Development of Self

CHAPTER 6

Global Self-Esteem

Self-esteem - The evaluative component of self that taps how positively or negatively people view themselves in relation to others

Children who have high self-esteem view themselves as competent, capable, and are pleased with who they are

Individuals with high self-esteem are happier than those with low self-esteem

High self-esteem in childhood is linked to a variety of positive adjustment outcomes including school success, good relationships with parents and peers, and less anxiety and depression

But, direction of effects is unclear

Domain-Specific Self-Esteem

Five Domains of Self Perceptions Scholastic Ability

Athletic Competence

Physical Appearance

Behavioral Conduct

Social Acceptance

Global Self-

Esteem

Global Self-Esteem: Group DifferencesGender

Ethnicity/culture

AgeElementary School: 3.1 out of

4

5 15 25 35 45 55 65 75

Age

High SE

LowSE

Mean-Level Changes in Self-EsteemExplain the changes!!

1. Age 15: Self-esteem decreases2. Mid-20’s: Self-esteem increases3. Age 65: Self-esteem decreases

Global /Domain-Specific Mean-Level Changes

Children completed self-report measures

Global self-esteem

Competency in 4 domains Elementary School: Math, Reading, Instrumental Music,

Sports

Transition from 6th to 7th Grade: Math, English, Social, Sports

Assessed changes in measures over time

Elementary

Year Grades

1 1st, 2nd, 4th

2 2nd, 3rd, 5th

3 3rd, 4th, 6th

(Wigfield & Eccles, 1994)

6th to 7th Grade

Wave Grades

1 Fall 6th grade

2 Spring 6th grade

3 Fall 7th grade

4 Spring 7th grade

Domain-Specific Mean-Level Changes: Elementary School

Year 1 Year 2 Year 31

2

3

4

5

6

7

MathReadingMusicSports

(Wigfield & Eccles, 1994)

But, global SE did not change over time.

High

Low

Domain-Specific Group Differences: Elementary

Math Reading Music Sports1

2

3

4

5

6

7

GirlsBoys

Se

lf-R

ep

ort

ed

Co

mp

ete

ncy

(Wigfield & Eccles, 1994)

High

Low

**

*

*

Domain-Specific Mean-Level Changes: 6th to 7th

1 2 3 44.5

4.75

5

5.25

5.5

MathEnglishSportsSocial

Wave

Self

-Rep

ort

ed

Com

pete

ncy

(Wigfield & Eccles, 1994)

Global SE DID change over time.High

Low

Mean-Level Changes in Self-Esteem: 6th to 7th

1 2 3 413

13.5

14

14.5

15

Wave

Glo

bal S

elf

-Este

em

Fall 7th Spring 7thSpring 6thFall 6th

(Wigfield & Eccles, 1994)

High

Low

Domain-Specific Group Differences: 6th to 7th

(Wigfield & Eccles, 1994)

High

LowMath English Sports Social

1

2

3

4

5

6

7

GirlsBoys

Self

-Rep

ort

ed

Com

pete

ncy

n.s.*

* *

Bringing It Together Global Self-Esteem

Does not change during elementary school

Does change from elementary to junior high school-Why?

Gender differences do not appear until 6th grade –Why?

Domain-Specific Self-esteem Boys - ↑ math and sports

Girls – ↑ reading/English

Although SE changes, most children still report high SE

Even though domain-specific SE declines, global SE can remain the same

Influences on Self-Esteem

Family

Peers

Teachers and Mentors

Should we increase self-esteem? Problems with Increasing Global Self-Esteem

Fosters experimentation, including early sexual activity and drinking

Related to narcissism, prejudice, and antisocial behavior

Strategies to increase self-esteem Focus on domains in which children are successful,

interested, and those viewed as important

Provide contingent rewards

Identity Formation Identity - The definition of oneself as a

discrete, separate entity

Erikson – identity vs. identify confusion

Identity Status Theory (James Marcia)

Identity Classification

Definition

Identity AchievementResolved identity issues by making personal commitments to a goal

Identity Foreclosure

Not engaged in identity experimentation and established vocational/ideological identity based on choices/values of others

Identity Moratorium

Experiencing an identity “crisis” and actively asking questions about life commitments and seeking answers

Identity Diffusion

Not yet thought about or resolved identity issues and not making progress toward commitments

HIGH COMMITMENT

LOWCOMMITMENT

HIGH EXPLORATION

LOWEXPLORATION

IDENTITY ACHIEVEMEN

T

IDENTITY MORATORIUM

IDENTITY DIFFUSION

IDENTITY FORECLOSUR

E

12-13 12-13

17-19 20+

Identity Status Theory: Outcomes

Identity moratorium - anxious and intense, often have strained or ambivalent relationships with their parents and other authority figures; low in authoritarianism; better adjusted than foreclosed or diffused identity status

Identity diffusion - viewed as the least mature in their identity development. Some are delinquents and abuse drugs; others are lonely or depressed; still others are angry and rebellious. Most last intimate peer relationships.

Identity Status Theory: Outcomes

Identity achievement - associated with high self-esteem, cognitive flexibility, more mature moral reasoning, clearer goal setting, and better goal achievement

Identity foreclosure - more authoritarian and inflexible and more susceptible to extreme ideologies and movements, such as cults or radical political movements

Influences on Identity Formation

Parental Style

Adolescent’s Behavior

Environment / Historical Context

NAME THAT IDENTITY!Identity Classification Definition

Identity AchievementResolved identity issues by making personal commitments to a goal

Identity ForeclosureCommitted to an identity without experiencing a “crisis” of deciding what really suits them

Identity Moratorium

Experiencing an identity “crisis” and actively asking questions about life commitments and seeking answers

Identity DiffusionNot yet thought about or resolved identity issues and future direction