Mental Representation Differences between Teenagers and Adults Regarding Self-Concept and Self- Schema Appearance (original) (raw)
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Routledge eBooks, 2014
An Overview As mentioned above, the self-image is the individual's awareness of personal attributes. This is developed at an early age through the influences of the parents or guardians. For example, sex-role stereotyping by the parents, as well as feedback on or exaggeration of personal characteristics, may establish an early self-image and body image upon the child. The process continues in the school years through new experiences and influences (i.e. significant others, such Its peers and teachers. The self-image therefore can be deemed to develop through a "looking glass" (Cooley, 1999), which refers to image formation through feedback from others. Self Concept
The Development of Self-Conceptions from Childhood to Adolescence
Self-concept development from childhood to adolescence was studied from a cognitive-structural perspective. The responses of subjects to the question "Who am I?" were analyzed by means of a 30-category scoring system. Between childhood and adolescence, there was a significant increase in self-conceptions categorized as follows: occupational role; existential, individuating; ideological and belief references; the sense of self-determination; the sense of unity; interpersonal style; and psychic style. A decrease occurred for self-conceptions based on territo-riality, citizenship; possessions, resources; and physical self, body image. Cur-vilinear age changes were found for the use of the categories sex; name; kinship role; membership in an abstract category; and judgments, tastes, likes. The results for self-concept development were in general agreement with Werner's notion that cognitive development proceeds from a concrete to an abstract mode of representation .
Self-schemata and processing information about the self
Journal of Personality and Social Psychology, 1977
Attempts to organize, summarize, or explain one's own behavior in a particular domain result in the formation of cognitive structures about the self or selfschemata. Self-schemata are cognitive generalizations about the self, derived from past experience, that organize and guide the processing of the self-related information contained in an individual's social experience. The role of schemata in processing information about the self is examined by linking self-schemata to a number of specific empirical referents. Female students with schemata in a particular domain and those without schemata are selected and their performance on a variety of cognitive tasks is compared. The results indicate that self-schemata facilitate the processing of information about the self (judgments and decisions about the self), contain easily retrievable behavioral evidence, provide a basis for the confident self-prediction of behavior on schema-related dimensions, and make individuals resistant to counterschematic information. The relationship of self-schemata to cross-situational consistency in behavior and the implications of self-schemata for attribution theory are discussed.
Age Schemas: Guides to Processing Information About the Self
Journal of Adult Development, 2001
Previous research has shown that the cognitive generalizations we maintain about ourselves, termed self-schemas, influence how we process self-referent information. This study investigated the operation of self-schemas in the domain of age. In the first phase of the study, 50 young adult men and women completed a scale designed to measure their age schematicity. One week later, these same adults completed computer reaction time tasks in which they were asked to identity whether or not 40 age-related trait adjectives were self-descriptive and to respond to questions about their subjective age. It was predicted that adults who were schematic for age would make faster judgments about age-related material than those who were aschematic. The results supported the notion that age schemas operate like other schemas that guide the processing of information about the self. KEY WORDS: Age perceptions; social cognition; schematic processing.
The Development of Multiple Domains of Self-Concept in Late Childhood and in Early Adolescence
Current Psychology, 2017
The paper examines the development of self-concept across multiple domains using Slovenian late childhood and early adolescence samples in longitudinal design. In the preset study we analyzed (i) the developmental paths of specific domains of self-concept; (ii) sex related differences in the development specific domains of self; (iii) stability of self-concept in different age groups, and (iv) the level of self-concept differentiation in Slovenia. We used The Self-Concept Questionnaire (Musitu et al. 2012) that measures four self-concept domains: social self, family self, academic self and emotional self in a late childhood sample (9 year olds; N = 41) and in an early adolescent sample (14 year olds; N = 36) in 5 time point (3 to 6 months apart). In Slovenia children are in the same school, called basic school, from age of 6 until age of 15 which provides a good setting to observe developmental changes in a stable environment (without transition). The results show significant decrease in emotional self-concept in two year time in late childhood sample and significant increase of general self-concept, social self-concept and family self-concept in early adolescent's sample. The stability and the level of differentiation were comparable in both age groups. Sex did not have significant effect on self-concept domains development in two year time.
SAGE Open, 2021
Most researchers have studied students’ academic self-concept within native language and mathematics, indicating the multidimensional nature of academic self-concept. However, there is a shortage of studies that examined the twofold multidimensional structure of verbal self-concept within the internal/external frame of reference (I/E) model of two foreign languages. This study aims to examine affective and cognitive components of English and Russian self-concepts for defining the separation or conflation of these components within the I/E model and evaluate cognitive and affective components across gender. A total of 540 eighth-grade Azeri students participated in this study. Confirmatory factor analysis indicated self-concept structure as twofold multidimensional, distinguishing affective and cognitive components as two different constructs. Study of the I/E model of two language self-concepts showed that Russian achievement correlated with Russian cognitive self-concept and Englis...
Adolescent Self-Concept: Testing the Assumption of Equivalent Structure across Gender
American Educational Research Journal, 1987
The purposes of the study were (a) to test assumptions underlying the multifaceted, hierarchical structure of self-concept (SC) as hypothesized by and (b) to determine whether academic SC can be discriminated from academic grades. In the process, we examined SC interpretations of the Self Description Questionnaire III (SDQ III) and the Affective Perception Inventory (API), two relatively new measures. With 991 (516 young men and 475 young women) 1 lth-and 12th-grade students and multiple measures of general, academic, English, and mathematics SC facets, we found support for a multifaceted, hierarchical interpretation, with one minor exception. A single dimension of academic SC, as well as subject-specific SCs, were discriminable from grades. Although we empirically confirmed the four subscales of the SDQ III, we could not confirm the Student Self subscale of the API.