VAED 2

The Self: Understanding "Who Am I?"
1. The Self Understanding “Who am I?”
2. Thinking about the Self: Personal verses Social Identity Personal-Social Identity Continuum .The two distinct ways that the self can be categorized. At the personal level, the self can be thought of as a unique individual, whereas at the social identity level, the self is thought of as a member of a group.
3. Intragroup Comparisons Judgments that result from comparisons between individuals who are members of the same group.
4. Intergroup Comparisons Judgments that result from comparisons between our group and another group.
5. Who I Am Depends On the Situation .Typically reference social identities, interpersonal relationships and a variety of traits. Describe self differently depending on situational specificity: I am a _______ person.” I am a(n) _______ person when a professor provides me with a challenge.” Tendency to describe self according to context and relationships increases with age .
6. Self-Complexity . How the self-concept is organized. For those whose self-concepts are organized complexly, important aspects of the self are distinct from one another. For those whose self-concept is low in complexity, there is a greater overlap in different components of the self. Consequences for how we view the self when we experience stress .
7. Identity Interference .When two important social identities are perceived as being in conflict, such that acting on the basis of one identity interferes with performing well based on the other identity.Example- woman scientists .
8. Independent Self-Concept .In individualistic cultures, the expectation is that people will develop a self-concept as separate from or independent of others. Men are expected to have an independent self-concept more so than women.
9. Interdependent Self-Concept .In collectivist cultures, the expectation is that people will develop a self-concept in terms of their connections or relationships with others. Women are expected to have an interdependent self-concept more than men.
10. Who I Am Depends on Others' Treatment . We would change an aspect of the self to avoid rejection by others (don't ask, don't tell), or make even more self-defining (rebel against establishment). Identity dilemmas
11. Subjective Self-Awareness .The first level of self to emerge. It is the recognition that the self is separate from other objects in one's physical environment. Objective Self-Awareness/seeing the self .Symbolic Self-Awareness/ability to form abstract representations of the self through language .
12. Possible Selves: The Self over Time .Images of how the self might be in the future—either “dreaded” possible selves to avoid or “desired” potential selves to strive for. Role Models and New Year's Resolutions . Self-Efficacy: The belief that one can achieve a goal as a result of one's own actions (also Collective Self-Efficacy related to groups)
13. Self-Esteem: Attitudes toward the Self.The degree to which the self is perceived positively or negatively; one's overall attitude toward the self. Measured implicitly or explicitly (can be manipulated in the laboratory)
14. Self-Reference Effect .People's orientation toward stimuli that are associated with the self. People show a preference for objects owned by and reflective of the self. Sufficiently automatic, occurs rapidly without a conscious intention. People with high self-esteem less vulnerable to threat following failure . Subliminal training provides similar self protection
15. Self-Serving Biases .Above-Average Effect: people tend to rate themselves as above average on positive social attributes, even “fans” feel responsible for their teams success. Cultural differences between U.S. and China
16. Is High Self-Esteem Always Positive? Clear benefits, but strong evidence now points to high self-esteem more associated with bullying, narcissism, exhibitionism, self-aggrandizing and interpersonal aggression. The view of self defended when pride is threatened, when coupled with instability results in most hostile/defensive responses.
17. Do Women and Men differ in Levels of Self-Esteem? To the extent that woman are viewed as less competent than men in the larger social world, their self-esteem is lower. Indian and Malaysian women lowest. England and Finland perceive themselves equally favorably as men. Women in jobs with frequent gender discrimination lower emotional/physical health over time
18. Self-Comparison: Knowing the Self Perhaps all human judgment is related to some comparison Downward Social Comparison: compare self to someone who does less well Upward Social Comparison: compare to someone who does better than the self
19. Self-Evaluation Maintenance Model . In order to maintain a positive view of the self, we distance ourselves from others who perform better than we do on valued dimensions, but move closer to others who perform worse, to protect our self-esteem. Applies with comparisons at the personal level and as individual to individual
20. Social Comparison Theory.Festinger (1954) suggested that people compare themselves to others because, for many domains and attributes, there is no objective yardstick with which to evaluate the self, so other people are highly informative. desire to see self positively appears more powerful that desire to see self accurately . In-group comparisons “my salary is pretty good for a woman.”
