Problem 7 Flashcards
1
Q
Self Concept
A
- various ways which children think about themselves and have distinct kinds of self awareness
- something unique to a person
- sense of the self in several ways, with own developmental pathways
- children have intuitive theories about the self
2
Q
Affirmatory Talk
A
- important for self-concept development because it helps children develop a positive view of themself, feel secure, develop a positive view in themselves, recognize and accept themself, trust their own ability
- rewatch lecture for the actual definition
3
Q
Ecological self
A
- a child sense of where they are moving through the world
- automatic, immediate, nonverbal
- perceptual and motor awareness
- from birth
4
Q
Interpersonal self
A
- sense of interacting with other people, social sense of self
- shortly after birth onward
- mutual social interactions
5
Q
Extended self
A
- age 4 onward
- autobiographical timeline, child understands that they are linked to the past and having the ability to think about the future
5
Q
Private Self
A
- age 4 onward
- understand that we have privileged experiences no one else has, knowledge, dreams, perspectives
6
Q
Conceptual self
A
- age 4-5 onward, with major growth in middle childhood and beyond
- most influenced by others and ambient culture
- social rules (gender roles and family roles)
- able to articulate who we are relative to others
7
Q
Social interactions and self concept
A
- social interactions are central to development of self
- interactions and feedback from peers, teachers, caregivers
- environment can influence self talk that the child will used
- impacts self compassion, mindset, self-perceived ability and self esteem
8
Q
Self perceived ability
A
- age related changes: cognitive ability and self evaluative tasks, develops with age
- at 4-6 they engage in more self comparison
- at 8-10 they
- rewatch this
9
Q
Domain specific self concepts of ability
A
- it becomes more general to specific
- academic/school contexts: academic achievement is regularly monitored by grades, reports, tests
- development of representations about level of skills
- depends on subjective perspective of level of skill
Main findings: - does self concept of math and reading in childhood predicts achievement at late age in each domain, across levels of achievement:
- no impact of verbal self concept in academic achievement
- verbal self concept predicted verbal achievement but negatively related to math
- math self concept predicted math achievement but negatively related to verbal achievement
- so these perceptions are domain specific
10
Q
Which domain specific self evaluations are most central to children’s global self worth?
Does this differ across countries with different levels of individualism-collectivism?
A
-global self worth was most strongly correlated with self evaluations in domain of physical appearance, followed by behavioural conduct, peer relations, academic competence, athletic competence, parent relation
- effect of culture on asscociations between self evaluation and global self worth was similar across domains
11
Q
Self Esteem
A
- refers to a global evaluation of oneself as a person
- (positive) self-regard or attitude
- perception of own worth and value
- essential ingredient of self concept and personality
12
Q
Self Esteem - preschool years
A
- extreme positive views of self-esteem on all dimensions
- related to preschoolers’ general tendency toward excessive optimism
- overestimated of abilities may serve adaptive function by reducing discouragement when failures occur
13
Q
self esteem - early school years
A
- positive attitude but less extreme
- begins to make social comparisons but only to self at younger age
14
Q
self esteem middle childhood
A
- begins to break down self-image into components
- sees clear negative attributes in self
- social comparisons begin to influence self worth
15
Q
self esteem adolescence
A
- social comparisons become more complex
- social comparisons depend more on context
- individual differences in ways of interpreting social comparisons become more pronounced
16
Q
Is self esteem stable
A
- fluctuates over time
- but average tone that remains over time (over days, months, years)
- high self esteem -> reduced risk of developing anxiety and depression
17
Q
Factors contributing to self esteem
A
- parenting/caregivers: praise (direct), bonding, warm relationship, showing interest and feeling loved (indirectly)
- too much praise: if children are wrongly praised or praised too often, they get the idea that they need to be perfect all the time which is unrealistic, they also may become dependent on the praise (impacts motivation and resilience)
18
Q
Sociometer theory
A
- self esteem is an internal monitor for how much one is valued by others
- if a child has relational value then they will have higher self esteem
19
Q
Social comparison theory
A
- children compare themselves to others to evaluate ability and worth
- the older they get the more realistic they become at self evaluation
20
Q
How to measure self esteem
