Human Development

Chapter 11: The Self, Identity, and Personality

Self-Understanding

Self — All characteristics of a person

Identity — who a person is, integration of self-understanding

Personality — enduring personal characteristics

Self in Developmental Perspective

Infancy: visual self-recognition; age 1-2

Self-descriptions in early childhood: Concrete

Physical

Activity-based

Self-descriptions inMiddle to Late Childhood

Psychological traits- personal preferences

References to peer groups

Self-descriptions inMiddle to Late Childhood

**Social comparison: more realistic self-evaluations

Real vs. Ideal Selves

Self in Adolescence

Abstract self-appraisals

Self-consciousness

Adolescent egocentrism

Self in Adolescence

Contradictions in notions of self

Fluctuating self: situational

Real, ideal and possible selves

Racial/Ethnic Identity

How salient to each individual?

Groups affected by discrimination/racism

“bi-cultural” identities

Perspective Taking

Ability to assume another’s perspective and understand his/her standpoint

In contrast to egocentrism

Increases with age

Self-Understanding in Adulthood

Self-Awareness Awareness of strengths and

weaknesses

Improves in young and middle adulthood

Self Understanding in Adulthood

Possible Selves We have fewer and more

concrete “selves” with age

We revise our possible selves through adulthood

Adulthood: Life Review

In middle age, common in older adults

Evaluations of successes and failures

Reconstructing/reinterpreting our lives

Self-Esteem

Self-esteem: global evaluation of the self

“Self-esteem Movement”

Self-esteem research

Modest relationship with school grades

Strongly related to happiness

High self-esteem: linked to both prosocial and antisocial actions

Self-Esteem: Narcissism

Narcissism Self-centered, self-concerned Conceited Rarely show empathy Inability to perspective-take Rage and shame when others don’t admire

them

Self-esteem

Outcomes are mixed Some outcomes are negative

Should we foster something other than self-esteem?

Self-Esteem in Childhood and Adolescence

Accuracy of self-evaluations increases across the elementary school years

Majority of adolescents have positive self-image cross-culturally

Girls’ self-esteem is significantly lower than boys’ by middle school years

Self-Regulation

Ability to control one’s behavior

Cognitive monitoring of thoughts

Linked to higher achievement and satisfaction over the lifespan

Identity

Erikson:

Identity vs. Role Confusion

Beginning in adolescence, extends throughout adulthood

Components of Identity

Achievement/intellectual identity

Vocational/career identity

Cultural/ethnic identity

Relationship identity

Religious identity

Physical identity

Sexual identity

Political identity

Identity

How do we define our identities?

Identity through performance/activity Meaningful engagements

Personality

Traits Questionnaires: self-report

Costa & McCrae: “Big Five”

Big Five

Openness to experience Contentiousness Extraversion Agreeableness Neuroticism

Big Five Factors of Personality

Fig. 11.10

Big Five

Stability? Fairly stable after age 30

Critique: Too rigid “psychology of the stranger”

Life Story/Life History Approach

We live “storied lives” (McAdams, 1988)

To know a person is to know a life in context

The Life-Events Approach

Life events/situational events Examples: divorce, job loss, promotions,

etc.

Role of mediating factors Physical health Family supports Coping strategies

Socio-historical context

Stability and Change in Personality

Personality traits are never fixed

However, in adulthood, changes are small

Individual differences