21. Social Identity Theory. Suggests that we will move closer to positive others with whom we share an identity, but distance ourselves from other ingroup members who perform poorly or otherwise make our social identity negative. Applies to comparing self at group level, with person sharing same category. Positive evaluations when make group look good (men vs women) Black-Sheep Effect .
22. Self-Presentation and Self-Regulation . Self-Promotion Ingratiation: attempts to make others like us by praising them (cultural differences)
23. Self-Monitoring.Monitoring behavior in response to others expectancies. Low self-monitors are not very effective and act according to personal views, high self-monitors very good at adapting behavior according to expectancies and/or the situation. Politicians, actors, salespeople (use pronouns like they, them, and tend to have higher self-esteem)
24. Introspection .Attempts to understand the self by self-examination, turning inward to assess one's motives .Always good? We don't always know or have conscious access to the reasons for our actions .Thinking about the future . Beneficial when thinking about conscious choices
25. The Self as a Target of Prejudice . Emotional Consequences: stable/internal attribution is worse for well-being, best attribution is external/unstable attributions. “ I'm stupid” vs. “Bad luck I got this professor this semester.”
26. Degree of Harm to Well-Being.internal/stable (“I'm stupid.) internal/stable attribute relevant in only few situations (sexist) internal/unstable applied to many situations (“I'm bad at math but can get better.”) internal/unstable applied to few situations (“I'm bad at baseball but I rarely play.”) external/unstable.
27. Cognitive Consequences .Perceived prejudice can interfere with our ability to learn and acquire new skills.Cognitive abilities impaired when we feel we need to hide our identity and worry about how others may perceive us.
28. Behavioral Consequences . Stereotype Threat: People's belief that they might be judged in light of a negative stereotype about their group or that they may, because of their performance, in some way confirm a negative stereotype of their group. Telling women before they take a math test that men do better than women is sufficient to evoke stereotype threat

The self
1. The self
2. LEARNING OBJECTIVES ● Identify some key aspects of the self-concept. ● Cite two types of self-discrepancies, and describe their effects and ways to cope with them. ● Discuss important factors that help form the self- concept.
3. The Nature of the Self-Concept • the self-concept is an organized collection of beliefs about the self. • The self-concept entails your beliefs about your personality (Markus & Cross, 1990), • those things than come to mind when you think about yourself (Stets & Burke, 2003), • and what you believe to be true about yourself (Forgas & Williams, 2002). • These beliefs, also called self-schemas, shape social perception (Showers & Zeigler- Hill, 2012), • are developed from past experience, and are concerned with your personality traits, abilities, physical features, values, goals, and social roles (Campbell, Assanand, & DiPaula, 2000).
4. The Nature of the Self-Concept • Each self-schema is characterized by relatively distinct thoughts and feelings. • For instance, you might have considerable information about your social skills and feel quite self-assured about them but have limited information and less confidence about your physical skills. • Your self-concept is apt to be “relational”— that is, your sense of self is based on your current and past relationships with significant others in your life, such as friends, family, and romantic partners (Andersen & Chen, 2002).
5. The Nature of the Self-Concept • Beliefs about the self influence not only current behavior but also future behavior. • According to social psychologist Hazel Markus, possible selves are one’s conceptions about the kind of person one might become in the future (Erikson, 2007; Markus & Nurius, 1986). • Possible selves are developed from past experiences, current behavior, and future expectations.
