Self Concept PDF

8/22/2019 Self Concept PDF

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1

UNDERSTANDING

SELF CONCEPT

Lecture 2

Prof. Sasmita Palo

Course Teacher


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Lecture contents

The self concept Self-esteem & Self-enhancement Self Monitoring


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Knowing others is wisdom, knowing yourselfis Enlightenment." - Lao Tzu


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WHAT IS SELF CONCEPT?


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SELF CONCEPT

How one views or feels about the self..

Rosenberg defines the self-concept broadly as "the totality of anindividual's thoughts and feelings having reference to himself as an

object" (1979:7).

Gecas (1984 ): It is the concept the individual has of himself as a

physical, social, and spiritual or moral being.


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Self awareness


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Self Theory

Two divergent schools of thoughts (symbolic

interaction):

1. Iowa or (Kuhn School)- self is aresearchable phenomenon;

2. Chicago or ( California or Blumer School)-through inferences


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Iowa or (Kuhn School)

The Twenty Statements Test: Who Am I?

Originally developed by Kuhn & McPartland

(1954)


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The assumptions or assertions

1. The person will refer the question who I am? to himselfand not to anyone else.

2. the person knows himself and he puts this knowledge intowords.

3. The persons awareness of himself is dependent upon thebehaviors of others in a situation and not a matter of traits or

instincts.

4. The persons awareness of himself precludes the use of anyfixed responses; the responses must be the persons own plan

of actions.

5. The responses to the questions are not limited to the testingsituation, but hve applicability in a variety of situations.


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Rate each one according to the four categories listed below. Evaluate, tothe best of your ability, which responses fall into the A-mode, B-mode, C-

mode, and D-mode categories.

A-mode responses are the type of physical characteristics : I am short; I

am a blonde; I am fair.

B-mode responses describe socially defined statuses usually associated

with group membership of some sort: I am a college student; I am a

Hindu; I am Father of Two.

C-moderesponses describe styles of behavior or emotional states: I am a

happy person; I am a country music fan; I am a fashionable dresser.

D-mode responses are more general than individual: I am part of the

universe; I am a human being.

Count the number of each type of response.

Now compare the totalswhich category got the most responses?

Analyze your responses


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Learning Log Assignment

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1. What do you think are the consequences for a society overwhelminglypopulated by one personality type or the other?

2. What would societys institutions look like if they were dominated byB or C mode only people?3. Are these two orientations mutually exclusive, or can you combine the

best parts of both? If the latter, what can you do in order to bring that

about?

Be sure to answer the above questions thoroughly and thoughtfully for fullcredit (any omissions will result in loss of points).

Also be sure to attach your Twenty Statements Test (the I Am statements

you did above) to your Learning Log !


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KNOWING SELF BYINFERENCES


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Draw your own tree

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Leave enough space for the branchesand the roots too.

Don't write words, letters or numberson your drawing. Only draw pictures,

squiggles or shapes.

You can use as much colour as youlike.


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Your tree can look any way you would like it

to look, but should include Root:

Draw one root for eachparent, grandparent and

caretaker in your life.

Each root should have asmall picture representing

the person it belongs to.

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to look, but should include BRANCHES :

Draw one branch for each familymember.

But you can also include anyonewho is important to you, means alot in your life.

Don't include too many friends -just the most important people inyour family life.

Alongside each branch - draw alittle picture to represent the

person it belongs to.

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to look, but should include LEAVES

Draw a leaf for eachsignificant event in your

life. A significant event is

anything that happened that

changed you or your life in

some way. Draw a little picture inside

each leaf of the important

event

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Your tree can look any way you would like it to

look, but should include a few tatteredLEAVES

Draw a leaf for eachlimitation.

Draw a little picture insideeach leaf of limitations

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to look, but should include FLOWERS

Draw a flower for each thingin your life that makes you

feel good about yourself.

Draw a little picture insideeach flower of the thing that

makes you feel good.

It should include yourstrengths

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Your tree can look any way you would

like it to look, but should include Fruits

Draw a fruit for each of your achievements no matterhow big or small.

Inside each fruit draw a little picture to represent yourachievement.

Sometimes the fruits (achievements) are the same asthe flowers (things that make you feel good about

yourself). That's fine ! Draw them twice! Or combinethem!

