don’t admire
them
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Self-esteem
Outcomes are mixed Some outcomes are negative
Should we foster something other than self-esteem?
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Self-Esteem in Childhood and Adolescence
Accuracy of self-evaluations increases across the elementary school years
Majority of adolescents have positive self-image cross-culturally
Girls’ self-esteem is significantly lower than boys’ by middle school years
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Self-Regulation
Ability to control one’s behavior
Cognitive monitoring of thoughts
Linked to higher achievement and satisfaction over the lifespan
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Identity
Erikson:
Identity vs. Role Confusion
Beginning in adolescence, extends throughout adulthood
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Components of Identity
Achievement/intellectual identity
Vocational/career identity
Cultural/ethnic identity
Relationship identity
Religious identity
Physical identity
Sexual identity
Political identity
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Identity
How do we define our identities?
Identity through performance/activity Meaningful engagements
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Personality
Traits Questionnaires: self-report
Costa & McCrae: “Big Five”
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Big Five
Openness to experience Contentiousness Extraversion Agreeableness Neuroticism
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Big Five Factors of Personality
Fig. 11.10
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Big Five
Stability? Fairly stable after age 30
Critique: Too rigid “psychology of the stranger”
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Life Story/Life History Approach
We live “storied lives” (McAdams, 1988)
To know a person is to know a life in context
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The Life-Events Approach
Life events/situational events Examples: divorce, job loss, promotions,
etc.
Role of mediating factors Physical health Family supports Coping strategies
Socio-historical context
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Stability and Change in Personality
Personality traits are never fixed
However, in adulthood, changes are small
Individual differences