Self & Personality Flashcards

(91 cards)

1
Q

What is the self?

A

The self refers to an individual’s comprehensive perception of their own identity, character, and nature. It encompasses various components that collectively answer the question “Who am I?”.

  • The totality of Alex’s identity, including his thoughts, emotions, and personality.
    Example: Alex is a unique individual with memories, feelings, and a sense of personal existence.

The notion of the self is fundamentally social

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2
Q

What is self-concept?

A

Self-concept is the mental image one has of themselves, including how they perceive their traits, behaviors, beliefs and attitudes. It is subjective and can be changed, in which case the environment plays a huge role.
* How Alex perceives himself overall.
**Example: **“I am a hardworking student, but I struggle with public speaking.”

How individuals see themselves.

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3
Q

What are the components of self-concept according to Carl Rogers?

A

According to Carl Rogers, the self-concept is composed of three parts:
* ideal self
* self-image
* self-esteem

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4
Q

What is the ideal self?

A

The ideal self is the person you want to be. This person has the attributes or qualities you are either working toward or want to possess. It’s who you envision yourself to be if you were exactly the person you wanted to be.
* The person Alex wants to be.
Example: “I want to be confident, successful, and a great leader.”

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5
Q

What is self-image?

A

Self-image refers to how you see yourself at this moment in time. Physical characteristics, personality traits, and social roles affect your self-image.
* How Alex sees himself in the present.
Example: “I see myself as intelligent but socially awkward.”

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6
Q

What is self-esteem?

A

How much you like, accept, and value yourself contributes to your self-concept. Self-esteem can be affected by a number of factors, including how others see you, how you think you compare to others, and your role in society.
* How Alex feels about himself (his self-worth).
Example:“I feel good about my academic achievements, but I often doubt my social skills.”

Evaluative component of self-concept, overall positive or negative view.

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7
Q

What is self-schema?

A

A self-schema is a cognitive structure derived from past experience that represents a person’s beliefs and feelings about the self, in both general and specific situations.
* Self-Schema – The mental framework Alex uses to organize information about himself.
Example: ‘hardworking student’ self-schema, so I always prioritize studying and get anxious if I don’t perform well in school.”

Self-schemas may increase the memory for information relevant to us.

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8
Q

Example of a self-schema

A

A person who identifies as athletic may:
* frequently engage in physical activities such as running, swimming, or playing sports.
* pay close attention to their fitness, diet, and overall health.
* feel confident and motivated in situations involving physical challenges.

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9
Q

How can personality be described?

A

Personality refers to the unique and relatively stable patterns of thought, emotion, and behaviour that define an individual and their distinctive way of experiencing and interacting with the world.

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10
Q

What is working self-concept?

A

Working self-concept is a subset of self-knowledge that is brought to mind in a particular context.

Class: intelligent; organized
Party: outgoing; fun

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11
Q

What is reflected self-appraisal?

A

Reflected self-appraisal refers to a belief about what others think of one’s self.

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12
Q

What is reflected appraisal/looking glass theory? (Cooley, 1902)

A

Reflected appraisal, also known as the looking-glass self, is the process by which individuals form their self-views based on their perceptions of how others see and evaluate them. It involves reciprocal influence: self-views affect judgments of others’ views, and judgments of others’ views affect self-views.

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13
Q

What is self-stereotyping?

A

Self-stereotyping is the phenomenon whereby people come to define themselves in terms of traits, norms, and values that they associate with a social group when their identity as a member of the group is salient.

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14
Q

What is social identity?

A

Social identities are parts of a person’s sense of self that are derived from particular group memberships.

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15
Q

Social Comparison Theory (Festinger, 1954)

A

Social Comparison Theory suggests that people have an innate drive to evaluate themselves, often in comparison to others, trying to obtain an accurate assessment of their own opinions, abilities, and internal states

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16
Q

Types of comaprison

A

According to Leon Festinger, there are two types of comaparison people engage in:
* upward social comparison
* downward social comparison

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17
Q

What is Upward Social Comparison?

