Self-evaluation maintenance ( SEM ) concerns discrepancies between two people in a relationship . The theory posits an individual will maintain as well as enhance their self-esteem via a social comparison to another individual. Self-evaluation refers to the self-perceived social ranking one has towards themselves. It is the continuous process of determining personal growth and progress, which can be raised or lowered by the behavior of others. Abraham Tesser created the self-evaluation maintenance theory in 1988. The self-evaluation maintenance model assumes two things: that a person will try to maintain or increase their own self-evaluation, and self-evaluation is influenced by relationships with others.
75-515: In the psychology of self , one's self-concept (also called self-construction , self-identity , self-perspective or self-structure ) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question "Who am I?". The self-concept is distinguishable from self-awareness , which is the extent to which self-knowledge is defined, consistent, and currently applicable to one's attitudes and dispositions . Self-concept also differs from self-esteem : self-concept
150-479: A kibbutz ( collective community ). The managers from the urban community followed the independent culture. When asked to describe themselves, they primarily used descriptions of their own personal traits without comparison to others within their group. When the independent, urban managers gave interdependent-type responses, most were focused on work or school, due to these being the two biggest groups identified within an independent culture. The kibbutz managers followed
225-815: A boy play, and boys were more likely to be unresponsive to what the girls were saying. In some cultures, such stereotypical traits are sustained from childhood to adulthood suggesting a strong influence of expectations by other people in these cultures. The key impacts of social self-concepts on social behaviours and of social behaviours on social self-concepts is a vital area of ongoing research. In contrast, research suggest overall similarities for gender groups in self-concepts about academic work. In general, any variations are systematically gender-based yet small in terms of effect sizes. Any variations suggest overall academic self-concept are slightly stronger for men than women in mathematics, science and technology and slightly stronger for women than men about language related skills. It
300-530: A covert expression of prejudice where one standard is accepted as the "set and right way to do things". More specifically, the hidden curriculum is an unintended transmission of social constructs that operate in the social environment of an educational setting or classroom. In the United States ' educational system, this caters to dominant culture groups in American society."A primary source of stereotyping
375-408: A decrease in self-evaluation through the comparison process is to affect another's performance (e.g., by hiding a sibling's favorite shoes or believe that his/her performance was based on luck) or one can improve their own skills by practicing more. The conditions that predict whether an individual will interfere with another's performance in the sake of their own self-evaluation include the closeness of
450-501: A disconnection with one's social identity, which affects personality, behavior, and overall self-concept. Buddhists emphasize the impermanence of any self-concept. Anit Somech, an organizational psychologist and professor, who carried a small study in Israel showed that the divide between independent and interdependent self-concepts exists within cultures as well. Researchers compared mid-level merchants in an urban community with those in
525-409: A drop in self-evaluation, Feld's (1991) research demonstrated that people must have fewer friends than their friends do in order to remain popular. This is based on a mathematical equation that explains why popular people are involved in more social circles than unpopular people. These are not the only two research examples. For more examples see the references. [REDACTED] This graph illustrates
600-462: A form of media, the closer that form of media is to their self-concept. Self-concept is related to the form of media most used. If one considers oneself tech savvy, then one will use mobile phones more often than one would use a newspaper. If one considers oneself old fashioned, then one will use a magazine more often than one would instant message. In this day and age, social media is where people experience most of their communication. With developing
675-506: A friend. Also, in 10 out of 13 sessions, when relevance was low (subjects were told that this activity determined nothing of importance) the friend was helped more than the stranger. The prediction of the self-evaluation maintenance theory was strongly supported. Having previously discovered that the most positive evaluations occurred in participants when have low relevance with high closeness to another individual, Tesser (1989) sought to test whether emotional arousal mediated this relation. In
750-491: A part of a self-schema. A person's self-concept may change with time as reassessment occurs, which in extreme cases can lead to identity crises . Various theories identify different parts of the self include: Researchers debate over when self-concept development begins. Some assert that gender stereotypes and expectations set by parents for their children affect children's understanding of themselves by approximately age three. However, at this developmental stage, children have
825-439: A particular dimension (e.g., someone that considers themselves a geek will associate "geek-like" qualities to themselves). A collection of self-schemas makes up one's overall self-concept. For example, the statement "I am lazy" is a self-assessment that contributes to self-concept. Statements such as "I am tired", however, would not be part of someone's self-concept, since being tired is a temporary state and therefore cannot become
