Chapter 15 Power Point

Harter's Self-Representation Stages

Six descriptive stages from early childhood to late adolescence

-The stages represent a person’s evaluation of self, or more commonly referred to as self-esteem and self-worth

Very Early Childhood

-Child focuses on physical aspects of self (hair color, favorite color or food)

-Unrealistically positive about themselves

Early to Middle Childhood

-Continue to overestimate their abilities

-Do not distinguish between ability and effort

-If I am working hard, I must be a good swimmer

Middle to Late Childhood

-With increased language and cognitive function, they become aware of social comparisons

-Other’s opinions of them matter

-Self esteem is influenced by others

-More balanced and accurate view of themselves

Early Adolescence

-Concerned about how others view them

-Interested in romantic partners

-May have multiple selves (cheerful with friends, depressed and sarcastic with parents)

Middle Adolescence

-Continue discriminations within groups (acting a certain way with close friends, different with acquaintances, and different with mother vs father)

-Concerned about how others view them

-They may not be popular if too studious

-Similar to Erikson’s Identity v Role Confusion stage

Late Adolescence

-Clearer sense of personal values, beliefs and standards

-Better understand their strengths and weaknesses and become less influenced by others

-Self knowledge becomes more internally driven

Self-Determined Theory

Includes 3 types of motivation, Intrinsically Motivated, Extrinsically Motivated, and Amotivation

Intrinsically Motivated

Behaviors which can be pleasure and satisfaction from participating, no material reward necessary

Extrinsically Motivated

Behaviors provide a means to an end, and individuals are not engaged in the behavior for their own sake. An example would be running to earn a medal

Amotivation

Is not seeing a relationship between outcomes and actions. Whatever I do, nothing positive will result. We don’t want children or adolescents to be amovitated toward PA

Self-Efficacy and Social Cognitive Theory

-Bandura (1997) defined self-efficacy as “beliefs in one’s capabilities.”

-Bandura listed 4 sources of self efficacy:

Past Successes

Vicarious Experiences

Verbal Persuasion

Physiological and affective states

When referring to exercise, self-efficacy is important:

-Is the person going to attempt the task?

-Will they persist?

-Will the outcome be success or failure

The higher the feeling of self-efficacy, the more likely they are to persist

Emotional Development and Self-Regulation

-Self-regulation is the ability to control your behavior and manage your thoughts and emotions in appropriate ways.

-Parent, teachers, caregivers can model, but it is up to the child to learn to self-regulate on their own.

-Think of a time you recently self-regulated…

-Have you ever decided to study for 30 minutes then take a break and reward yourself? If so, you engaged in self-regulation by goal setting (30 minutes) and self reinforcement (your reward).

How to enhance Self Regulation by Children and Adolescents

-Allow them to set goals for themselves

-Assist them in judgement; expose them to peer coping models and encourage personal improvement rather than comparison which should increase self efficacy

-Model self regulation; let them see you set goals, succeed and fail

-Discuss success and failure