A
- difficult in general, but especially in childhood and early childhood
- self report: awareness of responding to items measuring positive self regards -> distortion of self-presentation (bias), maybe child does not want to report negative self representation
- she refers to a specific scale used
- implicit association task
21
Q
Preschool implicit association task (PSIART)
A
- preschool implicit association task
- 5 year old children
- categorization task (me, not me, good and bad categories)
- me and not me represented by flags
- combined task: my flags and good words vs not my flags and bad words
- combined tasks: reversed responses for good-bad words
- examine time spent combining good words with me vs bad words with me
22
Q
Moderator
A
- a condition that impacts the strength of the relationship between the IV and DV, can even change the direction, and can make it insignificant under a certain condition
- A moderator influences the level, direction, or presence of a relationship between variables
23
Q
Mediator
A
- mediators explain the relationship between IV and DV
- explains the process in which two variables relate
24
Example: Negative Social Self Concept
- Peer rejection on internalizing problems
- Self concept as mediator
- Teacher support as moderator
-Competency based model:
- child's construction of a sense of self competency going wrong
- negative feedback only leads to negative construction of self concept
- peer rejection leads to maladaptive self perceptions of ability to function in the social domain
25
Negative Social Self Concept
- a belief that one's social skills are inadequate
- negative evaluation of own competence in social situations
- not the true authentic identity
- often feel shy, awkward etc.
26
How were variables measured
- Rejection was determined by asking children to nominate who they liked and who they disliked
- Social self concept (fact check this) was measured using self report
- Internalizing problems was measured using teacher ratings
27
Moderated Mediation (idk why this was mentioned so concretely cuz it doesnt match the results but im so tired)
- peer rejection related to lower self concept but only when teacher support its low
28
Results
- peer rejection predicted internalizing problems via social self concept
- individual support may compensate negative effects of peer rejection (partial support)
- no gender differences
29
Discussion
- inconsistent results found over time (these moderating effects were only seen at some time points)
- effect of peer rejection on social self concept not at time 4
- effect of social self concept on internalizing only time 3+4
- may be the case that for older children, self-perceptions are less influenced by the environment (stable core)
- effect of teacher inconsistent: buffering effect may take time, teacher change may counteract
Limitations: low reliability of social self concept at time 1, only looks at peer rejection but not victimization or lack of friends, maybe other mediators (loneliness, negative beliefs about peers etc.)
30
Resilience
- ability to overcome hardships
- process of adapting well in the face of adversity and sources of stress
- bouncing back from difficult esxperiences
- people commonly demonstrate resilience
- likely to involve considerable emotional distress to develop this
- behaviours, thoughts and actions that can be learned and developed in anyone at any time
31
Developmental Systems theory
- the capacity of a system to adapt successfully to challenges that threaten the function, survival or future development of the system
- resiliency depends on an individual's connections to other people and systems external to the individual through relationships and other processes
32
What risks are studied
- Trauma
- Neglect
- Adverse childhood experiences
- Poverty
- Natural disaster
- War
33
Adaptive Success
- developmental tasks
- mental health
- physical health
- work achievement
caregiving
- happiness
34
Protective Factors
- neurobiological level (inflammation, stress system)
- behavioural
- cultural
- societal
- community
35
Common resilience factors
- positive relationship with caregivers
- sense of control : mastery of environment
- sense of purpose and meaning
- coping and problem solving skills
- positive role models
- opportunities to practice and develop
- positive self esteem
36
Resilience: Individual Factors
- high self esteem
- internal locus of control
- optimism (can be religious?)
- cognitive flexibility
- social competence
- reappraisal ability
37
Rutter Definition of Resilience
- factor that reduces impact of trauma and adversity, increase opporunities to recover
- it is a complex interplay with genetics, temperament, skills, past experiences, social support, cultural and societal resources
38
Why is self esteem important for children?
- emotional buffer to setbacks
- enable children to develop resilience to failure
- important for learning and education (opportunities for learning and education are important factors for resilience to develop)
