SOCIAL DEVELOPMENT Self-Concept: One’s perceptions of one’s unique attributes or traits. Looking-Glass Self:

SOCIAL DEVELOPMENT Must first achieve self recognition before developing a sense of who or what you are (i.e. rouge on nose!) Theory of Mind – coherent understanding of your own and others’ rich mental lives. * desire theory of mind * belief-desire theory

SOCIAL DEVELOPMENT Developmental Changes in Self Descriptions Mention DECREASES with age for: actions (e.g. “I can play Twinkle, Twinkle.”) likes/dislikes (e.g. “I love pizza.”) physical characteristics (e.g. “I have curly red hair.”) body image (e.g. “I’m short.”) gender (e.g. “I’m a girl.”) possessions (e.g. “I have a gerbil.”) citizenship/territory (e.g. “I’m an American.”, “I live on Birch Street.”)

SOCIAL DEVELOPMENT Developmental Changes in Self Descriptions Mention INCREASES with age for: age category “I’m almost 18.” family role “I’m the youngest child”. interpersonal style “I’m very talkative.” sense of determination “I’m pretty ambitious and work hard.” sense of unity “I’m kind of mixed up right now.” psychic style “I’m a moody person, but really curious about things.” ideology/personal beliefs “I’m not a Republican/Democrat, etc.”

SOCIAL DEVELOPMENT Self-Esteem Self-Esteem: One’s evaluation of one’s worth as a person based on an assessment of the qualities that make up the self- concept. Origins of Self Esteem 1. 2.

SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Smith and Smoll (1990) studied 542 Little League players (all boys, years) and 51 coaches. 14-item measure of self esteem 10 questions on attitude towards baseball (home interview) Coaches behavior 3+ games observed and coded

SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Coaches behaviors that were coded: Coaches Reactive Behaviors Reinforcement Nonreinforcement Mistake-contingent encouragement Mistake-contingent technical instruction Punishment Punitive technical instruction Ignoring mistakes Keeping control

SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Coaches behaviors that were coded: Coaches Reactive Behaviors Coaches Spontaneous Behaviors General technical instruction General encouragement Organization General communication

SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Results:

SOCIAL DEVELOPMENT What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves?

SOCIAL DEVELOPMENT What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves? (Based on the research of Smith & Smoll as well as Harter, Stipek, Dweck and their colleagues 1985, 1987)

SOCIAL DEVELOPMENT Achievement Intrinsic Orientation: Extrinsic Orientation:

SOCIAL DEVELOPMENT Achievement Mastery Orientation: Learned helplessness:

SOCIAL DEVELOPMENT Home and Family Influences on Mastery Motivation and Achievement Child is securely attached Parents provide intellectually stimulating environment Parents reinforce self-reliant behavior Parents set high standards and encourage children to do well (CONTINUED….)

SOCIAL DEVELOPMENT Home and Family Influences on Mastery Motivation and Achievement Parents reward successes and are not overly critical of failures Parents are warm and accepting, but set standards, monitor progress, & provide guidance.

SOCIAL DEVELOPMENT Weiner’s Attribution Theory High Achievers Attribute successes to stable, internal causes (high ability) Attribute failures to unstable factors (insufficient effort, bad luck)

SOCIAL DEVELOPMENT Weiner’s Attribution Theory High Achievers Attribute successes to Attribute failures to Low Achievers Attribute successes to Attribute failures to

Fostering a Mastery Pattern of Achievement and Preventing Learned Helplessness 1.Praise successes and attribute to ability. 2.Attribute failures to lack of effort. 3.Provide failure and success experiences and emphasize the need to try harder after failures. 4.Set individual learning goals that emphasize improvement rather than competitive performance goals. 5.View mistakes as something to learn from rather than a sign of insufficient ability.

SOCIAL DEVELOPMENT J. Marcia’s Identity Statuses Identity Diffusion No ForeclosureNoYes MoratoriumYesNo Identity Achieved Yes StatusSearchCommitment

SOCIAL DEVELOPMENT Influences on Identity Formation 1.Cognitive Influences 1.Parenting Influences 1.Scholastic Influences 1.Social-cultural Influences