A

Upward comparison takes place when we compare ourselves with those who we believe are better than or superior to us.
* These comparisons often focus on the desire to improve ourselves, our current status, or our level of ability. We might compare ourselves to someone better off and look for ways that we can achieve similar results.

confirms low self-esteem

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18
Q

What is Downward Social Comparison?

A

Downward social comparisons are when we compare ourselves to others who are worse off than us.
* Such comparisons are often centered on making ourselves feel better about our abilities or traits. We might not be great at something, but at least we are better off than someone else.

protects high self-esteem

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19
Q

Sociometer Hypothesis (Mark Leary)

A

The idea that self-esteem is and internal, subjective index or marker of the extent to which a person is included or looked on favourably by others.
High self-esteem indicates we are thriving in our relationships (low chance of rejection).
Low self-esteem suggests that we are having inerpersonal difficulties (high probability of rejection).

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20
Q

Contingencies of self-worth (Jennifer Crocker)

A

People’s self-esteem is contingent on their successes and failures in domains they deem important to their self-worth.

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21
Q

What is better-than-average effect?

A

The finding that most people think they are above average on various personality trait and ability dimensions.
e.g., most people believe they are above average drivers, even after having a car accident.

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22
Q

What is self-enhancement?

A

The desire to maintain, increase or protect one’s positive self-views.

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23
Q

Self-Affirmation Theory (Steele, 1988)

A

The idea that people can maintain an overall sense of self-worth after being exposed to psychologically threatening information by affirming a valued aspect of themselves unrelated to the threat.

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24
Q

Self-Verification Theory (Swann, 1990)

A

The theory that people strive for others to view them as they view themselves. Such verification o one’s view of the self helps people maintain a sense of coherence and predictability, which helps social interactions go more smoothly.