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#1732780416173900-402: A person is less likely to share the success and/or compare him/herself, which lessens the likelihood of decreasing self-evaluation. A person is more likely to compare him/herself to someone close to him/her, like a sibling or a best friend, than a stranger. There are different factors in which a person can assume closeness: family, friends, people with similar characteristics, etc. If an individual
975-400: A placebo effect. Subjects then completed both relevant and non-relevant tasks, both with other subjects close and not close with them, then ratings of the other participants were measured. The results found that subjects in the misattribution condition had much more extreme ratings of other participants. When the task was high in relevancy, the subject rating the other participant much worse than
1050-412: A point. However, their need to maintain a positive view of themselves, as being honest , limited the extent of their dishonest behavior. Tesser & Smith (1980) experimented with this theory. Men were recruited and asked to bring a friend with them. They were then put into groups of four, Man A and Man A's friend along with Man B and Man B's friend. Half the subjects were told that the study's purpose
1125-473: A relationship. Self-expansion describes the addition of information to an individual's concept of self. Self-expansion can occur during relationships. Expansion of self-concept can occur during relationships, during new challenging experiences. Additionally, teens begin to evaluate their abilities on a continuum, as opposed to the "yes/no" evaluation of children. For example, while children might evaluate themselves "smart", teens might evaluate themselves as "not
1200-499: A role in variations in gender effects on self-concept to accumulate as attitudes to mathematics and science; in particular, the impact other people's expectations rather than role-models on our self-concepts . A commonly-asked question is "why do people choose one form of media over another?" According to the Galileo Model , there are different forms of media spread throughout three-dimensional space. The closer one form of media
1275-568: A sense of oneness with the group. Such identity fusion can have positive and negative consequences. Identity fusion can give people the sense that their existence is meaningful provided the person feels included within the society (for example, in Japan, the definition of the word for self ( jibun ) roughly translates to "one's share of the shared life space"). Identity fusion can also harm one's self-concept because one's behaviors and thoughts must be able to change to continue to align with those of
1350-405: A sense of self on a psychological level, feeling as part of a greater body such as social, emotional, political bodies can affect how one feels about themselves. If a person is included or excluded from a group, that can affect how they form their identities. Growing social media is a place for not only expressing an already formed identity, but to explore and experiment with developing identities. In
1425-442: A sibling did not do well in his/her game, then there is no reason the individual's self-evaluation will be affected. Closeness and performance can either raise self-evaluation through reflection or lower self-evaluation through comparison. Relevance to self-identity determines whether reflection or comparison will occur. There are many different dimensions that can be important to an individual's self-definition. A self-defining factor
1500-417: A sibling does well in athletics, the comparison process will take place and his/her self-evaluation will decrease. On the other hand, if athletics is not a dimension he/she uses for self-definition, the reflection process will take place and he/she will celebrate the sibling's success with the sibling; his/her self-evaluation will increase along with the sibling's because he/she is not threatened or challenged by
1575-404: A sibling scores the winning goal in an important game. Self-evaluation will increase because that person is sharing his/her success. The closer the psychological relationship and the greater the success, the more a person will share in the success. This is considered the reflection process. When closeness and performance are high, self-evaluation is raised in the reflection process. If someone who
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#17327804161731650-490: A social group is what society views objectively – which could be perceived as a negative stereotype, thus creating a threat. "The notion that stereotypes held about a particular group may create psychologically threatening situations associated with fears of confirming judgment about one's group, and in turn, inhibit learning and performance." The presence of stereotype threat perpetuates a " hidden curriculum " that further marginalized minority groups. Hidden curriculum refers to
1725-419: A stereotype threat was perceived after controlling for intellectual ability. Since the inception by Steele and Aronson of stereotype threat, other research has demonstrated the applicability of this idea to other groups. When one's actions could negatively influence general assumptions of a stereotype, those actions are consciously emphasized. Instead of one's individual characteristics, one's categorization into
1800-673: A study at Kuwait University with a small sample of 102 individuals with gender dysphoria examined self-concept, masculinity and femininity. Findings were that children who grew up on lower family bonds had lower self-concept. Clearly, it is important to consider the context of social and political attitudes and beliefs before drawing any conclusions about gender identities in relation to personality, particularly about mental health and issues around acceptable behaviours. Self-concept can have motivational properties. There are four types of motives in particular that are most related to self-concept: Some of these motives may be more prominent depending on
