The Self
• “Who am I?”
• When we talk about “ourselves” we
are talking about “The Self”
• Please write three sentences about
yourself. Make sure to write them
each on a separate line and leave a
line between each one.
Self Concept & Self Esteem
• Self-Concept
– The subset of a person’s stored
knowledge, which concerns himself
or herself as a distinctive object in
the world. (Higgins & May, 2001)
• Self Esteem
– Feelings that people have about
their own capabilities and selfworth.
Self Concept
• The Ideal Self
– Goals are about where we want
to be.
• which goals we set
• which goals we value
• and which goals we keep working at.
– Goals are related to who we
WANT TO BE.
Self Concept
• The Actual self
– Who students think they are effects
what kinds of things they want.
• i.e., Self-Efficacy (weather or not they
are capable of achieving a goal)
– Things that effect self-efficacy?
» Mastery experiences
» Vicarious experience (models)
» Verbal persuasion
Moving From the Actual to the
Ideal
For many people there is a gap
(discrepancy) between who they
are and who they want to
become.
If you think you can change
– the difference might be motivating.
If you think you can’t
– it’s devastating.
What does Self-Efficacy Do?
• THE CHOICES WE MAKE
• THE EFFORT WE PUT FORTH
• HOW LONG WE PERSIST (WHEN WE
CONFRONT OBSTACLES AND IN THE
FACE OF FAILURE)
• HOW WE FEEL
Differences
• Self-Concept
– Knowledge
• Self-Esteem
– Feelings
• Self-Efficacy
– Beliefs about specific events
• Please look at your paragraph and
indicate which part of your “self” is
represented by each sentence.
Erikson and Adolescence
The problem of Identity
Why is Identity Important?
• According to Erickson:
• The adolescent must develop an
acceptable, functional, and stable
self concept.
• If not, role or identity confusion
occurs.
– The individual will be confused as to
his or her role in society.
– This prevents the formation of a life
philosophy and a stable base for both
career and family development.
How is Identity Formed?
To form an identity adolescents must
maintain a connection with their past,
establish stable future goals, and
maintain adequate interpersonal
relationships in the present.
(Dworetsky, 1996)
James Marcia
• Endeavored to operationalize Erikson's
constructs
• Focused on theoretical constructs related
to the identity versus role confusion stage.
• Extended Erikson's theory of adolescence
by describing four alternatives that can
occur for adolescents who are choosing
their identities.
• It is important to realize that people often
revisit and reassess their values,
identities, and beliefs throughout their
lives. In other words, these are statuses
(Muuss & Porton, 1999)
not end states.
James Marcia’s 4 Identity Statuses
Low Crisis/
Exploration
High Crisis/
Exploration
Low
Commitment
High
Commitment
Identity
Diffused
Identity
Foreclosed
Moratorium
Identity
Achieved
Identity Statuses Continued
• Identity diffused- failure to experience any
identity crisis or exploration and to commit to a
set of beliefs; identity issues not considered of
significance
• Foreclosure- failure to experience any identity
crisis but has committed to goals, values, and
beliefs; identity is not the result of personal
exploration
• Moratorium- actively searching for an identity to
eventually assume; not yet committed to any one
set of beliefs, goals, and values
• Identity achieved - experienced identity
exploration and resolved identity issues on own
terms; committed to a set of goals, values, and
beliefs
(Muuss & Porton, 1999)
• For more information:
– 391 – 401 in Text
• What does identity development have to do
with being a teacher?
– Your development?
– Your students development?
• What does Self-efficacy have to do with
being a good math teacher?
– Your development?
– Your students development?
• What do you do to support your SE now?
• How might you support your students SE?