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Transcript
Understanding Ourselves in a Social Context Facts about the Self You have a “sense of self” The self is private William James said that the self is based on knowledge you have about your own experiences Surgency – You may be high or low on a trait. But is the trait important? In our culture, we are taught to view ourselves as unique and independent Gender Identity Gender identity is part of the self-concept. Sex or biological differences are more obvious than gender differences. Gender is culturally defined. Feminists minimize aspects of gender identity. The genders, as humans, are more similar than different. Social Role Theory Gender differences in behavior, personality, and selfdefinition rise from the history of role distribution. How well do role and biology suit one another Are there stable, self-defining characteristics of gender? How about women in combat, or on football teams? How about men as cooks, designers, cosmetologists? SELF All the Characteristics of the Person Self-concept: everything the person believes to be true about him/herself Includes traits, preferences, social roles, values, beliefs, interests, self-categorization Self-understanding develops throughout the lifespan Self-Awareness in Infancy Dot-of-rouge experiment Recognize selves in mirror at 15-18 months 15-23 months Personal pronoun use Picture recognition Self-referencing, ownership, self-monitoring Self in Early Childhood Confusion of self, mind, and body Concrete descriptions Physical descriptions Activities – what they do Overestimation of abilities Self – Middle & Late Childhood Shift to internal traits and abilities Social role descriptions Real and ideal selves More realistic about abilities Perspective Taking Opposite of egocentrism – the ability to assume another’s perspective Children who are good at this are popular Development progresses through stages (Selman) Self in Adolescence Abstract-idealistic Self-conscious/ preoccupied Contradictions within self Fluctuating picture across time/situations Possible selves Self-integrations as they get older Self in Adulthood Self-awareness (emotional intelligence) Accept own good and bad qualities Possible selves become more realistic Life review – evaluation of successes & failures; more likely as you get older Self-Esteem: What is it? Evaluative part of the self-concept Difference between the real and ideal self emotional Have you realized your potential? Do you value the trait, but have little potential? Ideal self includes the “ought” and the “wish” selves Measure of our sense of meaning in life This includes purpose Self-respect (Have you lived up to who you are?) Self-Esteem: What is it? Influenced by the reactions of others People are susceptible to flattery Generalized other, great ubiquitous “they” It is tougher to accept criticism Basis for conformity Self-Esteem: What is it? Self-serving bias Overrate ourselves Blame our failures Claim our victories As a rule, only depressed people truly have low self-esteem The Self-Esteem Movement Thank you to Dr. Tracey Zinn, on whose conference presentation this section is based. What’s the problem? “ The Self-Esteem Movement Propagated primarily in the educational system Curricula aimed at increasing students’ self-esteem Affects Everyone born after 1970… Focus has been on increasing self-esteem that is not rooted in reality Researchers now suggesting that students need to be able to identify their talents The Psychology of Self-Esteem Branden (1969) What Was Taught “Keep your head up, feel good about yourself” but not “take responsibility for your work”. Forsyth et al (2007) “You can do anything!” No use of the word “failure” Everyone got all As in HS, doing little work Unrealistic expectations of success Students report being bored in class What Resulted What Resulted: Attitudes “Being happy is the most important thing” We should always feel good about ourselves Increase in narcissism (debated) Don’t say “I’m a good soccer player” (Just say “I’m good.”) What Resulted: Attitudes Carol Dweck’s research Effort is considered a sign of stupidity When children are told that they are smart, they choose an easier task. Panic when they are challenged or think they are engaging in “a lot of effort”. Result – Confused Parents Encouraged delicate handling of children Shielded them from negative emotions, criticism Praised kids regardless of what they did Carol Dweck’s research Parents often think that helping their kids build selfesteem is done by shielding them from criticism and praising their talents Protecting kids from hurt, failure, criticism, & disappointment has made them more vulnerable What Resulted - Behaviors Thin skinned undergraduates, defensive when they miss questions or are challenged Generation X Goes to College (Peter Sacks) Students seem to be incapable of handling negative feedback. New hires are asking for raises and promotions almost immediately after being hired. When students with high SE are criticized Unfriendly, rude, and uncooperative. Entitlement regularly cited as an issue in college. What Failed to Result [High self-esteem] Isn’t associated with improved grades, career achievement, reduced alcohol usage, lower violent behavior, etc. Baumeister and colleagues (2003) Educational Outcomes of the Self-Esteem Movement Susan Jacoby The Age of American Unreason Are our students (people) hostile to knowledge? Self-esteem movement = I’m the smartest kid! “I’m supposed to be happy!” Backlash against Self-Esteem John Hewitt’s The Myth of Self-Esteem: Finding Happiness and Solving Problems in America “Why do you feel good about yourself?” “Because of self-esteem” Backlash against Self-Esteem Generation Me Risk of depression & anxiety higher for young people today “Our growing tendency to put the self first leads to unparalleled freedom, but it also creates an enormous amount of pressure on us to stand alone.” Are Negative Emotions Normal? Against happiness: In praise of melancholy Eric Wilson Loss of sadness: How Psychiatry Transformed Normal Sorrow into Depressive Disorder Alan Horwitz & James Wakefield The Medicalization of Society: On the Transformation of Human Conditions into Treatable Disorders Peter Conrad External Influences on the Self Culture Gender Stable vs. malleable aspects of the self The working self-concept Situational influences How do we come to know the self? Reflected appraisals Seeing ourselves through the eyes of others Social Comparisons Self-perception Observing our own behavior How do we come to know the self? Reflected appraisals What we think others think of us Charles Cooley – 1902 Looking-glass self George Herbert Mead – 1934 generalized How do we come to know the self? Social comparisons Upward comparisons Downward comparisons Better than average error (I am higher than most people on this attribute.) How do we come to know the self? Self-perception: Observing our own behavior Like a personal application of attribution theory Self-Regulation The behind-the-scenes executive function of the self (ego) Self-awareness theory: as we focus on the self, our attitudes, values, and goals are most likely to influence our behavior Compare to out own internal standards (activate the superego) Resolving Discrepancies If self-awareness leads us to positive feedback it helps us to accomplish our goals If it leads to negative feedback, it arouses anxiety and guilt Self-discrepancy theory says that this is like a Freudian conscience If we fear punishment, we are using the ought self. The ego ideal or ideal self carries a fear of disappointing self/parents. Variety of Responses D you think bad behavior or bad person? Do you have an ought or ideal focus? Large discrepancies lead to discouragement. People who tend to feel guilt have more empathy. People who feel ashamed tend to become depressed, angry, hostile and suspicious. Response to Negatives Distract yourself. Adjust your behavior. Goals To adjust your behavior, you often set a goal. You must choose the goal and allot energy to it. Goals meet needs & lead to feelings. If you have two equally attainable goals, the harder one will seem more desirable. You subjectively asses s the desirability of attaining the goal and the likelihood of reaching it. Some goals may turn out to be more trouble than they are worth. Goals What activates or turns on a goal? You can do this consciously and deliberately. It can be primed. There can be unconscious pursuit of a goal. Auto-motive theory subtle exposure to goal-related stimuli can prime a goal. Affective forecasting (not so accurate). May be the wrong factors are salient. (College housing study)
