Self-concept person (also called self-construction , self identity , self-perspective or self-structure ) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to "Who am I?".
The concept of self can be distinguished from self-consciousness, which refers to the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions. Self-concept is also different from self-esteem: self-concept is a cognitive or descriptive component of oneself (eg "I'm a sprinter"), while self-esteem is evaluative and opinionated (eg, "I feel happy to be a speed runner").
Self-concept consists of one's self-schema, and interacts with self-esteem, self-knowledge, and the social self to form oneself as a whole. It includes the past, the present, and the future, in which the future self (or possibly self) represents individual ideas about what they may be, what they want to be, or what they fear. Possibility of self can serve as an incentive for a particular behavior.
Perceptions of people about their past or future are related to their current perception of themselves. The temporal self-assessment theory holds that people have the tendency to maintain positive self-evaluation by keeping themselves away from their negative self and paying more attention to the positive ones. In addition, people have a tendency to look past the past with less fun (eg "I'm better than I used to be") and future self is more positive (eg "I'm going to be better than I'm now").
Video Self-concept
Histori
Psychologists Carl Rogers and Abraham Maslow had a major influence in popularizing the idea of ​​self-concept in the west. According to Rogers, everyone is trying to achieve "ideal self". Rogers also hypothesized that psychologically healthy people are actively moving away from roles created by the expectations of others, and instead look within themselves for validation. On the other hand, neurotics have a "self-concept that does not fit their experience, they are afraid to accept their own experiences as valid, so they distort them, either to protect themselves or to win approval from others."
Self-categorization theory developed by John Turner states that the self-concept consists of at least two "levels": personal and social identity. In other words, one's self-evaluation depends on self-perception and how others perceive it. Self-concept can alternate rapidly between personal and social identity. Children and youth begin to integrate social identity into their own self-concept in elementary school by assessing their position among peers. At the age of 5 years, the acceptance of peers significantly affects children's self-concept, influencing their behavior and academic success.
Maps Self-concept
Model
Self-concept is an internal model that uses self-assessment to define one's self-scheme. Features such as personality, skills and abilities, work and hobbies, physical characteristics, etc. Judged and applied to a self-schema, which is a self-concept in a certain dimension (for example, a person who considers himself a geek will associate "geek- like" qualities for themselves. "Self-contained schema sets up a person's overall self-concept. "I am lazy" is a self-assessment that contributes to self-concept.Statements like "I'm tired", however, will not be part of one's self-concept, because being tired is a temporary state and therefore can not be part of a self-scheme. a person may change over time when reassessment occurs, which in extreme cases can lead to an identity crisis.
Section
According to Carl Rogers, the self-concept has three distinct components:
- Views you have about yourself (Self-image)
- How much value you place on yourself (Self-esteem or self-esteem)
- What do you want you really like (Ideal self)
Development
Researchers argue over when the development of self-concept begins. Some argue that gender stereotypes and expectations set by parents for their children affect children's understanding of themselves around age 3. However, at this stage of development, children have a very broad sense of self, usually, they using words like great or good to describe themselves to others. Although this is the beginning of self-concept, others claim that self-concept develops later in life, around age 7 or 8. At this stage, children are ready gradually to interpret their own feelings and abilities, and receive and consider feedback from friends of the same age. , teachers, and family. In adolescence, self-concept undergoes significant time changes. In general, self-concept changes gradually, and instead, the concept is perfected and compacted. However, the development of self-concept during adolescence shows a "U" shaped curve, in which general self-concept decreases in early adolescence, followed by an increase in later adolescence.
In addition, adolescents begin to evaluate their ability on a continuum, which is contrary to the "yes/no" evaluation of children. For example, while children may judge themselves to be "smart", adolescents may rate themselves as "not the smartest, but smarter than the average." Despite differing opinions about early self-concept development, researchers agree on the importance of one's self-concept, which affects people's behavior and cognitive and emotional outcomes including (but not limited to) academic achievement, level of happiness, anxiety, social integration, self-esteem, and life satisfaction.
Academic
The academic self-concept refers to personal beliefs about their academic abilities or skills. Several studies show that it begins to develop from ages 3 to 5 due to influences from parents and early educators. At the age of 10 or 11, children assess their academic ability by comparing themselves to their peers. This social comparison is also referred to as self-estimate . The self-estimate of cognitive ability is most accurate when evaluating numerical subjects, such as mathematics. Self-esteem is more likely to be poor in other areas, such as speed of reasoning.
Some researchers suggest that, to improve academic self-concept, parents and teachers need to provide children with special feedback that focuses on their particular skills or abilities. Others also suggest that learning opportunities should be done in groups (both mixed capabilities and similar abilities) that discourage social comparisons, since too many of the two types of groupings can have an adverse effect on children's academic self-concept and the way they perceive themselves. in relation to their peers.
Physical
The concept of the physical self is the individual's perception of themselves in the field of physical ability and appearance. Physical abilities include concepts such as physical strength and endurance, while appearance refers to attractiveness. Adolescents experience significant changes in physical self-concept at puberty, about 11 years for girls and about 15 years for boys. Body changes during puberty, along with various psychologies during this period, make adolescence very important for the development of the physical self-concept. An important factor in the development of physical self-concept is participation in physical activity. It has even been suggested that teenagers' involvement in competitive sports enhances the physical self-concept.
