Self

Question 1

What is The Self (2)

Answer 1

William James
1. Self-as-subject (I, self-as-knower): Experience of self as an active agent rather than passive object
- Present from first months of life
2. Self-as-object (Me, self-as-known): Reflection/knowledge upon own person, self- concept
- Physical self, social self, concept of own abilities
- Starts to develop in 2nd year of life

Question 2

What are the 6 Self-as-Subject in Infancy

Answer 2

1. Emergent self (0-2 months): Coordination of perceptions (0-2 months)
   - Intermodal perception (e.g., sound and vision)
2. Core self (3-7 months): Coordination of actions
   - Body movement and motor skills (e.g., voluntary reaching)
3. Core-self-with-another
4. Subjective self (8 months +): Coordination of interpersonal experiences
   - Joint attention, “still face experiments”
5. Verbal Self (15 months plus)
6. Narrative self or selves (3 to 4 years)

Self-as-subject is experiential basis for self-as-object

Question 3

What is the test within Self-as-Object: Mirror Self-Recognition?

Answer 3

Rouge Test
- Application of spot of rouge to infants’ nose
- Infant is placed in front of a mirror
- Does he/she recognize red spot
1. Child touches own nose
- self-recognition is present
2. Child touches mirror
- Self-recognition is probably not present

Around age of 20-24 months children reliably recognize themselves in mirror

Question 4

What are the 3 Self-as-Object I:Developmental Trends?

Answer 4

1. Early to middle childhood
   - Body characteristics
   - Typical behaviors
   - Preferences
2. Middle childhood to early adolescence
   - Separation between overt behavior and psychological characteristics
   - Self-description in terms of generalized traits in particular in relation to social and academic competencies (“nice, (not) smart”)
3. Middle to late adolescence
   - Reference to personal beliefs, ideals, values
   - Context-specific differentiations (at school …., at home ….)

Question 5

What is the 3 Self-as-Object II: Children form self-view of abilities?

Answer 5

Children form self-view of own abilities in different domains
1. Intellectual/Academic
- Ability to read/write, math
2. Physical
- Sport, attractiveness
3. Social
- Relations with peers, popularity

• “Positivity bias”: Children consistently overestimate their own performance (but not those of their peers)

Younger children see themselves unrealistically positive

Question 6

What are the 3 Self-as-Object II: Explanations for decline in self-concept of abilities:

Answer 6

1. Effort and ability become increasingly differentiated
   - For young children ability increases with effort, trying hard indicates high ability
2. Criteria for evaluation of students change from intra-individual to social
3. Older children and adolescents are more sensitive to ability relevant information

Question 7

What is Self-esteem?

Answer 7

evaluation of one’s worth as a person
- Self-concept = we think about the self
- Self-esteem = how we feel about the self (negative/positive)

Question 8

what are the 5 domains in the Hierarchical model of childhood self-esteem

Answer 8

1. Scholastic competence
2. Social acceptance
3. Physical appearance
4. Athletic competence
5. Behavioural conduct

Question 9

what is mastery motive?

Answer 9

Humans are motivated to master their environments

Question 10

What are the 3 Developments of achievement motivation?

Answer 10

Definition: Willingness to strive to succeed at challenging tasks and to meet high
standards of accomplishment
1. Joy in mastery (infancy to age 2)
2. Approval-seeking (age 2)
3. Use of standards (age 3 and older)

Question 11

What are the 8 Developments of Achievement Motivation and Academic Self-Concept?

Answer 11

1. Influences in the home
   - Attachment quality
   - Stimulation in home environment
   - Intrinsic orientation to achievement
   - Authoritative parenting style
2. Peers
3. Culture
4. Mastery orientation
5. learned-helplessness orientation
6. attribution retraining
7. person praise leads to performance goals
8. process-oriented praise leads to learning goals

Question 12

what is SDT: 3 basic psychological needs?

Answer 12

1. Autonomy: behind and willingly engaged in what we are doing
2. Competence: efficacy; “I can do it” – not alone responsible for high quality motivation
3. Relatedness: feeling of belonging; sense of connectedness; part of a team or class; care for others – others care for you