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Ms. Andrea B.

Martinez
Department of Behavi oral Sciences
College of Arts and Sciences
University of the Philippines Manila
“There are three things that are extremely hard:
steel, a diamond, and to know thyself.”
—Benjamin Franklin
Human beings are, by nature,
curious.
Most of this curiosity is directed
towards self-understanding .
þWhy we do things we do
þWhy others make the choi ces
they make
þWhy we react this way
3
The conscious reflective personalit y of a
person
The essential qualities that make a person
distinct from all others—hence, these
particular characteristics of the self determine
its identity.
The agent responsible for the thoughts
and actions of an individual to which they
are ascribed.
The idea of a unified being which is the
source of consciousness .
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Halliday (1999): “The true nature of the self is
consciousness itself. As beings w ith physical
bodies, we are tyrannised by the limitations of our
sense organs, by the pursuit of pleasure and the
avoidance of pain, by emotional charges in the
records of our experiences, so that we often
behave in a reactive manner, as if w e were no
more than animals, with no free choice. How ever, if
we learn to remember the nature of our true self,
and our source in consciousness, we can free
ourselves from this enslavement and become
human, capable of free choice and action. ”
5
Through reflexive
consciousness , we can
liberate ourselves from
object-identification, which
locks us into a cycle of
conditioned reflexes,
pleasure pursuit and pain
avoidance (Halliday, p58).

6
The self emerges out of a social
process in which the organism
becomes self-conscious and this self -
consciousness arises as a result of
the organism's interaction with its
environment and with other organisms
(Mead).
One of the crucial functions of the self
is to enable the person to rel ate
with others—learning how s/he is
connected to others and how his/her
traits set her apart from others.
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The executive function of
the self enables man to make
choices, plan and initiate
action and exert control.
The self guides our thoughts
and behavior in accordance
with internally or externally
generated goals or plans.

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Physical self—self is body
Psychological self—
containing thoughts, feelings
and attitudes; one that is
socially validated and yet
holds a vast hidden
component that people do not
fully understand unless one’s
self is revealed to them.
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Self-concept—the sum total of
beliefs about one’s self;
consists of attributes, abilities,
attitudes and values that an
individual believes defines who
s/he is.
Self-esteem—an affectively
charged component of the s elf.
10
To unders tand the self, the starting
points are self-concept and self-
esteem.
Self—an integration of self-concept,
self-esteem and self-presentations
that influence the manner in which
the individual thinks, perceives and
responds to his/her social world
(Osborne, 1993)
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Brehm and Kassin (1993)
“Affective” self—manner in which
individuals evaluate themselves,
enhance self-esteem and protect their
sense of self-worth
“Behavioral” self—manner in which
individuals present themselves to others
“Cognitive self—processes by which
individuals come to know themselves,
develop and maintain a stable identity.
12
Understanding who we are is
one of the mos t difficult
cognitive tasks to complete—
the self-awareness process of
answering “who am I?”
In the proces s of self-definition,
it is important to trace the roots
of self-concept devel opment.

13
Self-concept is not fully in place
when the child is born
(Baumeister, 1989).
Childhood int eractions and
relationships play a key role in the
development of self-concept.
Parents or primary caregivers play
a crucial role in helping the child
to create a pattern of self-
understanding.
14
A stable home environment where the
child is free to explore the environment
and try out different personas .
The child must differentiate itself from
the surrounding context through
interactions with the environment and
significant others within that environment.
The child must begin to take the
perspective of others—this begins at
around nine months and establishes for
the child an awareness of this distinction
between self and others. 15
The degree to which the child is self-
aware directly impacts the development
of self-concept, self-esteem and other
related self constructs.
This awareness is called self-efficacy
(Sullivan, 1953)—a person’s awareness
that s/he is an entity capable of action
and that those actions have
consequences.

16
The child mus t come to understand that
s/he can initiate actions.
The child mus t learn that for every action
there is a consequence.
Through these consequences, parents
and society attempt to shape the
behavior of children.
Hence, self-efficacy is developed
(Sullivan, 1953)
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1. Conditional love—the child’s developing
awareness that family relationship is a two-
way street, that they must contribute
something to the relationship if it is going to
be successful.
2. The growing awareness that some
behaviors are considered more positive
than others —learned through parental
reactions to children’s activities and
choices.

