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| the way a person sees, understands, and defines himself or herself |
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| the extent to which one perceives oneself as relatively close to being the person one wants to be and/or as relatively distant from being the kind of person one does not want to be, with respect to person-qualities one positively and negatively values |
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| identity refers to the social aspects of the self, that part of ourselves we use to create an impression, to let other people know who we are and what can be expected from us. identity is different from the self concept because identity refers mainly to aspects of the self that are socially observable or publicly available outward, such as ethnicity or gender of age. nevertheless. the social aspects of identity can become important aspects of the self concept |
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| the evaluation of oneself or one's performance in terms of comparison with a reference group |
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| the development of an inner private self concept is a major but often difficult development in the growth of the self-concept. it may start out with children developing an imaginary friend, someone only they can see or hear. this imaginary friend may actually be children's first attempt to communicate to their parents that they know there is a secret part, an inner part, to their understanding of their self. later children develop a full realization that only they have access to their own thoughts, feelings, and desires, and that no one else will know this part of them unless they choose to tell them |
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| a final unfolding of the self concept during the teen years. the ability to take the perspective of others or to see oneself as others do. this is why many teenagers go through a period of extreme self consciousness during this time, much of their energy is focused on how they appear to others |
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| seeing oneself as an object of other attention. often objective self awareness is experienced as shyness which may become a chronic problem for some. though it can lead to periods of social sensitivity this ability to consider oneself from an outside perspective is the beginning of a social identity |
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| the specific knowledge structure, or cognitive representation, of the self concept. self schemas are the network of associated building blocks of the self concept |
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| the notion of possible selves can be viewed in a number of ways, but 2 are especially important. the first pertains to the desired self- the person we wish to become. the second pertains to our feared self - the sort of person we do not wish to become |
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| the self that a person wants to be |
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| a person's understanding of what others want them to be |
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| the ideal self and the ought self act as self guides, providing the standards that one uses to organize self-relevant information and motivate appropriate behaviors to bring the self in line with these self guides |
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| discomfort related to social interactions, or even to the anticipation of social interactions. socially anxious persons appear to be overly concerned about what others think. baumeister and tice propose that social anxiety is a species typical adaptation that functions to prevent social exclusion |
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| a section of the limbic or emotional system of the brain that is responsible for fear |
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| the view that each of us had many roles and many aspects to our self concepts. however, for some of us, our self concepts are rather simple, being made up of just a few large categories. other people may have a more complex or differentiated self concept. for people with high self complexity, a failure in any one aspect of the self is buffered because there are many other aspects of the self that are unaffected by that event. however, for persons low in self complexity, the same event might be seen as devastating because they define themselves mainly in terms of this one aspect |
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| individuals with this strategy have usually done well on important tasks but lack self confidence in their ability to to handle new challenges. a defensive pessimist controls anxiety by preparing for failure ahead of time, they set low expectations for their performance and often focus on worse outcomes. this strategy overcomes anticipatory anxiety and transforms it into motivation |
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| situations in which people deliberately do things that increase the probability that they will fail |
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| an individual difference characteristic referring to how much a person's self-esteem fluctuates or changes over time. it is uncorrelated with mean level of self esteem |
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| identity has an element of continuity because many of its aspects, such as gender, ethnicity, ses, education level, and occupation, are constant. having an identity means that others can count on you to be reliable in who you are and how you act |
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| identity contrast means that a person's social identity differentiates that person from other people. an identity is the combination of characteristics that makes a person unique in the eyes of others |
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| erikson's term refers to the desperation, anxiety, and confusion a person feels when he or she has not developed a strong sense of identity. a period of identity crisis is a common experience during adolescence, but for some people it lasts longer. baumeister proposes 2 kinds of identity crises- identity deficit and identity conflict |
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| arises when a person has not formed an adequate identity and thus has trouble making major decisions. when people with a deficit look toward their social identity for guidance in making decisions they find little in the way of a foundation upon which to base such life choices. identity deficits often occur when a person discards old values or goals |
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| involves an incompatibility between 2 or more aspects of identity. this kind of crisis often occurs when a person is forced to make an important and difficult life decision. these conflicts are "approach-approach" when a person wants to reach 2 contradictory goals. though it involves wanting 2 desirable identities, identity conflicts usually involve intense feelings of guilt or remorse over perceived unfaithfulness to an important aspect of the persons identity |
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