Symbolic interactionist view of self-concept: Through the looking glass darkly.

Shrauger, J. Sidney; Schoeneman, Thomas J.

doi:10.1037/0033-2909.86.3.549

Cited by 622 publications

(445 citation statements)

References 124 publications

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“…In the present study, we focus on self-reports of relationship quality in light of evidence indicating that self-perceptions of relationships are better predictors of outcomes than are objective assessments (Shrauger & Schoeneman, 1979). (Cooper, 1988).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

The correlates of conflict: Disagreement is not necessarily detrimental.

Adams¹,

Laursen²

2007

Journal of Family Psychology

138

128

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In this study, the authors examined whether concurrent associations between adolescent outcomes and disagreements with mothers, fathers, and best friends vary as a function of perceived relationship quality. Participants were 469 11-to 18-year-old youths from a culturally diverse community. Negative qualities of parent-adolescent and friend relationships were linked to adjustment problems (aggression, anxiety and depression, delinquency, and withdrawal). Positive qualities of parentadolescent relationships were linked to school grades and adjustment problems. Nonlinear associations between conflict and adolescent outcomes were moderated by negative qualities of relationships such that increases in conflict from low to moderate levels were linked to (a) higher school grades for adolescents in better but not poorer quality relationships and (b) greater delinquency and withdrawal for adolescents in poorer but not better quality relationships. Keywords adolescent conflict; mother-adolescent relationship; father-adolescent relationship; friendship Interpersonal conflict can be aversive. For this reason, contention is assumed to be antithetical to individual wellbeing. But is conflict necessarily pernicious? Many scholars believe that the valence of conflict depends on the family in which it arises: Conflict in supportive relationships is thought to be constructive and beneficial, whereas conflict in unsupportive relationships is considered destructive and detrimental. Agreement about this intuitively appealing assumption obscures the fact that it has received scant empirical attention. The present investigation was designed to address this proposition by exploring whether associations between indices of adolescent well-being and self-reports of disagreements with mothers, fathers, and best friends vary as a function of the perceived quality of the relationship in which the disagreement arises.Conflict is an essential form of communication. Over the course of a typical day, adolescents report three or four conflicts with parents and one or two conflicts with friends (Laursen & Collins, 1994). Conflicts signal the significance of topics and relationships, they provide a means for expressing concern and dissatisfaction, and they serve as a vehicle for individual growth and relationship transformation (Sillars, Canary, & Tafoya, 2004). Conflict, defined as overt behavioral opposition, is typically operationalized in terms of disagreement or incompatible behaviors. This designation has the advantage of disentangling conflict from competition and aggression and avoiding problems that arise when conflict is conflated with negative affect. Our goal was to describe the role conflict plays in shaping adolescent outcomes. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptWe defined conflict as disagreement so as to capture all instances of opposition; we focused on conflict with parents and friends because most adolescents report these relationships to be their closest, most influential, and most...

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Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

The correlates of conflict: Disagreement is not necessarily detrimental.

Adams¹,

Laursen²

2007

Journal of Family Psychology

138

128

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“…I tillegg har pålitelige og kompetente kilder størst effekt på oss (Ahrauger og Schoeneman 1999). Tice og Wallace (2003) har forsøkt å forklare sammenhengen mellom sosiale samspill og selvfølelse gjennom begrepet «looking-glass self» (speil-selvbilde):…”

Section: Tilbakemeldingens Kraftunclassified

Å være i medienes kritiske søkelys. Enkeltindivideneserfaringer

Karlsen

Duckert

2017

NMT

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Professor, Psykologisk institutt, Universitetet i Oslo fanny.duckert@psykologi.uio.no SAMMENDRAG Mediene har i økende grad fått mer naergående fokus på enkeltpersoner, men det foreligger lite systematisk kunnskap om hvordan det oppleves å bli utsatt for et mediedrev. Vi har dybdeintervjuet 43 personer som gjennom sin yrkesrolle har blitt utsatt for medienes kritiske søkelys. Fokus har vaert på hvordan mediesaken påvirket deres livskvalitet og helse, på kort og lang sikt. Deltakerne var i utgangspunktet oppegående, ressurssterke personer. Samtlige opplevde sterk økning i belastning og reduksjon i livskvalitet under mediesaken, men intensiteten varierte. Belastningsfaktorer var de direkte møtene med journalister, ventetiden før oppslag og selve oppslagene. Felles var opplevelser av tap av kontroll, manglende oversikt og stor uforutsigbarhet. De aller sterkeste belastningene var knyttet til invadering av privatsfaere og sterkt negative, personlige tilbakemeldinger i det offentlige rom. Oppfølging etter 4-5 år viste at de fleste hadde lagt opplevelsen bak seg, men fortsatt opplevde majoriteten sterke følelsesmessige reaksjoner når de møtte saken igjen. NøkkelordKritisk medieeksponering, mediedrev, stress, mestring, livskvalitet ABSTRACT Critical media exposure has become more usual, but little is known about the reactions of individuals being subject to a media hunt. In-depth interviews have been conducted with 43 persons, initially competent and well functioning, who in their professional roles had been subject to critical media exposure. The focus was on how the media exposure had influenced their health and quality of life. All participants experienced high levels of stress and low quality of life during the media exposure, albeit of varying intensity. Special risk

