SELF-CONCEPT, AFFECT AND MOTIVATION IN CHILDREN

目的是追求我们对发展的纲领性调查 孩子的自尊。重点将放在儿童的全球意识上 自我价值。我们将对自我价值的决定因素感兴趣， 它被保存和加强的过程以及它的作用 自我价值作为情感和动机的中介。我们感兴趣的是 也从规范发展的角度审视这些问题 从个体差异的角度来看。我们的方法是 自我概念侧重于特定领域的评估以及儿童的 对他们作为一个人的全球自我价值的总体评估。我们会 继续检验我们借鉴James的理论模型 (自尊等于一个人的成功与他的自负之比)和 Cooley(自尊代表将以下观点纳入其中 重要的其他人持有自我)关于决定因素 自我价值。我们将把这种模式的应用扩展到青少年， 大学生和中年人。我们还将继续 探讨自我价值感在情绪调节中的作用 (高兴到沮丧)以及动力(兴趣/精力水平)。这个 自我价值和情感之间的强烈关系将在 正常人群以及被诊断为 临床忧郁症。我们还将开发一种行为测量方法，以 为年幼的孩子们展示了自尊，他们没有 全球自我价值，纵向考察 一旦这个概念出现，就有两个结构。此外，我们还将解决 自我价值概念的稳定性问题，确定因素 这可能会使儿童和青少年很难“保护 主要重点将放在过程变量上，例如 自我保护和自我提升的机制，例如， 忽略自己不擅长的领域的重要性，采取 对成功比失败更多的责任，看到一个人的积极面 属性作为一个人自我理论的核心假设。我们将尝试 阐述理论、方法、经验和应用的意义 这些主题中的每一个。

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.