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3. Awareness of the good/bad Mother—the child’s
awareness that sometimes the mother/f ather acts
nice and other times acts bad.
– The child’s search for predictable patterns in the
parent’s reactions to the child
– Vygotsky (1978) and Tomasello (1993): The major
developmental changes in self are initiated by the
child’s changes in the concept of others.
– In exploring the environment and testing behaviors,
the child turns toward the parents and use their
reactions as gauge for the acceptability of their
actions.
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4. Development of Good-me/Bad-
me/Not-me—the child has now
come to understand that parents
react bad/good depending on their
choices of behavior (Lewis, 1982).
– The child’s awareness of him/her
self develops from consistency,
regularity and contingency
between his actions and the
reactions of people.
20
This leads to a comprehens ive
awareness of the child that s/he can
make choices , engage in actions and
receive cons equences (Lewis, 1982)

Making a Engaging in Receiving


choice actions consequences

21
The self as an array of representations
(Markus, 1990):
– Good-me ëActual-me
– Possible-me ëExpected-me
– Bad-me ëIdeal me
– Undesired -me ëFeared-me
– Not-me ëOught-me
– Hoped-for-me ëShared-me
• Focal points: Good/Bad/Not Me
• These focal points become the self-schemas
22
Only those characteristics
considered by the individual as
important to his/her self-definition
are considered.
Not-Me—characteristics that an
individual considers unimportant
to self, and hence have little impact
on self-esteem (Osborne, 1993).

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Five Factors:
1. Immutable characteristic s that a person is
born with—these are unchanging
characteristics that influence the way others
perceive us (e.g. race, gender, body built)
2. Genetic tendencies —those traits inherited
from our parents such as intelligence,
aggressiveness and temperament and these
can be reinforced by the environment.

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Five Factors:
3.Environmental determinants that
impinge on the individual in either
positive or negative way, such as socio-
economic status, place of residency,
education, etc.
• Lewin (1935): The Field Theory which
assumes that “behavior is a f unction of
the person and the environment .”
25
Five Factors:
4. Identity negotiation —centers on the
assumption that at some point all individuals
will realize that they cannot be all things to
all people (Rutter, 1980).
– Example: The process of identity negotiation during
adolescence period
– Identity negotiation is a stressful process because
of two conflicting and mutually exclusive demands
that society places on individuals: (1) “You must be
unique” and (2) “Don’t you dare be different”.

26
Five Factors:
5.Self-understanding—used by the
individual to further refine a definition of
self by:
• Considering and weighing the feedback
being received f rom others;
• Deciding toward whom they should be
directing their self -comparisons; and
• Struggling to reach some internal
consensus about who they believe they
are. 27
Self-concept an self-
esteem are related
constructs that mutually
influence each ot her.
Self-esteem is a
central and important
aspect of self-concept
(Banaji, 1988)

28
Self-esteem is a relatively
permanent positive or
negative feeling about self
that may become more or
less positive or negative as
individuals encounter and
interpret successes and
failures in their daily lives
(Osborne, 1993)
29
Self-esteem is an affective
component of the self, consisting of a
person’s positive and negative self-
evaluations (Brehm & Kassin, 1993)
Self-esteem is the level of global
regard that one has for the self as a
person (Harter, 1985).
Self-esteem is a self-reflexive
attitude that is the product of viewing
the self as an object of evaluation
(Campbell & Lavallee, 1993) 30
First, although self-esteem is a
self-perpetuating structure,
periodic self-esteem revision
or review is possible in the
face of new information.
Second, self-esteem is a
relatively enduring self-
feeling that can fluctuate
(within reason) based upon
situational and individual
characteristics.
31
Third, self-esteem may not be one
global entity but a multi-faceted
construct—a combination of
situational feelings towards self and
a conglomerate of self-feelings
based on prior experiences and
expectations for future
performances.
Fourth, it isn’t just successes or
failures that determine self-esteem;
the manner i n which individuals
interprets these events matters.
32
The behaviors that one chooses to
engage within a given situation
directly influence the feedback or
reaction one will receive from others
in that same situation.
But what determines the
behavioral choices that a person
makes?
1. Situational demand
2. Characteristic importance
3. Characteristic certainty 33
Three questions before making
a behavioral choice:
1. What is the situation demanding
that I do?
2. How important is this attribute or
situation to me?
3. How certain am I of my abilities/
skills that are being called f or in the
situation and how certain am I of my
level of commitment to this
situation?
34
Baumgardner (1990)
suggested that low self-
esteem individuals are
less certain about which
characteristics do or do
not describe them.

