presentation by: dr mimi tatlow-golden [email protected] presentation title:
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Presentation by: Dr Mimi Tatlow-Golden [email protected] Presentation Title: Who I Am: Exploring the Nature, Salience and Meaning of Children ’ s Active and Social Selves. Background of the study Self-esteem debate: ‘ Hot ’ variable or mirage? - PowerPoint PPT PresentationTRANSCRIPT
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Presentation by:
Dr Mimi Tatlow-Golden
Presentation Title:
Who I Am: Exploring the Nature, Salience and Meaning of Children’s Active and Social Selves
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Background of the study
•Self-esteem debate: ‘Hot’ variable or mirage?
•Developmental psychology should move from measurement to exploring meaning (Hogan, 2005)
•National Children’s Strategy (2000): Listening to children; understanding their lives; delivering quality supports
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Aims of the study •Develop richer picture of children’s core self-concept factors
- Competence in salient activities, & salient relationships, are central to self-esteem (Harter, 2006)
=> Focus on active and social self, and their meaning
•Compare with adult views of self-esteem
•Capitalise on children’s competencies, cultures of communication
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A mixed- and multiple-methods study•526 participants. 5th & 6th class; 10-12 yrs; 52% girls•Random selection from stratified listings of all Dublin Region co-
educational National schools•Opt-in participation
Methods:•Draw-and-write x2: Active self, social self•Analogue scales to rate importance•Who I Am ‘Pie’ to explore proportionate importance •Follow-up interviews (n = 110) to explore meaning•Self-esteem scales for comparative analyses
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Self-esteem scalese.g. Self-Description Questionnaire I (SDQI), Marsh, 1992
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Draw-and-write
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Analogue scales
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Who I Am Pie
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Examples of Pies
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The Active Self
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Being physically active
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Being social
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Being creative
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Using media
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Other activities
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Findings I: Active SelfWide-ranging: > 150 salient activities•Physically active 67%:
Team sports; Non-team physical activities (individual sports;
unstructured, peer-based physical activities) •Social 28%: Friends, family and pets •Creative 20%: Music, drama, visual, written etc•Media 13%: Personal entertainment, social networking, education•Reading for fun 7%; Future self 4% ; Shopping 4%; School 1%
Many pronounced gender differences•M>F Team sports (media) •F>M Non-team physical, creative, social, shopping
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Findings II: Active self meanings •Social connection 59%: Primarily friends; also family‘I like training, because most of my friends are there’ (boy, 11)
•Challenge & achievement 37%: Challenge, skill improvement‘I’ve really got to like it cause I’m getting better all the time’ (boy, 11)
•Having fun 37%: Fun & escape‘You just have lots of fun!’ (girl, 11)
•Enjoying being physically active 32%‘It’s a high-paced game… yeah I like running’ (boy, 12)
•Time 18% : How long or how often they engaged in activity‘I really like basketball, cause I do it like 5 times a week’ (girl, 11)
•Gender: only 1 difference; m>f physically active
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The Social Self
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Social self: Family – Parents, siblings,
extended family
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Social Self: Friends
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Social Self: Pets, Celebrities/fictional
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Findings III: Social Self
•Parents 67%•Siblings 54%•Friends 40%•Extended family 12%•Pets 8%•Celebrities/ fictional 2%
•Gender: Girls depicted more people overall than boys However,
boys and girls valued people in same order
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Findings IV: Social self meanings•Being cared for 68%: Emotionally and practically‘When I’m with my friends and family I feel really safe, and happy’ (girl, 11)
•Sharing activities and interests, including talking 44%‘We have like loads of things to talk about’ (girl, 10)
•Relationship quality 36%: Liking, loving and fighting‘You fight with your brother… but at the end you still like him’ (boy, 11)
•Time 23%: Frequency of seeing people; length of friendship
‘I’ve known her longer and she’s known me longer as well’ (boy, 12) •Having fun 20%‘I just find them really funny and enjoyable to be with’ (boy, 12)
•Gender: Only 1 difference; f>m talking
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Findings across methods
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Findings across methods: I1. Hierarchy of importance across active and social selves•Family (parents, sibs, extended family, pets)•Friends•Being physically active (team and non-team)
2. Interrelationships across self domains•Active self: social meanings were primary •Social self: shared activities a key meaning•Fun and time: core meanings across both these self domains
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Findings across methods: II3. Core meanings for active & social selves•Being social, having fun and time are central to children’s
salient positive selves•Social self: Being cared for by both friends and family•Active self: Being challenged & improving in salient activities
4. Gender patterns•Strong gender differences in salient activities •Few differences re salient people•Hardly any difference re the meanings attached to salient
activities and people
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Comparing with self-esteem scales•Active Self •Missing factors: Non-team physical; creative; media•Missing meanings: Social; challenge/improvement; fun
•Social Self •Missing factors: Parents, siblings, extended family, pets•Missing meanings: Being cared for; fun
Scales present very limited view of children’s salient selves Self-Description Questionnaire I (Marsh, 1992) closest
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Conclusions I•School: Barely registers as a positive salient activity for children
(though they recognise its instrumental value)•Physical activity:
- Much more salient than media activities
- Non-team physical activities (including dance) more salient
for girls. Should be recognised and developed•Family: More salient than friends•Pets: Highly salient to substantial minority in late childhood•Gender: differences in salient activities – but not relationships,
nor meanings. ‘Differences culture’ exaggerated?
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Conclusions IIAdult-designed self-esteem measures: limited view of children’s
selves•Focus on school ability, team sport ability, peer acceptance•Children focus on non-school activities; improvement;
relational caring (friends and family); and fun•Scales measure extrinsic, not intrinsic, ‘true’ esteem?
Children’s selves should be studied using factors and meanings
salient to children•Richer picture emerged from consultation with children
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Thank you