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What is self-regulation?
Self-regulation is the process by which people initiate and control their behaviour in the pursuit of goals, including the ability to resist short-term rewards that thwart the attainment of long-term goals.
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Self-Discrepancy Theory (Higgins,1987)
People hold beliefs about not only what they are actually like but also what they would ideally like to be and what they think they ought to be.
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Components of Self-Discrepancy Theory
Self-Discrepancy Theory comprises three parts: * actual self * ideal self * ought self | inconsistencies between these selves are linked tp emotional discomfort.
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What is the actual self?
The attributes and characteristics that a person believes they currently possess in reality. | The self you believe you are.
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What is the ideal self?
The attributes and qualities that an individual ideally wants to possess or aspires to be. | attributes you would like to possess -> hopes and wishes
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What is the ought self?
The attributes a person believes they should possess, often based on duties and obligations. | external demands people feel like they are compelled to honour.
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What are self-guides?
Self-guides are internalized standards or benchmarks individuals use to compare their actual self. They include ideal and ought beliefs. Proximity to these guides leads to positive emotions (e.g., happiness, calmness), while discrepancies result in negative emotions (e.g., sadness, guilt)
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Types of discrepancies
1. Actual-Ideal Discrepancy 2. Actual-Ought Discrepancy
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What is the general emotional consequence of Actual-Ideal Discrepancy?
Dejected-related emotions | Disappointment, dissatisfaction, shame, and feeling downcast
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What is the general emotional consequence of Actual-Ought Discrepancy?
Agitation-related emotions | Guilt, panic, and agitation
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What are the approaches to goal pursuit?
1. Promotion focus 2. Prevention focus
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Promotion focus
Self-regulation of behavior with respect to ideal-self standards; a focus on attaining positive outcomes throughapproach-related behaviors. | more likely in individualistic cultures
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Prevention focus
Self-regulation of behavior with respect to ought-self standards; a focus on avoiding negative outcomes throughavoidance-related behaviors. | more likely in collectivist cultures
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What is self-presentation?
Presenting the person we would like others to believe we are. | impression management = controlling the impressions of others about us.
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What is self-handicapping?
The tendency to engage in self-defeating behaviours to protect the self in public and prevent others from making unwanted inferences based on poor performance
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What is self-monitoring?
The tendency to monitor one's behavior to t the current situation.
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Types of self-monitoring
1. High self-monitoring 2. Low self-monitoring
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High self-monitoring
High self-monitors carefully scrutinize situations and shift their self-presentation and behaviour to match the situation at hand.
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Low self-monitoring
Low self-monitors are more liekly to act according to their traits and preferences, regardless of social context. | takes candor; psych patients often score high on low self-monitoring.
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Define face
The public image of ourself that we want others to believe.
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What is self-knowledge?
Information individuals have about themselves, including their abilities, values, and preferences.
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Self-Awareness Theory (Duval & Wicklund, 1972)
Self-awareness theory suggests that people become self-conscious when they focus attention on themselves. This leads to comparing their behavior to internal standards (e.g., morals or societal norms).
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Types of self-awareness
1. Public self-awareness 2. Private self-awareness
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Public self-awareness
This type emerges when people are aware of how they appear to others. Public self-awareness typically emerges in situations when people are at the center of attention. This type of self-awareness often compels people to adhere to social norms. When we are aware that we are being watched and evaluated, we often try to behave in socially acceptable and desirable ways. | can lead to evaluation anxiety
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Private self-awareness
This type happens when people become aware of some aspects of themselves, but only in a private way. For example, seeing your face in the mirror is a type of private self-awareness. Certain strategies can help you build a greater sense of private self-awareness. For example, journaling, meditating, and practicing mindfulness can help you become more aware of your inner thoughts, feelings, and sensations.
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What is self-control?
Self-control is the mental capacity of individuals to alter, modify, change, or override impulses, desires, and habitual responses. | it involves self-monitoring among other techniques.
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Psychodynamic Theory (Freud)
Sigmund Freud’s psychoanalytic theory suggests that personality is influenced by unconscious desires and conflicts, particularly those rooted in early childhood.
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What are Freud's personality structures?
1. Id 2. Ego 3. Superego
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Id
The unconscious part of the mind that seeks immediate pleasure and avoids discomfort, governed by the pleasure principle.
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Ego
The rational part of the personality that deals with reality and attempts to satisfy the desires of the id in socially acceptable ways, governed by the reality principle, which involves rational thought and problem-solving. | resolves conflict between id & superego
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Superego
The part of the personality that internalizes societal norms and morals, often causing feelings of guilt and shame when violated. | develops in childhood; rigid structure of morality; = the conscience
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Defense mechanisms
Unconscious strategies used by the ego to protect itself from anxiety and uncomfortable emotions, such as repression, denial, projection, and rationalization.
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Denial
Refusing to acknowledge the source of anxiety
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Repression
Excluding source of anxiety from awareness