1875-428: A tendency to maintain a positive self-evaluation by distancing themselves from their negative self and paying more attention to their positive one. In addition, people have a tendency to perceive the past self less favourably (e.g. "I'm better than I used to be") and the future self more positively (e.g. "I will be better than I am now"). Psychologists Carl Rogers and Abraham Maslow had major influence in popularizing
1950-467: A very broad sense of self; typically, they use words such as big or nice to describe themselves to others. While this represents the beginnings of self-concept, others suggest that self-concept develops later, in middle childhood, alongside the development of self-control . At this point, children are developmentally prepared to interpret their own feelings and abilities, as well as receive and consider feedback from peers, teachers, and family. In adolescence,
2025-783: Is a cognitive or descriptive component of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a fast runner"). Self-concept is made up of one's self-schemas , and interacts with self-esteem, self-knowledge, and the social self to form the self as a whole. It includes the past, present, and future selves, where future selves (or possible selves) represent individuals' ideas of what they might become, what they would like to become, or what they are afraid of becoming. Possible selves may function as incentives for certain behaviour. The perception people have about their past or future selves relates to their perception of their current selves. The temporal self-appraisal theory argues that people have
2100-410: Is also strengthened with the closeness of the psychological relationship with the successful other. Using a similar example: a sibling scores the winning goal in an important game; but you are also on the same team and through comparison, your self-evaluation is lowered. When closeness (sibling) and performance (scored the winning goal) are high, self-evaluation is decreased in the comparison process. This
2175-573: Is an internal model that uses self-assessments in order to define one's self-schemas. Changes in self-concept can be measured by spontaneous self-report where a person is prompted by a question like "Who are you?". Often when measuring changes to the self self-evaluation , whether a person has a positive or negative opinion of oneself, is measured instead of self-concept. Features such as personality , skills and abilities, occupation and hobbies, physical characteristics, gender , etc. are assessed and applied to self-schemas, which are ideas of oneself in
2250-405: Is any factor that is personally relevant to your identity. For example, skills in music may be important to one's self-definition, but at the same time, being good in math may not be as important, even if you are skilled at it. Relating to your self-definition, you may consider yourself a musician but not a mathematician, even if you are skilled in both. Relevance assumes that a particular factor that
2325-421: Is consistent with the idea of the self-verification motive. In particular, if people perceive the self a certain way and receive feedback contrary to this perception, a tension is produced that motivates them to reestablish consistency between environmental feedback and self-concept. For example, if someone believes herself to be outgoing, but someone tells her she is shy, she may be motivated to avoid that person or
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2400-653: Is described as believing that there are "correct, acceptable, and standard ways to do things". Some say, girls tend to prefer one-on-one (dyadic) interaction, forming tight, intimate bonds, while boys prefer group activities. One study in particular found that boys performed almost twice as well in groups than in pairs, whereas girls did not show such a difference. In early adolescence, the variations in physical self-concepts appear slightly stronger for boys than girls. This includes self-concepts about movement, body, appearance and other physical attributes. Yet during periods of physical change such as infancy, adolescence and ageing, it
2475-435: Is further expressed when the comparison is related to something you value in your personal identity. If you are aspiring to become a professional soccer player, but your sibling scores the winning goal and you do not, the comparison aspect of SEM will decrease your self-evaluation. In both the reflection and comparison processes, closeness and performance level are significant factors. If the closeness of another decreases, then
2550-431: Is important to an individual is also important to another person. Relevance can be as simple as a shared dimension which one considers important to who they are. If relevance is high, then one will engage in comparison, but if relevance is low, one will engage in reflection. For example, if athletics is important to a person and that person considers athletics to be an important dimension of his/her self-definition, then when
2625-509: Is important to observe there is no link between self concepts and skills [i.e., correlations about r = 0.19 are rather weak if statistically significant with large samples]. Clearly, even small variations in perceived self-concepts tend to reflect gender stereotypes evident in some cultures . In recent years, more women have been entering into the STEM field, working in predominantly mathematics, technology and science related careers. Many factors play
2700-405: Is in regards to consistency. One of the social norms within a Western, independent culture is consistency, which allows each person to maintain their self-concept over time. The social norm in a non-Western, interdependent culture has a larger focus on one's ability to be flexible and to change as the group and environment change. If this social norm is not followed in either culture, this can lead to
2775-470: Is not close to a particular person, then it makes sense that he/she will not share in their success or be threatened by their success. At the same time, if the person's performance is low, there is no reason to share the success and increase self-evaluation; there is also no reason to compare him/herself to the other person. Because their performance is low, there is no reason it should raise or lower his/her self-evaluation. According to Tesser's (1988) theory, if
