The self in society: effects of social contexts on the sense of self.
The self in society: effects of social contexts on the sense of self.
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社会中的自我：社会环境对自我意识的影响。
DOI：
10.1111/j.2044-8309.1986.tb00736.x
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发表时间：
1986
期刊：
影响因子：
--
通讯作者：
Cheever,J
中科院分区：
文献类型：
--
作者：
McGuire,WJ;McGuire,CV;Cheever,J
这里假设，即使是像自我意识一样亲密和个人主义的经历，也会受到自我思想产生的社会背景的影响。关于童年的两个主要社会世界，家庭和学校，据推测，家庭的养成氛围培养了一种更被动的自我概念，而不是学校为追求成就而推动的更动态的自我意识。有六个预测表明，两种情境下的自我思考在基本心理语言学特征上会有所不同，也就是用来描述自我的动词类型。为了检验这些预测，我们将儿童对家庭和学校的三分钟描述内容分析为连续的主语/动词/补语思维片段，从这些片段中我们选择了自我思维(以自己为主题的片段)。一项对家庭和学校调查引发的自我思考中使用的动词类型的分析支持了六种动词类型的预测差异，这些差异来自于我们在家庭背景下更被动的自我概念的假设。具体地说，在家庭环境中，比在学校环境中，人们更多地通过状态而不是动作动词(一个人是什么而不是一个人做什么)来被动地感知自我；根据静态的存在状态而不是动态的成为状态；根据公开的行动而不是隐蔽的反应；根据物理行动而不是社会互动；根据冷淡的认知而不是热的情感；根据简单的肯定而不是反射性的否定。这六种在家庭中比在学校更被动的自我在社会环境中的表现在年龄、性别和反应方式上都很强。
It is assumed here that even as intimate and individualistic an experience as one's sense of self is affected by the social context in which the self‐thoughts arise. As regards two major social worlds of childhood, family and school, it is postulated that the family's nurturent atmosphere fosters a more passive self‐concept in contrast to a more dynamic sense of self promoted by the school's press toward achievement. Six predictions were derived that self‐thoughts in the two contexts will differ in basic psycholinguistic characteristics, the types of verbs used to describe the self. To test these predictions children's three‐minute descriptions of their family and of their school were content analysed into successive subject/verb/complement thought segments, from among which we selected out self‐thoughts (segments with self as subject). An analysis of the types of verbs used in self‐thoughts evoked by family versus school probes supported the six predicted differences in verb types derived from our postulate of a more passive self‐concept in the family context. Specifically, in family more than in school contexts the self is perceived passively in terms of state rather than action verbs (of what one is rather than what one does); in terms of static states of being rather than dynamic states of becoming; in terms of overt actions rather than covert reactions; in terms of physical actions rather than social interactions; in terms of cold cognitions rather than hot affects; and in terms of simple affirmations rather than reflexive negations. These six manifestations of a more passive self in family than school social contexts are robust across age, gender and response modality.