SELF-CONCEPT, AFFECT AND MOTIVATION IN CHILDREN

这项纲领性的研究工作一直致力于 一个理论驱动的经验模型的发展 自尊在一生中的前因后果。 我们早期的模型确定了两个决定因素，即 重要的领域(来自James)和重要的批准 其他(来自Cooley)。拟议的研究重点是批准， 提出了一种包含审批平衡和流程平衡的流程模型 不同意和批准的条件性。四个小组将是 根据审批级别和类型的组合确定 和反对意见。据预测，这一批准验证了 提升一个人的价值，再加上低水平的 不认同(作为一个人的自我)会导致高和 不变的自尊，觉得自己可爱/可爱， 真正的自我行为，以及自尊高于自我的观念 批准。相比之下，对与他人见面的有条件支持 期望，再加上对自我的不认可， 会导致适度低落和波动的自尊、感觉 这是不讨人喜欢/可爱的，虚伪的自我行为，而 认为一个人的自尊取决于对他的认可 其他人的。不赞成和不赞成都会导致 适度高，不波动，自尊，关于一个人的问题 讨人喜欢，真实的自我行为，以及没有联系的观点 在认可和自尊之间。进一步的结果包括影响 (从沮丧到开朗)、精力水平、学校动机和 建立人际关系的能力。研究我将检查这些 年龄较大的儿童和青少年的假设。建立在我们的 最新的模型，研究II将检查某些引发 同事和家长的认可，即能力/适当性 对同辈、父辈和自我都很重要的领域。一个 为每个组预测不同的路径模式 如上所述。研究三将考察自尊的一个模型 在年幼的儿童中形成，假设 验证并增强自我意志对行为的影响--表现 自尊。第四项研究将在成年人身上研究这些过程， 预测三个方向性组之间的收敛 根据认可和认可之间的联系来确定 自尊，三种成人依恋风格，以及三种风格的 关联性：过度自主、过度联系和平衡 在自主性和连通性之间。结果将是自尊， 情感(从沮丧到快乐)，真/假的自我行为，以及 婚姻满足感。在解决这些问题时，我们将扩大 我们的方法包括各种自我报告工具， 教师评级和行为观察。

This programmatic research effort has been devoted to the development of a theoretically -driven empirical model of the antecedents and consequences of self-esteem across the life-span. Our earlier model identified two determinants, competence in domains of importance (from James) and approval from significant others (from Cooley). The proposed research focuses on approval, and presents a process model that includes balance of approval and disapproval, and conditionality of approval. Four groups will be identified based upon combinations of level and type of approval and disapproval. It is predicted that approval that validates and enhances one's worth as a person , coupled with low levels of disapproval (for the self as a person) will result in high and non-fluctuating self-esteem, feelings that one is likable/lovable, true self behavior, and the perception that self-esteem precedes approval. In contrast, conditional support for meeting others' expectations, coupled with disapproval for the self as a person, will result in moderately low and fluctuating self-esteem, feelings that one is not likable/lovable, false-self behavior, and the perception that one's self-esteem is dependent upon the approval of others. Lack of approval and disapproval will lead to moderately high, non-fluctuating, self-esteem, questions about one likability, true self-behavior, and the view that there is no link between approval and self-esteem. Further outcomes include affect (depressed to cheerful), energy level, school motivation, and the ability to form relationships. Study I will examine these hypotheses among older children and adolescents. Building upon our most recent model, Study II will examine certain factors provoking both peer and parent approval, namely competence/adequacy in domains that are important to peers, parents, and the self. A different pattern of paths is predicted for each of the groups described above. Study III will examine a model of self-esteem formation in young children, hypothesizing that approval which validates and enhances the self will impact behaviorally-manifest self-esteem. Study IV will examine these processes in adults, predicting convergences between the three directionality groups identified on the basis of the perceived link between approval and self-esteem, three adult attachment styles, and three styles of relatedness: Overly autonomous, Overly connected, and Balance between autonomy and connectedness. Outcomes will be self-esteem, affect (depressed to cheerful), true/false self-behavior, and marital satisfaction. In addressing these issues, we will broaden our methodology to include a variety of self-report instruments, teacher ratings, and behavioral observations.