16-06-2007 - NISCAR Children’s Self-Concept Stability And Shifts, Family And Peers Ole Michael Spaten, Aalborg University, Denmark.
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16-06-2007 - NISCAR
Children’s Self-Concept
• Stability And Shifts, Family And Peers
• Ole Michael Spaten,
• Aalborg University, Denmark
Background
• ”…has been an increasingly important area of study for psychology".
• (e.g. Rogers, 1961; Coopersmith, 1967; Gergen, 1968; Calhoun, 1977; Burns, 1979; Hansford et al., 1982; Løvlie, 1982; Harter, 1983; Markus et al., 1987; Muijs, 1997; Marsh et al., 1998; Elbaum et al., 2001; Hinkey et al., 2002; Leary, 2004).
• Few studies has investigated childrens development and construction of them self in a longitudinal design and younger children (Hattie & Marsh, 1996; Marsh, 2004)
• Performance and healthy development is correlated with positive self-conception (Braam, 2004; Spaten, 2001; Kazdin, 1990)
• Increased demand for competence on reflection (Beck, 1992; Gergen, 1994, 1991; Giddens, 1990; Ziehe, 1999)
• Requirement of an “enhanced sociological self-reflection on the parts of the individuals” Dencik, 2001
Research questions
• Are young children able to meet the demands for enhanced self-reflection?
• How do children develop and construct their personal identity and life narratives?
• Are children’s self-concept connected to gender, ethnicity and socioeconomic status?
Central concepts and theory
• Self-concept, self-worth and self
• Luria, Vygotsky
• William James, G.H. Mead, J. Bruner
Self-concept:
”…the persons experience of him self in relation to others” (Spaten, 2001)
“Self-esteem is the individual's satisfaction with the self-concept” (Calhoun & Morse, 1977).
Concept of one self as a physical, social, psychological (and moral) being.
• The self-as-I (the knower), constructs the self-as-me (the known)
• Self, itself is a relation between self and other, relating to one-self
"In its widest possible sense, however, a man's Me is the sum total of all that he CAN call his, not only his body and his psychic powers, but his clothes and his house, his wife and children, his ancestors and friends, his reputation and works, his lands and horses, and yacht and bank-account” (William James, 1892).
material Me (& bodily Me), social Me
spiritual Me (psychological Me)
• Becoming self-conscious is only possible according to Mead in a social context: "…this development has taken place only in a social group, for selves exist only in relation to others selves…" (Mead, 1925). 33
Teori og centrale begreber
• Luria siger:
• ”…[De søger] grundlaget for bevidstheden og selvbevidstheden i den menneskelige sjæls dybder eller i hjernestrukturens elementer, idet de helt ser bort fra det ydre miljø, som den menneskelige hjerne genspejler…”
• Luria, A. R. (1977). Om erkendelsesprocessernes historiske udvikling: En eksperimentalpsykologisk undersøgelse. Kbh.: Munksgaard
"The social dimension of consciousness is primary in time and in fact. The individual dimension of consciousness is derivative and secondary" (Vygotsky 1979, s. 30).
“…there is no such thing as an intuitively obvious and essential self to know, one that just sits there to be portrayed in words. Rather, we constantly construct and reconstruct a self to meet the needs of the situation we encounter…” (Bruner, 2002, p. 210). 33
Methods
• Multi Methods Research (Hanson, 2005) A combination of qualitative and quantitative researchmethods
• Duquesne school approach to phenomenological psychology (Giorgi, 2003)
• Mixed Methods Research Design
• A multitude of methods kan differentiate and support each other (Camic, Rhodes, & Yardley, 2003, p. 10; Rank, 1992, p. 297ff.; Coolican, 2004)
• Selection of participants for the qualitative part of the investigation
High performance Low performance
1 class from Nørrebro (A) 1 class from Nørrebro (B)1 class from Vesterbro (C)1 class from Vesterbro (D)
Boy and girlBoy and girlBoy and girlBoy and girl
Boy and girlBoy and girlBoy and girlBoy and girl
1 class from Søborg (E) 1 class from Søborg (F)1 class from Vanløse (G)1 class from Vanløse (H)
Boy and girlBoy and girlBoy and girlBoy and girl
Boy and girlBoy and girlBoy and girlBoy and girl
ResultsSelf-concept - Scholastic Competence
Scholastic Competence broken down on Gender
Blue: Girl.Green: BoyData from Longitudinal project
Time 1: Start (of study)Time 2 One year laterTime 3 One year laterTime 4 One year later etc.
