SELF-CONCEPT, AFFECT AND MOTIVATION IN CHILDREN

儿童的自我概念、情感和动机

• 批准号: 3311112
• 负责人: SUSAN HARTER
• 金额: $ 10.43万
• 依托单位: UNIVERSITY OF DENVER (COLORADO SEMINARY)
• 依托单位国家: 美国
• 财政年份: 1976
• 资助国家: 美国
• 起止时间: 1976-05-01 至 1995-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3311112
• 关键词: academic achievement; child behavior; child behavior disorders; child psychology; elementary school; emotional dependency; emotions; human; human middle age (35-64); interpersonal relations; longitudinal human study; motivation; parent offspring interaction; peer group; psychometrics; questionnaires; secondary schools; self concept; social support network; socioeconomics; videotape /videodisc

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.

这项方案研究工作致力于 发展一个理论驱动的经验模型， 自尊的前因和后果。 我们先前的模型确定了两个决定因素， 重要领域（来自詹姆斯）和重要领域的批准 其他（来自库利）。 拟议的研究重点是批准， 并提出了一个过程模型，其中包括平衡的批准和 不赞成和有条件的批准。 四个小组将在 根据批准级别和类型的组合确定 和反对 据预测，批准，验证和 提高一个人的价值，加上低水平的 不赞成（作为一个人的自我）将导致高， 稳定的自尊，觉得自己是可爱的， 真正的自我行为，以及自尊先于 批准 相反，有条件地支持满足他人的要求， 期望，加上对自我作为一个人的不赞成， 会导致适度的低和波动的自尊，感情， 一个人不讨人喜欢/可爱，虚假的自我行为， 一个人的自尊取决于他的认可 他人 缺乏认可和不认可将导致 中等偏高，非波动，自尊，关于一个问题 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。 其他结果包括影响 （抑郁到开朗），能量水平，学校动机，以及 建立关系的能力。 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将研究某些因素，激发 同行和家长的认可，即能力/充分性， 这些领域对同龄人、父母和自我都很重要。 一 为每个组预测不同的路径模式 上面描述研究三将考察自尊的模型 形成在幼儿，假设批准， 验证和增强自我将影响行为表现 自尊 研究四将在成人中研究这些过程， 预测三个方向性组之间的收敛 根据认可与 自尊，三种成人依恋风格，以及三种 相关性：过度自主，过度连接，平衡 自主性和连通性之间的关系 结果是自尊， 情感（抑郁到快乐），真实/虚假的自我行为，以及 婚姻满意度 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， 教师评分和行为观察。