2850-431: Is often the teachers education program itself. It is in these programs that teachers learn that poor students and students of color should be expected to achieve less than their 'mainstream' counterparts." These child-deficit assumptions that are built into the program that instructs teachers and lead to inadvertently testing all students on a "mainstream" standard that is not necessarily academic and that does not account for
2925-593: Is particularly useful to compare these self-concepts with measured skills before drawing broad conclusions Some studies suggest self-concept of social behaviours are substantially similar with specific variations for girls and boys. For instance, girls are more likely than boys to wait their turn to speak, agree with others, and acknowledge the contributions of others. It seems boys see themselves as building larger group relationships based on shared interests, threaten, boast, and call names. In mixed-sex pairs of children aged 33 months, girls were more likely to passively watch
3000-443: Is psychologically close performs well on a task that is irrelevant to a person's self-definition, that person is able to benefit by sharing in the success of the achievement. At the same time, the success of a close other can decrease someone's self-evaluation in the comparison process. This is because the success of a close other invites comparison on one's own capabilities, thereby directly affecting one's own self-evaluation. This
3075-431: Is that she is a novice at piano playing, though she wants to become a concert pianist, this discrepancy will generate motivation to engage in behaviors (like practicing playing piano) that will bring her closer to her ideal possible self (being a concert pianist). Worldviews about one's self in relation to others differ across and within cultures. Western cultures place particular importance on personal independence and on
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3150-437: Is to another the more similar the source of media is to each other. The farther away from each form of media is in space, the least similar the source of media is. For example, mobile and cell phone are located closest in space where as newspaper and texting are farthest apart in space. The study further explained the relationship between self-concept and the use of different forms of media. The more hours per day an individual uses
3225-512: The International Encyclopedia of Marriage and Family, gender identity is developed at an early age when the child starts to communicate; by the age of eighteen months to two years is when the child begins to identify as a girl or a boy. After this stage, some consider gender identity already formed, although some consider non-gendered identities more salient during that young of an age. Kohlberg noted gender constancy occurs by
3300-510: The Swedish showed more independent traits, while the Japanese followed the expected interdependent traits. Along with viewing one's identity as part of a group, another factor that coincides with self-concept is stereotype threat . Many working names have been used for this term: stigmatization , stigma pressure , stigma vulnerability and stereotype vulnerability . The terminology that
3375-474: The United Kingdom, a study about changing identities revealed that some people believe that partaking in online social media is the first time they have felt like themselves, and they have achieved their true identities. They also revealed that these online identities transferred to their offline identities. A 2007 study was done on adolescents aged 12 to 18 to view the ways in which social media affects
3450-497: The Wikimedia System Administrators, please include the details below. Request from 172.68.168.226 via cp1108 cp1108, Varnish XID 222960866 Upstream caches: cp1108 int Error: 429, Too Many Requests at Thu, 28 Nov 2024 07:53:36 GMT Self-evaluation maintenance theory A person's self-evaluation (which is similar to self-esteem ) may be raised when a close other performs well. For example,
3525-406: The above sibling sport examples, it is evident that the self-evaluation process is an emotionally stimulating one. Tesser was interested in whether the emotional effect was a side-effect of the self-evaluation process, or whether it was a mediating effect (i.e., whether it was a partial factor influencing the evaluation). Tesser believed that if emotion was a mediating factor, that if emotional arousal
3600-416: The ages of five to six, a child becomes well-aware of their gender identity. Both biological and social factors may influence identities such as a sense of individuality, identities of place as well as gendered identities. As part of environmental attitudes, some suggest women more than men care about the environment. Forms of gender stereotyping is also important to consider in clinical settings. For example,
3675-400: The basic principles of Tesser's (1988) self-evaluatory maintenance model of behavior. Relevance determines whether reflection or comparison will occur. When relevance is low (the factor does not affect self-definition) as the other's performance increases, so does self-evaluation, allowing that person to share in the celebration of the other person (reflection). When relevance is high (the factor
3750-414: The control condition. The findings show that while emotional activation is not the only factor determining evaluations, it is a mediating factor with some effect. Zuckerman & Jost (2001) compares the self-evaluation maintenance theory to the work of Feld (1991). As the self-evaluatory maintenance theory would lead one to judge a stranger higher than their friends (based on popularity) in order to prevent
