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 Differences  Gender  Ethnicity/culture  Age  Elementary School: 3.1 out of 4

Age High SE Low SE Mean-Level Changes in Self-Esteem Explain the changes!! 1.Age 15: Self-esteem decreases 2.Mid-20’s: Self-esteem increases 3.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 6 th to 7 th Grade: Math, English, Social, Sports  Assessed changes in measures over time Elementary YearGrades 11 st, 2 nd, 4 th 22 nd, 3 rd, 5 th 33 rd, 4 th, 6 th (Wigfield & Eccles, 1994) 6 th to 7 th Grade WaveGrades 1Fall 6 th grade 2Spring 6 th grade 3Fall 7 th grade 4Spring 7 th grade

Domain-Specific Mean-Level Changes: Elementary School (Wigfield & Eccles, 1994) But, global SE did not change over time. High Low

Domain-Specific Group Differences: Elementary (Wigfield & Eccles, 1994) High Low * * * *

Domain-Specific Mean-Level Changes: 6 th to 7th (Wigfield & Eccles, 1994) Global SE DID change over time. High Low

Mean-Level Changes in Self- Esteem: 6 th to 7th Fall 7thSpring 7thSpring 6thFall 6th (Wigfield & Eccles, 1994) High Low

Domain-Specific Group Differences: 6 th to 7 th (Wigfield & Eccles, 1994) High Low 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 6 th 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 ClassificationDefinition Identity Achievement Resolved 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 LOW COMMITMENT HIGH EXPLORATION LOW EXPLORATION IDENTITY ACHIEVEMENT IDENTITY MORATORIUM IDENTITY DIFFUSION IDENTITY FORECLOSURE

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 ClassificationDefinition Identity Achievement Resolved identity issues by making personal commitments to a goal Identity Foreclosure Committed 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 Diffusion Not yet thought about or resolved identity issues and future direction