GE - UTS

The Psychological Perspective of the Self

The Self as a Cognitive Construct

William James: The I and Me

1. ‘I’ Self

   • The self that actively perceives and thinks.

   • Aware of experiences; organizes and interprets them.

   • Represents the subjective part of the self.

2. ‘Me’ Self

   • The aspect of the self that is perceived, the object of attention, thought, and perception.

   • Represents the objective part of the self.

   • Components of the Me-Self:

     • Material Self

       • The physical aspect, including possessions that reflect identity (e.g. clothing, money).

     • Social Self

       • Attributes ascribed by others; multiple selves can coexist in harmony or contradiction.

       • Active roles must be selectively chosen in adulthood.

     • Spiritual Self

       • Inner thoughts, consciousness, and core values; subjective and less perceptible to others.

   • Demonstrates multidimensionality as outlined by William James.

Carl Rogers: Self-Concept

1. Self-Image

   • One’s perception of oneself.

2. Ideal Self

   • Aspiration shaped by significant others and experiences.

3. Self-Esteem (Self-Worth)

   • Evaluation of the self based on alignment with self-image.

   Personality Theory

   • Individuals can reach their full potential (self-actualization).

   • Actualizing Tendency

     • Natural drive towards growth.

   • Impediments like conditional worth can hinder self-actualization, where self-worth relies on external validation.

   • Facilitated by:

     • Congruence

     • Unconditional Positive Regard

     • Empathy

   • Positive self-regard leads to fulfillment.

Real and Ideal Self

1. Incongruence

   • Differences between perceived and ideal self; minimal overlap.

2. Congruence

   • Similarity between perceived and ideal self; significant overlap.

   • Real Self:

     • Authentic aspects of the self.

   • Self Image:

     • Can sometimes be distorted.

   • Discrepancy can cause difficulties in self-actualization leading to discomfort or low self-esteem.

   • Alignment fosters fulfillment and enhanced self-esteem.

   • Higher developmental levels:

     • Recognize various selves, making fine distinctions and managing them effectively.

     • Adults manage their selves differently than adolescents or children.

   • Individuals learn to integrate diverse self-concepts into a coherent identity.

   • Possible selves can include both desirable aspirations and undesirable outcomes.

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G.H. Mead: The Social Self

• Proposed that the self emerges through social interactions.

• ‘I - Self’: Unique personal identity.

• ‘Me - Self’: Socialized aspect of self.

Symbolic Interactionism

• Defines group identity based on membership.

• Social interactions are key to creating self-concept and social identity.

Tajfel and Turner: Social Identity Theory

• Explains how individuals derive self-concepts from social groups.

• Social Categorization

  • Classifying oneself and others into groups based on traits (e.g., race, gender).

  • Reduces uncertainty by defining social worlds.

• Social Identification

  • Adopting norms and values of the group; becomes part of self-concept.

  • Strong identification influences conformity to group norms.

• Social Comparison

  • Comparing one’s in-group with out-group; often exhibits group favoritism.

  • Can lead to biases and prejudice.

Shifts in Group Membership

• Affects self-worth; individuals may seek to enhance their group or switch groups for validation.

Social Comparison

• Evaluating one’s traits against others.

  • Upward Comparison: Comparing to those perceived as better; serves as motivation.

  • Downward Comparison: Comparing to those perceived as worse; can boost self-esteem but may encourage arrogance.

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Cultural Variations of the Self

• Markus and Kitayama (1991): Noted differences in self-definition between Western and Eastern cultures.

1. Individualistic Cultures

   • Value personal attributes (e.g., USA, European countries).

2. Collectivistic Cultures

   • Emphasize group relationships and connections (e.g., Asian cultures).

The Independent vs. Interdependent Self

1. Independent Self

   • Goal: Achieve independence and express uniqueness.

   • Anchored in personal abilities.

2. Interdependent Self

   • Defined by social relationships and obligations.

   • Prioritizes meaningful connections.

Construal Concept

• Illustrates how the self responds to cultural contexts.

  • Study by Steven Cousins (1989) showed American students favored personal traits, while Japanese students highlighted social connections.