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Projection
Attributing unacceptable qualities of the self to someone else.
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Rationalization
Creating a seemingly logical reason or excuse for behavior that might otherwise be shameful.
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Abraham Maslow’s Hierarchy of Needs (1943)
Maslow proposed that humans have a set of hierarchical needs, with basic physiological needs at the bottom and self-actualization at the top.
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Physiological Needs (Basic Needs)
The most fundamental needs required for survival. * Includes: Food, water, air, sleep, shelter, clothing, reproduction (biological necessities). If unmet, survival is at risk, and higher needs become irrelevant.
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Safety Needs (Basic Needs)
Once physiological needs are met, individuals seek security and stability. * Includes: Personal safety, financial security, health, property, law and order. Example: Having a stable job, insurance, or living in a safe environment.
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Love and Belongingness (Psychological Needs)
Humans are inherently social and seek relationships, intimacy, and a sense of connection. * Includes: Friendship, family, romantic relationships, social groups, community belonging. Loneliness or social isolation can hinder progress to higher needs.
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Esteem Needs (Psychological Needs)
The need for self-respect, recognition, and personal accomplishment. Two levels: * Lower esteem: Respect from others (e.g., status, recognition, fame). * Higher esteem: Self-respect (e.g., confidence, mastery, independence). If unmet, individuals may struggle with low self-esteem or seek external validation.
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Self-actualization (Self-Fulfillment Needs)
Self-actualization represents the realization of an individual’s full potential and the desire to become the best version of oneself (highest level of psychological development). * Includes: Personal growth, creativity, problem-solving, pursuing passions, fulfilling one’s purpose. Example: A scientist making discoveries, an artist creating masterpieces, or someone striving to be their best self.
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Maslow’s Later Expansion (Eight-Stage Model)
* Cognitive Needs – The need for knowledge, learning, curiosity, exploration, and understanding. * Aesthetic Needs – The desire for beauty, order, and artistic appreciation. * Transcendence Needs – Going beyond oneself to help others achieve self-actualization (e.g., altruism, spirituality, enlightenment).
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Carl Rogers’ Person-Centered Theory
Rogers emphasized the importance of self-concept and self-actualization in developing a healthy personality.
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Unconditional positive regard
The acceptance and love one receives from others without conditions, which is essential for developing a healthy sense of self. According to Rogers, a child raised with unconditional positive regard would develop a healthy sense of self-esteem and would become a healthily functioning person.
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Conditons of worth
Conditions of worth are limitations or boundaries placed on acceptance or love, typically by parents towards their children. They convey the message: "You are acceptable or worthwhile only when you engage in behaviors of which I approve". As a result, children quickly abandon their true feelings, dreams, and desires. They accept only those parts of themselves that elicit parental love and support. Thus people lose touch with their true selves in their pursuit of getting approval from others. That is, the child's personality is based on conditions of worth.
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Social Learning Theory (Albert Bandura, 1977)
Social Learning Theory emphasizes the role of observational learning, imitation, and modeling in the development of personality.
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Observational Learning
Learning that occurs by watching others, without direct reinforcement.
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Modeling
The process of learning through observation and imitation
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Reciprocal determinism
The idea that personal factors, environmental factors, and behavior all influence one another in a continuous loop.
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Self-efficacy
One’s belief in their ability to succeed in specific situations, which influences personality and behavior.
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Walter Mischel’s Cognitive-Affective Personality System (CAPS) (1995)
Mischel proposed that personality is shaped by cognitive and affective units that interact with situational factors.
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If-then contingencies
The idea that behavior depends on the situation; people may act differently in different contexts due to the interaction of cognitive factors and situational variables.
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The self in individualistic cultures
In individualistic cultures, the self is defined by personal attributes and independence.
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The self in collectivist cultures
In collectivist cultures, the self is defined by group membership and interdependence.
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Cultural self-construal
The way people view their relationship to others, either as independent or interdependent.
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Trait theory
Trait theory asserts that personality is composed of a number of stable characteristics or traits that influence behavior.
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Five-Factor Model (Big Five) (McCrae & Costa, 2008)
Big Five Personality Traits (OCEAN): * Openness to Experience * Conscientiousness * Extraversion * Agreeableness * Neuroticism
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Openness to Experience
The degree to which an individual is imaginative, curious, and open to new experiences.
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Conscientiousness
The degree of self-discipline, organization, and dependability.
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Extraversion
The tendency to seek stimulation in the company of others, characterized by sociability, energy, and talkativeness.
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Agreeableness
The tendency to be compassionate, cooperative, and trusting.
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Neuroticism
The tendency to experience negative emotions such as anxiety, anger, or sadness.
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Stability of Personality
Research suggests that while aspects of personality (like traits) are relatively stable over time, life experiences and social context can influence and modify certain aspects of personality. Personality can change in response to significant life events, therapy, or self-reflection, especially later in life. For example, conscientiousness tends to increase with age, while neuroticism may decrease.
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MBTI
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Social Investment Theory/ Lexical Hypothesis