Human Development Chapter 11: The Self, Identity, and Personality
Self-Understanding Self — All characteristics of a person Identity — who a person is, integration of self-understanding Personality — enduring personal characteristics
Self in Developmental Perspective Infancy: visual self-recognition; age 1-2 Self-descriptions in early childhood: Concrete Physical Activity-based
Self-descriptions in Middle to Late Childhood Psychological traits- personal preferences References to peer groups
Self-descriptions in Middle to Late Childhood **Social comparison: more realistic self- evaluations Real vs. Ideal Selves
Self in Adolescence Abstract self-appraisals Self-consciousness Adolescent egocentrism
Self in Adolescence Contradictions in notions of self Fluctuating self: situational Real, ideal and possible selves
Racial/Ethnic Identity How salient to each individual? Groups affected by discrimination/racism “bi-cultural” identities
Perspective Taking Ability to assume another’s perspective and understand his/her standpoint In contrast to egocentrism Increases with age
Self-Understanding in Adulthood Self-Awareness Awareness of strengths and weaknesses Improves in young and middle adulthood
Self Understanding in Adulthood Possible Selves We have fewer and more concrete “selves” with age We revise our possible selves through adulthood
Adulthood: Life Review In middle age, common in older adults Evaluations of successes and failures Reconstructing/reinterpreting our lives
Self-Esteem Self-esteem: global evaluation of the self “Self-esteem Movement”
Self-esteem research Modest relationship with school grades Strongly related to happiness High self-esteem: linked to both prosocial and antisocial actions
Self-Esteem: Narcissism Narcissism Self-centered, self-concerned Conceited Rarely show empathy Inability to perspective-take Rage and shame when others don’t admire them
Self-esteem Outcomes are mixed Some outcomes are negative Should we foster something other than self-esteem?
Self-Esteem in Childhood and Adolescence Accuracy of self-evaluations increases across the elementary school years Majority of adolescents have positive self-image cross-culturally Girls’ self-esteem is significantly lower than boys’ by middle school years
Self-Regulation Ability to control one’s behavior Cognitive monitoring of thoughts Linked to higher achievement and satisfaction over the lifespan
Identity Erikson: Identity vs. Role Confusion Beginning in adolescence, extends throughout adulthood
Components of Identity Achievement/intellectual identity Vocational/career identity Cultural/ethnic identity Relationship identity Religious identity Physical identity Sexual identity Political identity
Identity How do we define our identities? Identity through performance/activity Meaningful engagements
Personality Traits Questionnaires: self-report Costa & McCrae: “Big Five”
Big Five Openness to experience Contentiousness Extraversion Agreeableness Neuroticism
Big Five Factors of Personality Fig
Big Five Stability? Fairly stable after age 30 Critique: Too rigid “psychology of the stranger”
Life Story/Life History Approach We live “storied lives” (McAdams, 1988) To know a person is to know a life in context
The Life-Events Approach Life events/situational events Examples: divorce, job loss, promotions, etc. Role of mediating factors Physical health Family supports Coping strategies Socio-historical context
Stability and Change in Personality Personality traits are never fixed However, in adulthood, changes are small Individual differences