Development of Self CHAPTER 6 Global SelfEsteem Selfesteem

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

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 High SE Low. S E 5 15 25 35 45 Age 55 65 75

Elementary Global /Domain-Specific Mean-Level Changes Children completed self-report measures Global self-esteem Competency in 4 domains Year Grades 1 1 st, 2 nd, 4 th 2 2 nd, 3 rd, 5 th 3 3 rd, 4 th, 6 th to 7 th Grade Wave Grades 1 Fall 6 th grade 2 Spring 6 th grade 3 Fall 7 th grade 4 Spring 7 th grade 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 (Wigfield & Eccles, 1994)

Domain-Specific Mean-Level Changes: Elementary School High 7 But, global SE did not change over time. 6 5 Math 4 Reading Music Sports 3 2 Low 1 Year 2 Year 3 (Wigfield & Eccles, 1994)

Domain-Specific Group Differences: Elementary High 7 Self-Reported Competency 6 * * 5 Girls 4 Boys 3 2 Low 1 Math Reading Music Sports (Wigfield & Eccles, 1994)

Domain-Specific Mean-Level Changes: 6 th to 7 th Self-Reported Competency High 5, 5 Global SE DID change over time. 5, 25 Math 5 English Sports Social 4, 75 Low 4, 5 1 2 3 4 Wave (Wigfield & Eccles, 1994)

Mean-Level Changes in Self. Esteem: 6 th to 7 th Global Self-Esteem High 15 14, 5 14 13, 5 Low 13 1 2 3 4 Wave Fall 6 th Spring 6 th Fall 7 th Spring 7 th (Wigfield & Eccles, 1994)

Domain-Specific Group Differences: 6 th to 7 th Self-Reported Competency High 7 6 * * * n. s. 5 Girls 4 Boys 3 2 Low 1 Math English Sports Social (Wigfield & Eccles, 1994)

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 selfesteem? 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 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 EXPLORATION IDENTITY MORATORIUM LOW COMMITMENT IDENTITY ACHIEVEMEN T 17 -19 20+ 12 -13 IDENTITY DIFFUSION HIGH COMMITMENT IDENTITY FORECLOSUR E LOW EXPLORATION

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 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