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“…Dans le cas d'un élève, les facteurs internes seraient cependant sous l'influence des facteurs externes comme les parents et les pairs qui lui servent en même temps de miroir. Dans cette perspective, le concept de soi scolaire global est perçu comme la relation entre les perceptions que les autres ont d'un élève et la propre évaluation que ce dernier se fait de l'opinion qu'il pense que ses proches ont de lui (Shrauger et Schoeneman, 1979). Par conséquent, le rendement scolaire de l'élève serait le reflet de son autoévaluation.…”

Section: Structure Du Concept De Soi Scolaire Globalunclassified

La configuration des corrélations entre le concept de soi et le rendement scolaire : une méta-analyse

Gueyaud¹,

Dassa²

2008

rse

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Cet article présente la problématique, la méthodologie et les résultats d'une méta-analyse de la configuration du lien corrélatif entre le concept de soi et le rendement scolaire. Il ressort de la recherche que la caractérisation des diverses catégories de concept de soi et de rendement scolaire constitue un premier facteur explicatif de ce lien. La configuration proposée permet de conclure que le concept de soi non scolaire et le concept de soi général ont des corrélations faibles alors que le concept de soi scolaire présente des liens nettement plus élevés variant selon les types de rendement scolaire de moyen à modérément élevé. Le rejet de l'hypothèse d'homogénéité des corrélations de chaque catégorie soulève la possibilité de l'existence de variables concomitantes constituant un deuxième facteur explicatif.This article presents the theoretical frame, the methodology, and the results of a meta-analysis of the correlational structure between self-concept and school achievement. The authors found that the classification of different categories of self-concept and of school achievement was the first factor to account for this correlation. Among the conclusions, the authors note that scores relating to non-school self-concept and general self-concept provide weak correlations while specific school self-concept presents higher relationships which vary from average to moderate-high according to the types of school success examined. Finally, they reject the hypothesis of homogeneity of correlations for each category, which raises the possibility of the existence of other variables constituting a second factor.Este articulo présenta la problemàtica, la metodologia y los resultados de un meta analisis de la configuracion de la relacion correlativa entre el concepto de si mismo y el rendimiento académico. Un resultado del estudio es que la caracterizacion de las distintas categorias de concepto de si y de rendimiento académico constituye un primer factor expli-cativo de esta relacion. La configuracion propuesta permite concluir que el concepto de si "no-escolar" y el concepto de si "general" tienen correlaciones bajas mientras que el concepto de si académico présenta lazos netamente mas fuertes que varian de medio a moderadamente elevados segûn los tipos de rendimiento académico. El rechazo de la hipotesis de la homoge-neidad de correlaciones de cada categoria expone la posibilidad de la existencia de variables concomitantes que constituinan un segundo factor explicativo.Der vorliegende Artikel erôrtert die Problematik, die Méthode und die Ergebnisse einer Meta-Analyse der Struktur des korrelativen Zusammenhangs zwischen Selbstgefuhl und schulischer Leistung. Es ergibt sich, dass die Charakterisierung der verschie-denen Kategorien von Selbstgefuhl und von schulischer Leistung den ersten Ansatz zu einer Erlàuterung dieses Zusammenhangs darstellt. Die vorgeschlagene Struktur fiihrt zu der Schlussfolgerung, dass das schulunabhàngige und das allgemeine Selbstgefuhl nur schwache Korrelationen aufweisen, wohingegen das schul...

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Symbolic interactionist view of self-concept: Through the looking glass darkly.

Cited by 622 publications

References 124 publications

The correlates of conflict: Disagreement is not necessarily detrimental.

The correlates of conflict: Disagreement is not necessarily detrimental.

Å være i medienes kritiske søkelys. Enkeltindivideneserfaringer

La configuration des corrélations entre le concept de soi et le rendement scolaire : une méta-analyse

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