3825-411: The environment in which she met that person because it is inconsistent with her self-concept of being an outgoing person. Further, another major motivational property of self-concept comes from the desire to eliminate the discrepancy between one's current self-concept and his or her ideal possible self. This is parallel with the idea of the self-improvement motive. For example, if one's current self-concept
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#17327804161733900-421: The expression of one's own attributes (i.e. the self is more important than the group). This is not to say those in an independent culture do not identify and support their society or culture, there is simply a different type of relationship. Non-Western cultures favor an interdependent view of the self: Interpersonal relationships are more important than one's individual accomplishments, and individuals experience
3975-834: The formation of an identity. The study found that it affected the formation in three different ways: risk taking, communication of personal views, and perceptions of influences. In this particular study, risk taking behavior was engaging with strangers. When it came to communication about personal views, half of the participants reported that it was easier to express these opinions online, because they felt an enhanced ability to be creative and meaningful. When it came to other's opinions, one subject reported finding out more about themselves, like openness to experience, because of receiving differing opinions on things such as relationships. _*:MANGLIGOT.MARVIN. RUIZ. FOUR(04.). JANUARY(01.). NINETEEN HUNDRED(1900+). EIGHTY FIVE(1985.)!_*: Psychology of self Too Many Requests If you report this error to
4050-414: The idea of self-concept in the west. According to Rogers, everyone strives to reach an "ideal self." He believed that a person gets to self-actualize when they prove to themself that they are capable enough to achieve their goals and desires, but in order to attain their fullest potential, the person must have been raised in healthy surroundings which consist of "genuineness, acceptance, and empathy", however,
4125-488: The individuals and the relevance of the activity. When the relevance is high, the comparison process is more important than the reflection process. When the relevance is high and the activity is high in self-defining importance, the other person poses a larger threat than when the relevance is low. Mazar et al. (2008) investigated how self-concept maintenance applies to moral behavior . They found that participants engaged in dishonest behaviors to achieve external benefits up to
4200-480: The intellectual performance of African Americans. Steele and Aronson tested a hypothesis by administering a diagnostic exam between two different groups: African American and White students. For one group a stereotype threat was introduced while the other served as a control. The findings were that academic performance of the African American students was significantly lower than their White counterparts when
4275-518: The interdependent culture. They used hobbies and preferences to describe their traits, which is more frequently seen in interdependent cultures as these serve as a means of comparison with others in their society. There was also a large focus on residence, lending to the fact they share resources and living space with the others from the kibbutz. These types of differences were also seen in a study done with Swedish and Japanese adolescents. Typically, these would both be considered non-Western cultures, but
4350-656: The lack of relationships with people that have healthy personalities will stop the person from growing "like a tree without sunlight and water" and affect the individual's process to accomplish self- actualization. Rogers also hypothesized that psychologically healthy people actively move away from roles created by others' expectations, and instead look within themselves for validation. On the other hand, neurotic people have "self-concepts that do not match their experiences. They are afraid to accept their own experiences as valid, so they distort them, either to protect themselves or to win approval from others." According to Carl Rogers ,
4425-402: The other three gave clues from a list. The other three can give clues that are easy or difficult based on their own judgment and whether or not they would like to help the other person guess the word. The clues given to the person were necessary to guess the word. The first pair of partners performed poorly (as instructed in the experimental design). The experiment was interested in the behavior of
4500-451: The overall group. Non-interdependent self-concepts can also differ between cultural traditions. Additionally, one's social norms and cultural identities have a large effect on self-concept and mental well-being. When a person can clearly define their culture's norms and how those play a part in their life , that person is more likely to have a positive self-identity, leading to better self-concept and psychological welfare. One example of this
4575-422: The person's goal is to accomplish the next step, which is the "being needs". Maslow noticed that once individuals reach this level, they tend to "grow as a person" and reach self-actualization. However, individuals who experienced negative events while being in the lower deficit needs level prevents them from ascending in the hierarchy of needs. The self-categorization theory developed by John Turner states that
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#17327804161734650-995: The personal beliefs about their academic abilities or skills. Some research suggests that it begins developing from ages three to five due to influence from parents and early educators. By age ten or eleven, children assess their academic abilities by comparing themselves to their peers. These social comparisons are also referred to as self-estimates . Self-estimates of cognitive ability are most accurate when evaluating subjects that deal with numbers, such as math. Self-estimates were more likely to be poor in other areas, such as reasoning speed. Some researchers suggest that to raise academic self-concept, parents and teachers need to provide children with specific feedback that focuses on their particular skills or abilities. Others also state that learning opportunities should be conducted in groups (both mixed-ability and like-ability) that downplay social comparison, as too much of either type of grouping can have adverse effects on children's academic self-concept and
