IDENTITY
FORMATION
Sense of Self

Who am I?
self-concept - beliefs
How good am I as a person?
 self-esteem - worthiness
 self-efficacy - accomplishments


Factors Influencing
Sense of Self


Past behaviors and achievements
Others’ perceptions




Parents
Siblings
Peers
Own perceptions about achievements
and comparisons to others
Sense of Self:
Trends Toward
More abstraction
 More dependency on others’
opinions
 More integration
 More stability

Development of Sense of Self

Infancy



view self as a distinct individual
ability to imitate others
Early childhood




autobiographical self
language reflects self: I, me, mine
Describes self by physical characteristics &
interests
overconfidence, high self-esteem
Development of Sense of Self

Middle childhood





describes self in physical and psychological terms
aware of strengths and weaknesses
self-esteem generally high
compares self with peers
structures self-esteem into different competencies




academic
social
physical
physical appearance
Development of Sense of Self

Early adolescence





belief in imaginary audience
belief in personal fable
self-esteem drops (especially girls)
begin to use abstract values to describe
themselves
social comparisons continue
Development of Sense of Self

Late adolescence


develop a more complex understanding of
self, with contradictory descriptions
identity develops over time




identity diffusion
foreclosure
moratorium
identity achievement
Marcia: Identity Status
Gender Differences


Both nature and nurture contribute
Differences in
 Estimation of self-efficacy
 Boys say they are good at athletics, problemsolving, math and science
 Girls say they are good at social conventions,
social relationships, reading and writing
 Accepting criticism
 Body image