35
An understanding of the
process by which
individuals receive and
incorporate feedback from
others into refining self-
concept and self-esteem is
critical for comprehens ive
understanding of the self.

36
It is how the individual
who performed the
behavior interprets the
situational feedback
that determines the
eventual impact that
behavior will have on
self-esteem.

37
Learned helplessness—
occurs when prior
experience with an
uncontrollable event
causes the person to feel
helpless about, and
passive toward, future
threats to well-being.

38
Three Interpretative
Levels for Feedback:
1. Internal vs. External
(locus of dimension)
2. Temporary vs. Stable
(time dimension)
3. Global vs. Specific
(generalizabilit y
dimension)
39
Low self-esteem
individuals overwhelmingly
interpret success as due to
external, temporary and
specific causes.
High self-esteem persons
interpret success according
to internal, stable and
global caus es.

40
Low self-esteem
individuals typically
interpret failure feedback
according to internal,
stable and global causes.
High self-esteem
individuals interpret failure
feedback according to
external, temporary and
specific dimensions
41
1. The person could alter his own self-conception to be in
line with other’s feedback.
2. The individual could decide that the person who holds the
discrepant view is unimportant and should be ignored.
3. The person could attempt to interpret that feedback in a
manner that brings it more in line with his self-conception.
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The Self-Concept Development Process

Sullivan’s 4
Steps to Specific self-
Interpretation
Self-Efficacy esteem

Self-Efficacy Self-Esteem Feedback

5 Factors
That Lead to Self- Self-
Concept Behaviors
Self Images Images

Good-me/Bad-me/Not-me 43
When individuals have
integrated each of
these factors into their
working theory of
“self,” then self-
concept is in place
and largely determines
one’s self-esteem.
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Read through these questi ons and answer
each with a “yes” or “no” response:
Do you:
1. Express your views confidently in public?
2. Tend to stay calm in emotional situations?
3. Get annoyed with people who worry about the slightest
thing?
4. Sometimes find it difficult to admit that you are wrong?
5. Have absolute faith in yourself?
6. Trust your partner to be faithful?
7. Feel confident most of the time?
8. Find it hard to take criticism?
9. Enjoy performing in front of an audience?
10.Look forward rather than dwell over past experience?
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Scoring/Interpretation:
• If you answered
“yes” to 7 or more • If you answered “yes” to 3 or
questions—you are less questions—you are
secure. You see insecure. You are more likely to
yourself as self look for others for reassurance
sufficient, and look and support.
within yourself for
strength, rather than • If you answered “yes”
turning to an outsider. to between 4 and 6
questions—you are
moderately secure.

47
You will tend to have less conf idence and
believe in yourself , and look f or reassurance
from other sources—such as your partner,
family or friends.
As a result, you will receive a considerable
amount of feedback, so make sure it is honest
and not just given to placate you.
However, these plentiful responses afford you
the opportunity f or strong personal growth —the
first stage in developing as a person is in
learning how others view you, and you are well
along the right track.
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You will be a mostly conf ident person who has a
few insecurities.
These most commonly manif est themselves in
personal appearance (most of us are insecure
about how we look!), certain environments (such
as starting a new college, or settling down in a
new community), or in interactions with
particular people (talking to a superior or being
interrogated by authorities).
These insecurities are quite natural, just be
aware of them and learn f rom them, drawing on
your confident side to give yourself a little boost.
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You are probably conf ident and strong-willed,
unlikely to be persuaded by peer pressure or
swayed by group dynamics.
You know your own mind and have the f aith to
stick to it.
Your danger zone is that you may appear
overly-confident and arrogant to others, who find
your self-belief difficult to appreciate.
Try to invite criticism or a critique of your
abilities to ensure that you don’t avoid hearing
or learning anything negative about yourself.
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"Knowing others is wisdom |
Knowing the self is enlightenment. |
Mastering others requi res force |
Mastering the self requires strength."
—Lao Tzi

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