Self Concept & Identity Development

Self-conceptions

The collection of traits and attributes that individuals use to describe or characterize themselves

Compared to children, adolescents are more likely to describe what they are like in different situations rather than overall generalizations

Differentiated Self-concepts

Actual self

Ideal self

Feared self

Aspects of Self-Concept

Self-image

Self-consciousness

Self-image stability

Self-esteem

Adolescents with more self-concepts are more like to…

be depressed

Self-image

The way a person views and evaluates themself

Self-consciousness

The degree to which an individual is preoccupied with their self-image (saliency)

Self-image stability

The degree to which an individual’s self-esteem changes from day to day.

Self-esteem

A person’s overall sense of worth and well-being

Development of identity throughout adolescence

Combination of physical changes (puberty), cognitive developments (abstract thinking), and social changes (increased peer interactions, new roles)

Difference between self-concept and identity

Identity is the individual’s response to expectations of them from others

The adolescent forges an identity, but at the same time society identifies the adolescent

Possible selves (definition)

The various identities an adolescent might imagine for him- or herself

The capacity for abstract thought means an adolescent can distinguish between them

Possible selves (4 and what they are)

Actual Self: Who I am

Possible Self: Who I might become

Ideal Self: Who I would like to be

Feared Self: Who I dread becoming

False-self behavior

Acting in a way that one knows is inauthentic or fake to present a false impression to others (awareness is key)

Most likely to happen in dating situations

Least likely to happen around close friends

Self-esteem

The degree to which individuals feel positively or negatively about themselves – A person’s overall sense of worth and well-being

Changes in self-esteem

people who enter adolescence with higher self-­esteem leave with higher self-esteem

changes in self-perceptions (whether positive or negative) are greater during early adolescence

Fluctuations in self-image during early adolescence are due to:

1. Egocentrism is common in early adolescence and makes young adolescents painfully aware of other's reactions to their behavior

2. Ambiguity of others’ actions/thoughts may leave young adolescents puzzled and uncomfortable about how they are really viewed by others

3. Increased importance of peers

Group differences in self-esteem — sex differences

Early adolescent girls are more vulnerable to disturbances in their self-image than any other group of youngsters

Group differences in self-esteem — ethnic differences

Because Black girls do not feel as negatively about their appearance as White or Latinx girls, they have relatively higher overall self-esteem.

However, Latinx students catch up with their Black peers by the end of high school.

Asian students began with the lowest self-esteem, and it remained lower than that of other groups over time

Antecedents of self-esteem

Parenting: Self-­esteem is enhanced by being raised by parents who are loving and supportive and by being accepted by one’s peers

Media: Although having high self-esteem is correlated with the use of social network sites, it appears that feeling positively about oneself leads teenagers to use social media, rather than the reverse

Consequences of high or low self-esteem

High self-esteem during adolescence does enhance adolescents’ well-being

Low self-esteem may lead to mental health problems

Low self-esteem —> ____ —> ____

Failure to seek social support —> loneliness —> low self-esteem

Adolescent identity crisis

Individuals explore and form a sense of self, encompassing their values, beliefs, and place in the world, often leading to a period of questioning and self-discovery

Erikson’s theory of identity development

Crises represent “critical periods” in development.

A person must experience both sides (syntonic and dystonic) before resolving conflict

Commitment must be made to the new identity

Early achievements and failures are carried into future critical periods

Marcia’s theory of identity statuses: 2 dimensions, 4 statuses

Dimensions:

1. Commitment

2. Exploration

Statuses:

1. Achievement (both commitment and exploration)

2. Moratorium (no commitment and yes exploration)

3. Foreclosure (commitment but no exploration)

4. Diffusion (no commitment or exploration)

Identity Status Examples

1. Achievement: “After studying in Peru, I realized I cannot work for a large corporation; I am going to be a nurse.”

2. Moratorium: "I want to be a marine biologist... no, a lawyer... no, a hairdresser like my best friend's mom."

3. Foreclosure: "I never had to think about what to do; I'm taking over the farm from Dad."

4. Diffusion: "I'm not worried about what to do after school... who cares."

Phinney’s model of ethnic identity: 2 dimensions 4 statuses

Dimensions:

1. Identification with Ethnic Group

2. Identification with Majority Culture

Statuses:

1. Bicultural (identification with ethnic group and majority culture)

2. Assimilated (no identification with ethnic group, but identification with majority culture)

3. Separated (identification with ethnic culture, but no identification with majority culture)

4. Marginal (no identification with either)

Ethnic status examples

1. Bicultural: "Being both Mexican and American is the best of both worlds. You have different strengths you can draw on in different situations."

2. Assimilated: "I don't really think of myself as Asian

   American, just as American."

3. Separated: "I am not part of two cultures. I am just Black."

4. Marginal: "When I'm with my Indian friends, I feel White and when l'm with my White friends, I feel Indian. I don't really feel I belong with either of them"

Racial/Ethnic Socialization (3 steps)

The process through which individuals develop an understanding of their ethnic or racial background, also referred to as racial socialization.

1. Understanding and valuing one’s culture

2. Dealing with racism

3. Succeeding in mainstream society

Immigrant paradox

The fact that on many measures of psychological functioning and mental health, adolescents who have immigrated more recently to the United States score higher on measures of adjustment than adolescents from the same ethnic group whose family has lived in the United States for several generations

Seller’s multidimensional model of racial identity: 3 aspects of racial identity

1. Racial centrality – how important race is in defining your identity

2. Private regard – how you feel about being a member of your race

3. Public regard – how you think that others view your race

Discrimination and its effects

predictive of subsequent conduct problems, depression, poor sleep, lower achievement, and faster aging