4725-417: The second group of men. The next pairing was designed to partner a stranger with a friend. Researchers were trying to see when a friend was helped more than a stranger and when a stranger was helped more than a friend. The results supported their hypothesis. In 10 out of 13 sessions, when relevance was high (told that this activity measures important verbal and leadership skills) the stranger was helped more than
4800-561: The self-concept consists of at least two "levels": a personal identity and a social one. In other words, one's self-evaluation relies on self-perceptions and how others perceive them. Self-concept can alternate rapidly between one's personal and social identity. Children and adolescents begin integrating social identity into their own self-concept in elementary school by assessing their position among peers. By age five, acceptance from peers significantly affects children's self-concept, affecting their behaviour and academic success. The self-concept
4875-407: The self-concept has three different components: Abraham Maslow applied his concept of self-actualization in his hierarchy of needs theory. In this theory, he explained the process it takes for a person to achieve self-actualization. He argues that for an individual to get to the "higher level growth needs", he must first accomplish "lower deficit needs". Once the "deficiency needs" have been achieved,
4950-426: The self-concept undergoes a significant time of change. Generally, self-concept changes more gradually, and instead, existing concepts are refined and solidified. However, the development of self-concept during adolescence shows a U-shaped curve, in which general self-concept decreases in early adolescence, followed by an increase in later adolescence. Romantic relationships can affect people's self-concept throughout
5025-480: The sibling's athletic capability. Tesser (1988) suggests that people may do things to reduce the decrease in self-evaluation from comparison. One can spend less time with that particular individual, thereby reducing closeness or one can change their important self-definition and take up a new hobby or focus on a different self-defining activity, which reduces relevance (e.g., A siblings success in your favorite sport may lead you to stop playing). The third way of avoiding
5100-453: The situation. In Western societies, the most automatic is the self-enhancement motive, and may be dominant in some situations where motives contradict one another. For example, the self-enhancement motive may contradict and dominate the self-assessment motive if one seeks out inaccurate compliments rather than honest feedback. Additionally, self-concept can motivate behavior because people tend to act in ways that reaffirm their self-concept, which
5175-427: The smartest, but smarter than average." Despite differing opinions about the onset of self-concept development, researchers agree on the importance of one's self-concept, which influences people's behaviors and cognitive and emotional outcomes including (but not limited to) academic achievement, levels of happiness , anxiety , social integration , self-esteem, and life-satisfaction . Academic self-concept refers to
5250-399: The social values and norms of non-"mainstream" students. For example, the model of "teacher as the formal authority" is the orthodox teaching role that has been perpetuated for many years until the 21st-century teaching model landed on the scene. As part of the 5 main teaching style proposed by Anthony Grasha, a cognitive and social psychologist until his death in 2003, the authoritarian style
5325-468: The various psychological changes of this period, makes adolescence especially significant for the development of physical self-concept. An important factor of physical self-concept development is participation in physical activities. It has even been suggested that adolescent involvement in competitive sports increases physical self-concept. A person's gender identity is a sense of one's own gender . These ideas typically form in young children. According to
5400-528: The way they view themselves in relation to their peers. Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness and body image . Adolescents experience significant changes in general physical self-concept at the onset of puberty, about eleven years old for girls and about 15 years old for boys. The bodily changes during puberty, in conjunction with
5475-409: Was engaged and misattributed, that the self-evaluation process would be activated with all other factors controlled. To test, subjects arrived in pairs that knew one another prior. Two conditions were given vitamin C pills, where in the control condition they were truthfully told the pills would have no effect, and in the misattribution condition, they were told these pills would cause arousal, activating
5550-406: Was measuring important verbal skills and leadership. This was the high relevance group. The other two subjects were told that the task had nothing to do with verbal skills, leadership or anything important. This was considered the low relevance group. The activity was based on the game Password, where persons have to guess a word based on clues. Each man was given an opportunity to guess the word while
5625-463: Was settled upon Claude Steele and Joshua Aronson to describe this "situational predicament was 'stereotype threat.' This term captures the idea of a situational predicament as a contingency of their [marginalized] group identity, a real threat of judgment or treatment in the person's environment that went beyond any limitations within." Steele and Aronson described the idea of stereotype threat in their study of how this socio‐psychological notion affected
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