Cultural differences
The world view of oneself in relation to others differs within and within culture. Western culture places special importance on the independence and expression of its own attributes (ie the self is more important than the group). This is not to say those in an independent culture do not identify and support their community or culture, there are only different types of relationships. Non-Western cultures support an interdependent view of self: Interpersonal relationships are more important than individual individual achievements, and individuals experience a sense of oneness with the group. Such identity fusion can have both positive and negative consequences. Fusion of identity can give people a sense that their existence is meaningful as long as people feel included in society (eg in Japan, the definition of the word for self (jibun) is roughly translated into "part of the living space together"). Fusion of identity can also undermine one's self-concept because one's behavior and mind must be able to change to keep aligning with the people of the group as a whole.
In addition, social norms and cultural identity of a person have a great influence on self-concept and mental well-being. When one can clearly define their cultural norms and how it plays a part in their lives, they are more likely to have positive self-identity, leading to better self-concept and psychological well-being. One example is in terms of consistency. One of the social norms in independent western culture is consistency, which allows each person to maintain his self-concept. from time to time. Social norms in non-Western, interdependent cultures have a greater focus on one's ability to be flexible and change as a group and environmental change. If this social norm is not followed in any culture, it can lead to a break with a person's social identity, which affects the personality, behavior, and self-concept as a whole.
A small study conducted in Israel shows that the distinction between an independent and interdependent self-concept exists within within culture as well. Mid-level traders in urban communities are compared to those in a kibbutz (collective community). Managers from the urban community follow an independent culture. When asked to describe themselves, they mainly use the description of their own personal traits without being compared to others in their group. When independent city managers respond interdependently, most are focused on work or school, as these are the two largest groups identified in independent cultures. The kibbutz managers follow an interdependent culture. They use hobbies and preferences to describe their traits, which are more often seen in interdependent cultures because they serve as a means of comparison with others in their society. There is also a great focus on shelter, lending to the fact that they share resources and living space with others from kibbutz. This type of difference is also seen in a study conducted with Swedish and Japanese teenagers. Normally, this is considered a non-Western culture, but Swedes exhibit a more independent nature, while the Japanese follow the expected interdependent traits.
Along with seeing the identity of a person as part of a group, other factors that coincide with self-concept are stereotypical threats. Many work names have been used for this term - "stigmatization", "stigma pressure," "stigma vulnerability," [and] "stereotypical susceptibility". The terminology set out to describe "situational situations is a 'stereotypical threat'." This term captures the notion of situational situations as the contingency of their [marginalized] group identity, the real threat of judgment or treatment in a person's environment beyond the limits of. "The idea of ​​stereotypical threats is described by Steele and Aronson in their study of how this socio-psychological notion affects African-American intellectual performance Steele and Aronson tested their hypothesis by organizing diagnostic tests between two different groups: African American and White students.For one group of stereotyped threats were introduced while the others functioned as controls.The finding was that the academic achievement of African American students was significant lower than their white counterparts when stereotypical threats are felt after controlling the intellectual ability.Since the commencement of stereotypical threats, other studies have shown the application of this idea to other groups.
When one's actions can negatively affect the common assumptions of stereotypes they are consciously emphasized. Instead of one's individual characteristics, the categorization of a person into a social group is what the objective society sees as a negative stereotype, creating a threat. "The idea that stereotypes are held about a particular group can create a psychologically threatening situation associated with a fear of confirming an assessment of a group of people, and in turn, hindering learning and performance." A
The same prejudices that exist in stereotypical threats are also present in the Education system as they serve the community, the family, and the individual. Discriminatory practices in schools are central to various educational and psychological researchers. This study aims to improve equality in the classroom as well as academic achievement among students in minority groups.
The presence of stereotypical threats perpetuates a 'hidden curriculum' that increasingly marginalizes minority groups. The hidden curriculum refers to the expression of hidden prejudices in which one standard is accepted as 'the set and the right way to do things'. More specifically, the hidden curriculum is the unintentional transmission of social construction that operates in the social environment of the educational environment or classroom. In the education system of the United States, it serves the dominant cultural groups in American society. "The main source of stereotyping is often the teacher education program itself.In these programs teachers learn that poor students and color students should be expected to achieve less than their 'mainstream' counterparts." The child's deficit assumptions are built into programs instructing teachers and lead to unintentional testing of all students with "mainstream" standards that are not always academic and that do not take into account the social values ​​and non- "mainstream" norms of students.
For example, the model of 'teacher as a formal authority' is the role of orthodox teaching that has been perpetuated for years until the 21st century teaching model landed on the scene. As part of the 5 major teaching styles proposed by Anthony Grasha, a Cognitive and Social Psychologist until his death in 2003, the authoritarian style is portrayed as the belief that there is "the right, acceptable, and standard way to do things." This system has been dominant throughout the education system in America, however, believes that there are 'acceptable sets and ways to do things' in the past and can now perpetuate the 'hidden curriculum' which is a form of institutionalizing racism against marginalized groups such as America Mexican, American Asian, African American, and students with learning disabilities. This opens the way for deficit thinking to govern and where the growth mindset diminishes.