You can never have too many good things going on.20


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The environment that

nourishes the tree

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IMPLICATIONS

Describe the tree in one word. What did you feel? The memories or feelings that might

come up could be happy or sad.

Whatever they are, simply:1) notice them

2) name them3) write down your thoughts and

feelings in the learning journal.

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DIMENSIONS OF SELF CONCEPT


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SELF-CONCEPTION:

Situated Identity

Labeling Theory

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SOURCES OF SELF CONCEPT

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Intuitively, we recognize that introspection, theprocess of looking inward and examining ones

own thoughts, feelings, and motives, is one basisof self-knowledge.


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Source #2: Perceptions of Our

Own Behavior

Daryl Bem (1972): People can learn aboutthemselves simply by watching their own

behavior.

Self-Perception Theory: When internal cuesare difficult to interpret, people gain insight

by observing their own behavior.

Motivation---reward study


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Self-Perception Theory

No external rewardSelf-perception: I do

this because I like it.

Enjoyable

activities

External

reward (e.g.)

Self-perception:

I do thisbecause Im

paid to.

Extrinsic

Motivation

Intrinsic

Motivation


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PSYCHOLOGICAL CENTRALITY

"BIASED SCANNING


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Source 3: Other people

Social Comparison Theory

Emphasis on Accuracy: The holding ofincorrect opinions and/or inaccurateappraisals of ones abilities can be

punishing or even fatal in manysituations.

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Festinger (1954). A theory of social

comparison processes.

1. People are driven to evaluate their opinions

and abilities.

2. In the absence of objective information,

people compare to others.


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Social Comparison Direction Upward social comparison- compare to someone who is better

than you.

Downward social comparison- compare to someone who isworse than you.

Similarity- attraction hypothesis. People prefer to compareto others who have similar abilities.


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Two types of social comparison research

Comparison choice- when do people choose to compare toothers? With whom do people compare?

Reactions to comparison- what happens to self-evaluationswhen people encounter social comparisons?


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Source 4 : REFLECTED APPRAISALS

Called the symbolic interactionist perspective on self-conceptformation.

Grounded in Cooley's (1902) influential concept of the"looking-glass self in his work, Human Nature and theSocial Order in 1902 and in Mead's theory of the Self

(1934).

Three main components of the looking-glass self (Yeung, etal. 2003).

1. We imagine how we must appear to others.

2. We imagine the judgment of that appearance.

3. We develop our self through the judgments of others.34


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Source 5: Autobiographical memoriesFlashbulb memories ( Brown and Kulik in1977) Reminiscence bump

Source 6: CultureIndividualistic vs. Collectivistic Orientations

Sources of the Self-Concept


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SELF EVALUATION: SELF

ESTEEM

Self-esteem is the result of the selfsevaluations of the self-concept.

TWO DIMENSIONS: Competence : Efficacy based esteem-capable and effacacacious Worth: Person of worth and value


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Global self-esteem an overall evaluation ofself-worth,

Rolespecific self-esteem as the self-evaluationthat arises from one of life's many roles

(parent, student, spouse, etc.), and

Task- or situation-specific self-esteem as theself-evaluation that results from behavior in a

specific situation and representing a person's

competence in a task just performed.

Simpson and Boyle (1975)


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SELF ESTEEM WORK SHEET


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What your scores on the quiz for

self-esteem mean?

0 10: Time to Change: You question everydecision you make and are crippled by lack ofself-respect. Your self-esteem is dangerously and

you MUST make improving your self-esteem a #1

priority in your life.


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10-20: Middle of the Road: You have days when youthink youre doing ok, and days when you questioneverything you do. Work on believing in yourself a little

more, and everything will fall into place.

21-25: On the right track: Your faith in yourself is on theright track, but can use improvement. Practicerecognizing each small accomplishment and your self-

esteem will start to soar.

26-30: Solid self-esteem: No one has to tell you thatyoure ok! You have a healthy sense of self-respect andrarely, if ever, question your decisions. You learn from

your mistakes instead of dwelling on them. Keep up the

good work!


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How self-esteem affects us

High self-esteem has all sorts of benefits. Conversely, low self-esteem predicts analtogether poorer life experience.


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Self-enhancement Techniques

Four mechanisms to improve self-esteem

Self-serving cognitions

Self-handicapping Basking in reflected glory

Downward social comparison


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Self-serving cognitions

Schlenker et al. (1990) People tend to take credit for their own successes and

distance themselves from failure.


