The Development of Self-Presentation: Self-Promotion in 6- to 10-Year-Old Children

Aloise-Young, Patricia A.

doi:10.1521/soco.1993.11.2.201

Cited by 116 publications

(110 citation statements)

References 34 publications

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“…This is consistent with growing literature showing that children's appreciation of self-presentational processes undergoes significant development during primary school (Aloise-Young, 1993;Banerjee, 2002;Banerjee and Yuill, 1999;Bennett and Yeeles, 1990b). Furthermore, the present results further detail the developmental changes that children go through between 8 and 10 years of age in their thinking about modest selfpresentations.…”

Section: Discussionsupporting

confidence: 92%

“…Some existing research suggests that children do consider audience information when determining how they should self-present during an interaction. In particular, children are able to change their selfpresentational tactics depending on knowledge of the audience's motivation (Aloise-Young, 1993), and children are able to change their self-presentational behaviour depending on knowledge of the audience's likes and dislikes (Banerjee, 2002). Importantly, research has also shown that children believe that different presentations of reasons for academic success and failure are appropriate for peer and adult audiences Murdock, 1993, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Children's understanding of modesty in front of peer and adult audiences

Watling

Banerjee

2007

Infant and Child Development

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Previous research has suggested that the understanding of modesty—downplaying one's achievements to evoke a positive social evaluation—develops in the primary school years. However, very little is known about how children's understanding of modesty is associated with social contextual factors, such as audience type. A sample of 92 children aged 8–11 years responded to hypothetical vignettes where the protagonist responded either modestly or immodestly to praise. The findings supported earlier indications of an increase with age in the understanding of modesty, and further found that modesty was judged as more appropriate for peer audiences than for adult audiences. No interactions between age group and audience type were observed. Children's increasing approval of modesty was associated with a tendency to justify their judgements by referring to concerns about social evaluation. Copyright © 2007 John Wiley & Sons, Ltd.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Children's understanding of modesty in front of peer and adult audiences

Watling

Banerjee

2007

Infant and Child Development

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“…In our experiments recipients were not present, allowing us to specifically investigate children's motivation to appear fair to third parties, an important step forward in understanding how children develop self-presentational concerns. This approach is more analogous to research in adult impression management, which is often focused on how individuals try to influence strangers' perceptions of them (Baumeister, 1982;Leary et al, 2011), and extends investigations of self-presentation in older children in domains other than fairness (Aloise-Young, 1993;Banerjee, 2002;Hill & Pillow, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…presentation increasing as they approach eight to ten years of age (Aloise-Young, 1993;Apfelbaum, Pauker, Ambady, Sommers, & Norton, 2008;Banerjee, 2002;Piaget, 1932;Selman, 1980;Turiel, 2006). Interestingly, children become increasingly concerned with how they appear to others at the same time as they are becoming more concerned with being fair.…”

mentioning

confidence: 99%

Children develop a veil of fairness.

Shaw

Montinari²,

Piovesan

et al. 2014

Journal of Experimental Psychology: General

194

148

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Previous research suggests that children develop an increasing concern with fairness over the course of development. Research with adults suggests that the concern with fairness has at least 2 distinct components: a desire to be fair and a desire to signal to others that they are fair. We explore whether children’s developing concern with behaving fairly toward others may in part reflect a developing concern with appearing fair to others. In Experiments 1 and 2, most 6- to 8-year-old children behaved fairly toward others when an experimenter was aware of their choices; fewer children opted to behave fairly, however, when they could be unfair to others yet appear fair to the experimenter. In Experiment 3, we explored the development of this concern with appearing fair by using a wider age range (6- to 11-year-olds) and a different method. In this experiment, children chose how to assign a good or bad prize to themselves and another participant by either unilaterally deciding who would get each prize or using a fair procedure—flipping a coin in private. Older children were much more likely to flip the coin than younger children, yet were just as likely as younger children to assign themselves the good prize by reporting winning the coin flip more than chance would dictate. Overall, the results of these experiments suggest that as children grow older they become increasingly concerned with appearing fair to others, which may explain some of their increased tendency to behave fairly.

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“…This period also coincides with considerable social and emotional changes and a search for identity (Heaven, 2001). This increased uncertainty is likely to lead to heightened concern over the presentation of the self in numerous contexts (Aloiseyoung, 1993), including the physical domain (Kowalski et al, 2006). There is, however, no research that has made developmental comparisons across age groups for social physique anxiety.…”

Section: Introductionmentioning

confidence: 99%

Social physique anxiety and physical self-esteem: Gender and age effects

Hagger

Stevenson

2010

Psychology & Health

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The aim of this study was to test the generalisability of the factor pattern, structural parameters, factor correlations and latent mean structure of social physique anxiety and physical self-esteem across gender, age and gender x age. The social physique anxiety scale and general physical self-esteem scale from the physical self-perception profile was administered to high school and university students aged 11-24 years (N = 2334). Confirmatory factor analysis (CFA) was used to test the adequacy of a two-factor correlated model in the full sample, and separately by gender, age and gender x age sub-samples. The CFA model satisfied criteria for goodness-of-fit with the data in all sub-samples, the only exception was for females aged 21 and over. Tests of invariance of the factor pattern, structural parameters and correlations across age, gender and age x gender revealed few decrements in goodness-of-fit. Latent means analysis revealed that females had consistently higher levels of social physique anxiety and lower levels of physical self-esteem than males, with the exception of the 11-12 age group. Results extend previous findings that females tend to report higher levels of social physique anxiety and lower levels of physical self-esteem than males by demonstrating that these differences are consistent across age group.

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The Development of Self-Presentation: Self-Promotion in 6- to 10-Year-Old Children

Cited by 116 publications

References 34 publications

Children's understanding of modesty in front of peer and adult audiences

Children's understanding of modesty in front of peer and adult audiences

Children develop a veil of fairness.

Social physique anxiety and physical self-esteem: Gender and age effects

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