ResultsSelf-concept – Physical Appearence
Physical Appearance broken down on Gender
Blue: Girl.Green: BoyData from Longitudinal project
Time 1: 3rd GradeTime 2 4th GradeTime 3 5th GradeTime 4 6th Grade etc.
ResultsSelf-concept – Physical Appearence
Physical Appearance broken down on Gender
Blue: Girl.Green: BoyData from Longitudinal project
Time 1: 1st GradeTime 2 2nd GradeTime 3 3rd GradeTime 4 5th GradeTime 5 7th Grade
ResultsSelf-concept - Scholastic Competence
Social class and districts in Greater Copenhagen Areas
Blue: Middleclass, a neighbourBrown: Workingclass d neighb.Green: Workingclass a neighb.
Data from Longitudinal project
Time 1: Start (of study)Time 2 Middle (3 years later)Time 3 End (3 years later)
Results
• Interviewing 32 children• Who are the four children?• Chilae• Emin• Morten• Annette• (”Rich”) quotations of interviews with the
four children interview.ppt
Background variables
Age:
11 y House Mothers
Work
Fathers Work
Reading:
second / word
Pct. Right
Teach: Con-duct
Ravens Progres. Matrices
C Flat Kitchen Assistant 16 92 VU 28
E Flat Student Busdriver 9 95 U 19
M Villa Kindergart. Supervisor
Engineer 4 98 S 31
A Row Consultant Teacher 6 98 VS 33
Age differences – self-concept
Period
(Trad. phasemodel)
Self-concept Examples
Childhood (2-6 år)
Age.ppt
Observable, concrete characteristics
Specific interests, activity
I got blue eyes M I am a boy Em
I play soccer
Late childhood
(7-11)
Generel interests
Social comparison
Interpersonal qualities
I love animals A
I look smarter M2 I don’t tease… 2
Adolesc.
(12-19)Concepts, hidden, abstract
psychological qualities
I am a lively person…
R1 … an angel…
Western culture vss East/asian culture
• Independent self-system
MotherFather
Brother
FriendFriend
Collegea
• Interdependent self-system
Brother
Friend
Collegea
MotherFather
Friend
Markus & Kitayama, 1998; Wang, 2004
C2M17
Self focused * Assertive Group orientation * Modest
Developmental dimensions in children’s self-concept
Younger children ....-> Older children
Material ……………-> Formal M15
Absolute ……...……->
Multidimensional Cit225R
Conclusion
• Children constructs identity, becomes self-conscious, self-reflecting, comp. through social interaction with family and peers
• Children’s construction of personal identity follow – despite patterns – NOT stages
• Gender, Culture, Class interacts
• Instrumental validity and reliability
• Longitudinal research wanted
Discussion
• Do we see children construct their identity – as Mead suggest – through social interaction? 14 CitatD9
• Do children construct identity without stable core self, without continuity – as Bruner suggest? 15 26R
Self-concept differentiates in time according to development:• Social (peer and family relations)
– Later diff. into “Same gender” and– “Opposite gender”
• Material (possessions)• Performance• Physical (body)• Conduct (behaviour)
– Psychological (values, ideas etc.)– Love– Parents
Self-construction: Prime concepts
Grounded in results from research:• Social construction• Psychological me• Material me• Continuity• Agency• Uniqueness
• Related to theoretical work by: James, Mead, Luria, Vygotsky, Bruner
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