week 11, chapter 10: self concept

The “I‑self” refers to awareness of oneself as distinct from others and develops around months.

3

The “Me‑self” includes knowledge of oneself shaped by others' opinions and appears around months.

15

Most infants recognize their own reflection between and 24 months.

18

Infants from cultures tend to pass the mirror test earlier.

Independent

Preschoolers describe themselves in terms of activities, preferences, and physical .

Characteristics

Middle childhood self-concept becomes more realistic and focused on to others.

Abilities

Adolescent self-concept becomes more abstract, differentiated, and .

Integrated

Cognitive growth allows for realistic, evidence-based self-descriptions and understanding of multiple .

Perspectives

The “looking-glass self” suggests our self-concept develops from how we perceive see us.

Others

The “generalized other” refers to internalized of how others view us.

Summaries

In adolescence, egocentrism re-emerges due to the ability to think about others’ of us.

Thoughts

The belief that everyone is watching and judging you is called the audience.

Imaginary

The belief that one’s experiences are unique is called the personal .

Fable

The illusion of is the belief that misfortune only happens to others.

Invulnerability

Erikson described adolescence as a time of crisis.

Identity

Marcia defined as actively exploring and examining alternatives.

Exploration

Marcia defined as choosing and committing to a belief or identity.

Commitment

A person who has explored and committed is in the identity status.

Achievement

A person with commitment but no exploration is in the identity status.

Foreclosure

Someone exploring but not yet committed is in identity .

Moratorium

Someone with no exploration or commitment is in identity .

Diffusion

Ethnocultural identity links culture, customs, and attitudes to one’s .

Self-concept

Minority adolescents often lack role models, which limits their view of their self.

Possible

Bicultural individuals identify with both minority and culture.

Majority

Someone identifying only with the dominant culture is experiencing .

Assimilation

Someone identifying only with the minority culture is practicing .

Separation

Not identifying with either culture is known as .

Marginalization

Self-esteem reflects the value one places on .

Oneself

The Rosenberg scale is a 10-item measure of .

Self-esteem

On the Rosenberg scale, a normal self-esteem range is between and 35.

25

Preschoolers often have high self-esteem due to thinking.

Preoperational

Self-esteem drops in elementary school due to increased with peers.

Comparison

Cultural pride may contribute to higher self-esteem in African American and teens.

Hispanic

Success in school, sports, or relationships reinforces self-worth through actual .

Competence

Genetic traits such as physical appearance or intelligence influence self-esteem through factors.

Hereditary

Praise focused on innate ability can lead to fear of .

Failure

Praise focused on effort encourages persistence and .

Resilience

Low self-esteem is correlated with depression, anxiety, and poor outcomes.

Academic

Overly inflated self-views may mask low self-esteem and promote responses to criticism.

Aggressive

Selman’s undifferentiated stage occurs between ages and 6 years.

3

In the social-informational stage, children understand that others can have different .

Thoughts

The self-reflective stage involves the ability to take someone else’s .

Perspective

The third-person stage allows children to step outside a situation to evaluate it from a viewpoint.

Third-party

In Selman's final stage, adolescents realize even third-person views are shaped by broader factors.

Cultural

Better language and cognitive skills predict more advanced taking.

Perspective

As self-concept becomes more complex, children describe others using more traits.

Abstract

Emotional intelligence involves perception, processing, regulation, and use of information.

Emotional

EI includes both cognitive abilities and stable traits.

Personality

Emotional intelligence training led to improvements in emotion and management.

Identification

Role-playing and diary writing were part of the 4-session training.

EI

Six months after training, gains in emotion identification and remained.

Management

Positive emotion regulation strategies include reappraisal, acceptance, and seeking.

Social support

Negative emotion regulation strategies include rumination and abuse.

Substance

Schools with high academic success often use emotional learning programs.

Social

Social-emotional learning promotes self-awareness, teamwork, and regulation.

Impulse

Secure attachment, cognitive growth, and role models contribute to healthy emotional .

Intelligence