SELF CONCEPT, AFFECT AND MOTIVATION IN CHILDREN

我们先前研究的一个主要目标是开发一种 理论驱动的原因、关联和结果模型 自尊心。重要和认可的领域的能力 重要的他人会影响自尊及其相关因素，例如， 抑郁的情绪反过来预示着有自杀念头。虽然 性别差异不是最初的关注焦点，调查结果一直是如此 确定自我系统中女性处于危险之中的领域。女性 自尊心低，情绪低落，情绪低落 他们对外表的负面评价比男性更多。此外， 以外表为自尊的青春期女性 更大的风险是缺乏自尊，打扮得情绪化，被感知到 没有吸引力。在对虚假自我行为的研究中，那些女孩 报告女性性别取向的人最有可能报告低 “声音”的水平，一个人压抑自己的真实观点。在一项研究中 在成年人的关系方式中，我们发现过度关注他人， 与自我关注的自主男性伴侣有联系的女性报告说 最少的验证和最高水平的虚假自我行为。而当 对于许多女性来说，自我系统显然受到了威胁， 性别和类似进程中显著的个体差异 似乎是这些现象在男性身上的基础。因此，本提案 阐述了许多这些影响背后的过程。在第一个 我们将纵向考察吉利根的观点，女孩们 青春期失声，关注个体预测因素 也存在差异，即性别取向、对声音的支持、 跨多个关系上下文。在后续研究中，我们将 关注父母的声音和自尊水平，在此基础上 库珀和格罗特万特的父母展示个性的模式 (清楚地表达自己的观点)和连通性(表示尊重 青少年的观点)会带来最积极的结果。在另一个国家 在这项研究中，我们将检验男女同校和全女生的影响。 高中生在课堂上的声音水平，自尊，自信， 数学/科学能力和掌握动力。在另一项研究中，我们 将寻求潜在的种族差异，检查公交车和 西班牙裔和欧洲人的声音水平和自尊之间的相关性-- 美国青年。在最后一项研究中，我们将扩大我们的范围 真/假自我行为、抑郁情绪和自尊 两性关系。我们认为，这些研究将增进我们的理解 在那些威胁某些女性自我系统的过程中 雄性也是如此。

A major goal of our previous research has been the development of a theoretiCally-driven model of the causes, correlates, and consequences of self-esteem. Competence in domains of importance and approval from significant others impact self-esteem and its correlates, e.g., depressed affect which in turn predict suicidal thinking. Although gender differences were not an initial focus, findings have consistently identified areas of the self-system where females are at risk. Females consistently report lower self-esteem, greater depressed affect, and more negative evaluations of their appearance than do males. Moreover, adolescent females who base their self-esteem on their appearance are at even greater risk for low self-esteem, dressed affect, and perceived unattractiveness. In studies of false self behavior, those girls reporting a feminine gender orientation are most likely to report low levels of "voice", where one suppresses one's true opinions. In a study of adult relationship styles, we found that other-focused overly, connected women with self-focused autonomous male partners reported the least validation and the highest levels of false self behavior. While for many females there are clearly threats to the self-system, there are notable individual differences within gender and similar processes appear to underlie these phenomena in males. Thus, the present proposal addresses the processes underlying many of these effects. In the first study we will longitudinally examine Gilligan's Contention that girls lose their voice in adolescence, focusing on predictors of individual difference, as well, namely gender orientation, support for voice, across a number of relational contexts. In a follow-up study we will focus on level of voice and self-esteem with parents, building upon Cooper & Grotevant's model in which parental displays of individuality (expressing one's views clearly) and connectedness (showing respect for the adolescent's views) lead to the most positive outcomes. In another study, we will examine the effects of coeducational vs. an all-girls high school on level of voice in the classroom, self-esteem, confidence, math/science competence and mastery motivation. In another study, we will pursue potential ethnic differences, examining the buses and correlates of level of voice and self-esteem in Hispanic and European- American youth. In a final study, we will broaden our range of true/false self behaviors, depressed affect, and self-esteem within the relationship. We feel that these studies will enhance our understanding of those processes that threaten the self-system of certain females as well as males.