Gender differences
Research from 1997, inspired by differences in cross-cultural self-concept, suggests that men tend to be more independent, while women tend to be more interdependent. A study from 1999 showed that, while men and women are not different in terms of independence or interdependence, they differ in their interdependence types. Women make use of relational interdependence (identifying more with one-to-one or small-group relationships), while men use collective interdependence (defining themselves in the context of large groups). In addition to their view of interdependence, men and women also see themselves differently. related to some other properties related to self-concept. For example, in a study conducted in 1987, men were found to consider themselves more accomplished and financially oriented and more competitive than their female counterparts. In contrast to this, women are more likely to see themselves as sociable, moral, dependent and less assertive than men. These differences potentially affect the subjective well-being of the individual.
Gender differences in the interdependent environment emerged in childhood: at 3 years of age, boys and girls choose same-sex couples, retaining their preferences until late primary school. Boys and girls engage in different social interactions and relationships. Girls tend to choose one-on-one interactions, form close and intimate bonds, while boys prefer group activities. One study specifically found that boys performed almost twice as well in groups as in pairs, while girls did not show any difference. In early adolescence, men are more likely to have positive physical self-concept. During this stage of development, boys who develop early tend to have a more positive outlook about themselves than with early developing women who see themselves as more negative. The biggest difference during the developmental stage between men and women is the way they see their looks. It is assumed at this age that more attractive people have more social power. By the time they reach college age, women continue to have lower physical self-concept than men.
Girls are more likely to wait their turn to speak, agree with others, and acknowledge the contributions of others. Boys, on the other hand, build greater group relationships based on shared interests and activities. Boys are more likely to threaten, boast, and call out names, indicating the importance of domination and hierarchy in groups of male friends. In mixed-sex couples of 33-month-olds, girls are more likely to watch passively play male partners, and boys are more likely to be unresponsive to what their female partners say. The social characteristics of boys and girls they develop during childhood tend to carry in the future when they become men and women, although the characteristics shown as younger children do not necessarily fully reflect behavior later on.
Several studies have shown differences between men and women based on their academic self-concept. In general, men are more likely to see overall higher academic self-concept, especially in math, science, and technology. Women tend to have a higher ability in their language skills. Different views of academic ability have resulted in academic achievement gaps in countries such as Norway. These perceived self-concepts tend to reflect typical gender stereotypes that are prominently displayed in most cultures. In recent years, more women have entered the STEM field, working in fields related to math and science. Many factors play a role in women adapting their self-concept to accommodate a more positive view of math and science such as; gender stereotypes, family influences and personal enjoyment of the subject. Women also tend to be more critical of their STEM abilities, causing them to require higher levels of achievement to have a level of self-worth equivalent to their male counterparts. This leads to women in general, less successful in the STEM area because there are not many sexes compared to men.
Media
Why do people choose one form of media over another? According to Galileo Model, there are various forms of media scattered across three-dimensional space. The closer one form of media to the other the more similar the source of media is to each other. The farther from every media form in space, the least similar media sources. For example, cell phones and cell phones are located closest in the space where newspapers and messages are farthest in space. Further research explains the relationship between self-concept and the use of various forms of media. The more hours a person makes using the form of media, the closer the media form to his self-concept.
Self-concept relates to the most widely used form of media. If you consider yourself to be technologically savvy, then you will use the phone more often than using newspapers. If you consider yourself old-fashioned, then you will use magazines more often than instant messaging.
In this day and age, social media is where people experience most of their communications. By developing a sense of self on a psychological level, feelings as part of a larger body such as social, emotional, and political bodies can affect a person's feelings towards themselves. If a person is included or excluded from a group, it can affect how they shape their identity. The growth of social media is a place to not only express the established identity, but to explore and experiment with developing identity. In the UK, the study of identity change reveals that some people believe that taking part in online social media is the first time they feel like themselves, and they have achieved their true identity. They also revealed that this online identity is transferred to their offline identity.
A 2007 study was conducted on adolescents aged 12 to 18 to see ways in which social media influence identity formation. The study finds that it affects formation in three different ways: risk taking, communication of personal views, and perceptions of influence. In this particular study, risk-taking behavior involves foreigners. When it comes to communication about personal views, half of the participants reported that it was easier to express this opinion online, as they felt an increase in the ability to be creative and meaningful. When it comes to the opinions of others, one subject reports on finding out more about themselves, such as an openness to experience, for accepting different opinions on things like relationships.
See also
Note
Further reading
- Huitt, W. (2011). "Self and self-views". Interactive Psychology Education . Valdosta, GA: Valdosta State University. Ã, (on self-concept versus self-esteem)
- Maruscsak, Lance. "What Influence Self-Concept Theory In High School Students?". Western Connecticut State University.
External links
- An overview of self-concept theory for counselors
- Assessment for self-concept
Source of the article : Wikipedia
0 Comments