CHAPTER 11 SELF AND PERSONALITY

Learning Objectives How is the personality typically defined, and what are the five principles of defining personality? How do psychoanalytic, trait, and social learning theories explain personality development?

Personality An organized combination of attributes, motives, values, and behaviors Patterns of traits Unique to each individual Consistent across situations and time Self-Concept: Perceptions Self Esteem: Evaluation Identity: Overall sense of who you are

McAdams and Pals (2006) Five Principles Personality shaped by evolution for adaptation to environment People differ in dispositional traits People differ in characteristic adaptations Each has a unique life story Cultural and situational influences ever present

Psychoanalytic Theory: Sigmund Freud Three parts of the personality Selfish Id; Rational Ego; Moralist Superego Stages of psychosexual development Biological: ends at sexual maturity Personality formed in first 5 years Childhood anxieties become adult traits

Psychoanalytic Theory: Erik Erikson Emphasized Social influences Rational ego Life-span development Crisis-Oriented Stages Result From: Maturational forces Social demands

Trait Theory Psychometric Approach Personality: a set of traits Individual differences in each trait Measurement approach “Big Five” - Universal and stable Evidence of genetic basis Universal

Social Learning Theory Personality: A set of behavior tendencies Shaped by interactions Found in specific social situations No universal stages Not enduring traits People change as environment changes Situational influences important E.g., cheating

Learning Objectives How does self-concept emerge during infancy and how does it change across the life span? How has infant temperament been categorized? How do these temperament styles interact with caregiver characteristics? How does temperament relate to later personality?

Infancy:The Emerging Self First 6 months: Discover physical self Joint attention at about 9 mo Difference in perceptions can be shared Self-recognition about 18 months Categorical self (age, sex): 18 – 24 months Based on cognitive development Requires Social Experience The looking-glass self: a “reflection”

Temperament Seen in infancy Genetically based Tendencies to respond in predictable ways Building blocks of personality Goodness of Fit (Thomas & Chess) Parenting techniques Learning to interpret cues Sensitive responding

Leaning Objectives What changes occur in the development of children’s self-esteem? What factors influence self-esteem? How does personality evolve over childhood and what do children understand of their personality?

Changes in Self-Concept: age 8 Include psychological, social qualities Previously used only physical traits Increased Use of: Social comparison, multidimensionality Hierarchy with self-worth on top More accurate self evaluations Widening gap between ideal-self and real-self

Contributions to Higher Self-Esteem Competence! Positive social feedback Warm democratic parents Social comparisons that are positive Some temperament traits established Will develop into adult traits

Learning Objectives How do adolescents conceptualize their selves, including self-esteem and personality? What factors influence the development of identity during adolescence? How do adolescents make vocational choices and how does work affect adolescents’ identities?

The Adolescent Increased awareness of psychological and abstract traits Self-concept more integrated Self-esteem dips temporarily, rebounds Erikson’s Stage of Identity vs. Role Confusion “Who Am I?” Can last as long as into early 30s

Marcia’s Ego Identity Statuses Diffusion: “Hey wait a minute – they didn’t know everything. Maybe I’m not who they said I was.” (No crisis. No commitment) Foreclosure: “I’ll be a (Catholic, Democrat, doctor, etc.) because that’s what they told me was right.” (Commitment without crisis) Moratorium: “Who am I? What is right? Who will I become?” (Crisis, no commitment) Identity Achieved: “I can make my own life choices.” (Commitment, evolved from crisis)

The Four Identity Statuses as They Apply to Religious Identity

Identity Achievement Ethnic Identity begins in infancy Vocational Identity - increasingly realistic “Goodness of fit” becomes useful Influential Factors Cognitive development Openness to experience trait Warm, democratic parenting Culture that encourages exploration

Learning Objectives How does personality change during adulthood? Why do people change or remain the same? How does culture influence personality

Self-Concept and Adulthood Stable Self-Esteem Generally good Ability to adjust ideal to real self Evaluate self with different standards Comparisons with age-mates Related to stable personality traits Losses in self-esteem in later old age

Changes in Personality Cross-sectional studies show more changes Longitudinal, Cross-Cultural Studies Adulthood: achievement and confidence Older adults Decrease: activity level, openness to experience Increase: introversion, emotional stability, conscientiousness

Influences on Personality Change Heredity Earlier experiences Stability of environment Biological factors (e.g., disease) Poor person-environment fit

Learning Objectives What is the focus of each of Erikson’s psychosocial stages? What factors can influence how each crisis is resolved?

Adulthood – Erikson and Research Identity provides for intimacy in young adulthood More traditional women solve identity crisis after intimacy (marriage, children) Midlife generativity supported “Midlife crisis” not supported Integrity in old age supported Includes life review Life Stories: narrative identity approach

Learning Objectives How do career paths change during adulthood? How do adults cope with age-related changes that affect their working selves? How are older adults influenced by retirement? How can we characterize successful aging?

Vocational Development Young adults: Career exploration Thirties: Settling down Forties & Fifties: Career peaks Older Workers Competent, satisfied, and positive Selective optimization with compensation

Retirement Average age 63 Adjustment phases Success Factors: Person-environment fit Selective optimization with compensation Disengagement versus Activity Theory Support for activity theory