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Self-handicapping (first theorized by

Edward E. Jones and Steven Berglas)

If we (i) are unsure of our success on a task wevalue and (ii) feel we should do well, we may claim

or create a handicap to our own performance.

We do this in order to (i) build an advance excusefor possible future failure that might otherwisedamage our self-esteem and/or (ii) be able to claim

additional credit should we nevertheless succeed.

Claimed Self and behavioral handicaps


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BIRGing

Cialdini et al. (1976) BIRGing and CORFing Used most after threats to individual self-esteem

Basking in reflected glory

Enhancing self-esteem by identifying or claiming affiliation

with a successful group.


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BIRGing and CORFing

basking inreflectedglory

cutting off reflectedfailure


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Downward social comparisons

Social comparison theory (Festinger, 1954). In the absence ofobjective criteria, people may evaluate themselves relative to

similar others.

People can use this phenomenon proactively (Wills, 1981). Low or threatened self-esteem motivated downward social

comparison relatively positive evaluation of self

improved or secured self-esteem

This works by demonstrating I am better (off) than someone else. I am better (off) than I could be.


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OBSE : PIERCE &OTHERS

Self perceived value that individuals have ofthemselves as organizational members

acting within organizational context.

Employees with high OBSE shouldperceive themselves as important,

meaningful, effectual, and worthwhilewithin their employing organization


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Low OBSE: 10-20 Moderate: 21-39 High: 40-50


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The Determinants and Consequences of Organization Based Self-Esteem (OBSE)

Determinants of OBSE Factors Influenced by OBSE

Managerial respectOrganizational structureJob complexity

OBSE

Job performanceIntrinsic motivationGeneral satisfactionCitizenship behaviorOrganizational commitment andsatisfaction.


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Practical tips for building On the Job

Self Esteem

SHRM:

Be supportive by showing concerns for personal problems, interests,status and contributions.

Offer work involving variety, autonomy, and challenges that suit theindividuals values, skills and abilities

Strive for mgt-employee cohesiveness and build trust Have faith in each employees self management ability


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Self-Monitoring

Self-Monitoring

A personality trait that measures an

individuals ability to adjust his or her

behavior to external, situational factors

High Self-Monitors

Receive better performance ratingsLikely to emerge as leaders

Show less commitment to theirorganizations


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The Self-Monitoring Scale

Direction: Describe whether each of the following statements is more true or false for you. Circle T or F to indicate your

answer.

1. I find it hard it imitate the behavior of other people. T F

2. My behavior is usually an expression of my inner feelings, attitudes, and beliefs. T F

3. At parties and social gatherings, I do not attempt to say and do things that

others will like. T F

4. I can only argue about ideas that I already have. T F

5. I can make impromptu speeches, even on topics about which I have almost

no information. T F

6. I guess I put on a show to impress or to entertain people. T F

7. When I am uncertain how to act in a social situation, I look to the behavior of

others for cues. T F

8. I would make a good actor. T F

9. I rarely ask my friends advice on movies, books, or music. T F

10. I sometimes appear to others to be experiencing deeper emotions than I

actually am. T F

11. I laugh more when I watch a comedy with others than when alone. T F

12. In a group I am rarely the center of attention. T F

13. In different situations and with different people, I often act like very different people. T F

14. I am not particularly good at making others like me. T F

Source: Adapted from Bernard Asbell, What They know About You (New York: Random House, 1993).


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Scoring and Interpretation:

To obtain your score, count one point for each False answerto statements 1,2,3,4,9,12 and 14.

Count one point for each True response to statements 5, 6, 7,8, 10, 11 and 13.

The higher your score, the stronger your tendencies towardself-monitoring. You are a highs self-monitor if your scoreis 10 or higher; low if 5 or less. Moderate- 6 to 9


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For high self-monitors: Dont overdo it by turning from asuccessful chameleon into someone who is widely perceived

as insincere, dishonest, phony, and untrustworthy.

You cannot be everything to everyone.

For low Self-monitors: You can bend without breaking, so tryto be a bit more accommodating while being true to your basic

beliefs.

Practice regarding and adjusting to nonverbal cues in various

public situations.

If your conversation partner is bored or distracted, stop-because

they are not really listening.

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