SELF-CONCEPT, AFFECT AND MOTIVATION IN CHILDREN

目的是继续我们的发展中国家的纲领性调查， 孩子的自尊。 一个主要的重点将是儿童的全球意识 自我价值 我们将对自我价值的决定因素感兴趣， 保护和加强的过程，以及 自我价值作为情感和动机的中介。 我们有兴趣 从规范发展的角度审视这些问题，以及 从个体差异的角度来看。 我们处理 自我概念侧重于特定领域的评价，以及儿童的 对他们作为一个人的整体自我价值的总体评价。 我们将 继续研究我们的理论模型，它借鉴了詹姆斯 （自尊等于一个人的成功与一个人的自负之比）， 库利（自尊代表的意见， 重要的其他人持有关于自我）关于的决定因素 自我价值 我们将把这一模式推广到青少年， 大学生和中年人。 我们还将继续 探讨自我价值感在情感中介中的功能作用 （快乐到沮丧）以及动机（兴趣/能量水平）。 的 自我价值和情感之间的密切关系将在 正常人群，以及被诊断为 临床抑郁 我们还将开发一种行为测量方法， 提出了自尊的幼儿，谁没有的概念， 全球自我价值，纵向研究之间的关系， 两个概念，一旦概念出现。 此外，我们会处理 自我价值概念的稳定性问题，确定因素 这可能使儿童和青少年难以“保护 自我”。 主要重点将放在过程变量上，例如，的 一个人保护和增强自我的机制，例如， 不重视自己不胜任的领域， 对成功比失败更负责任，看到一个人的积极面 属性作为自我理论的核心假设。 我们将尝试 解决的理论，方法，经验和应用意义 每一个主题。

The aims are to pursue our programmatic investigation of the developing child's self-esteem. A major focus will be on children's sense of global self-worth. We will be interested in the determinants of self-worth, the processes through which it is conserved and enhanced, as well as the role of self-worth as a mediator of affect and motivation. We are interested in examining these issues from a normative-developmental perspective, as well as from the perspective of individual differences. Our approach to the self-concept focusses on domain-specific evaluations as well as children's overall evaluation of their global self-worth as a person. We will continue to examine our theoretical model which draws upon James (self-esteem equals the ratio of one's successes to one's pretensions ) and Cooley (self-esteem represents the incorporation of the opinions which significant others hold about the self) with regard to the determinants of self-worth. We will extend the application of this model to adolescents, college students, and middle-aged adults. We will also continue to investigate the functional role which self-worth plays in mediating affect (cheerful to depressed) as well as motivation (interest/energy level). The strong relationship between self-worth and affect will be examined in normative populations, as well as among children who have been diagnosed as clinically depressed. We will also develop a behavioral measure of presented self-esteem for young children, who do not have the concept of global self-worth, longitudinally examining the relationship between the two constructs, once the concept emerges. In addition, we will address the issue of the stability of one's concept of self-worth, identifying factors which may make it difficult for children and adolescent to "conserve the self". Major emphasis will be placed on process variables, e.g., the mechanisms through which one comes to protect and enhance the self, e.g., discounting the importance of areas in which one is not competent, taking more responsibility for successes than failures, and seeing one's positive attributes as the core postulates of one's self-theory. We will attempt to address the theoretical, methodological, empirical and applied significance of each of these topics.