6. Self-Discrepancies • Some people perceive themselves pretty much the way they’d like to see themselves. • Others experience a gap between what they actually see and what they’d like to see. • For example, Nathan describes his actual self as “shy” but his ideal self as “outgoing.” • According to E. Tory Higgins (1987), individuals have several organized self- perceptions: • actual self (qualities you believe you actually possess), an ideal self (characteristics you would like to have), and an ought self (traits you believe you should possess). The ideal and ought selves serve as personal standards or self-guides that direct behavior. Self-discrepancy consists of a mismatch between the self-perceptions . These self discrepancies are measureable and have consequences for how people think, feel, and act (Hardin & Lakin, 2009; Phillips & Silvia, 2010).
7. Coping with Self-Discrepancies Can individuals do anything to blunt the negative emotions and blows to self-esteem associated with self-discrepancies? Yes! For one thing, people can change their behavior to bring it more in line with their ideal or ought selves. For instance, if your ideal self is a person who gets above average grades and your actual self just got a D on a test, you can study more effectively for the next test to improve your grade. But what about the times you can’t match your ideal standards?
8. Coping with Self-Discrepancies Perhaps you had your heart set on being on the tennis team but didn’t make it. 1. One way to ease the discomfort associated with such discrepancies is to bring your ideal self a bit more in line with your actual abilities. 2. Another, less positive, approach is to blunt your self awareness, by avoiding situations that increase your self-awareness Example: if you don’t want to appear to be shy, don’t attend a party If your weight is bothering you, you might stay off the scale or avoid shopping for new clothes (as well as gazing into full length mirrors). 3. Some people use alcohol to blunt self- awareness.
9. Factors Shaping the Self-Concept • A variety of sources influence one’s self-concept. Chief among them are one’s own observations, feedback from others, and cultural values. 1. One’s Own Observations Individuals begin observing their own behavior and drawing conclusions about themselves early in life.
10. Factors Shaping the Self-Concept Leon Festinger’s (1954) social comparison theory proposes that individuals compare themselves with others in order to assess their abilities and opinions. Although Festinger’s original theory claimed that people engage in social comparison for the purpose of accurately assessing their abilities, research suggests that they also engage in social comparison to improve their skills and to maintain their self-image (Wheeler & Suls, 2005).
11. 2. Feedback from Others Individuals’ self-concept is shaped significantly by the feedback they get from important people in their lives. Parents give their children a great deal of direct feedback, saying such things as “We’re so proud of you” or “If you just tried harder, you could do a lot better in math.” Teachers, Little League coaches, Scout leaders, classmates, and friends also provide feedback during childhood. Later in life, feedback from close friends and marriage partners assumes importance. In fact, there is evidence that a close partner’s support and affirmation can bring the loved one’s actual self-views and behavior more in line with his or her ideal self (Drigotas, 2002). Receiving feedback from others reveals that the self concept does not develop in isolation but underlie social context.
12. 3. Cultural Values Self-concept is also shaped by cultural values. Among other things, the society in which one is reared defines what is desirable and undesirable in personality and behavior. For example, American culture puts a high premium on individuality, competitive success, strength, and skill. When individuals meet cultural expectations, they feel good about themselves and experience increases in self-esteem (Cross & Gore, 2003).
13. Kitayama (1996) found that Americans report praising a peer every day. Japanese citizens, who are socialized to feel less pride in personal achievement, reported praising a peer once every four days or so. Here is a clever but telling example illustrating the difference between individualistic and collectivist cultures when simple choice is concerned. American students and Indian students selected a pen from a group composed of one blue pen and four red ones. American students consistently picked the singular blue pen, while the Indian students always chose a red pen (Nicholson, 2006; see also Connor Snibe & Markus, 2005; Kim & Markus, 1999; Stephens, Markus, & Townsend, 2007).
14. • Cross-cultural studies suggest that different cultures shape different conceptions of the self (Adams, 2012; Cross & Gore, 2003). One important way cultures differ is on the dimension of individualism versus collectivism (Triandis, 2001). • Individualism involves putting personal goals ahead of group goals and defining one’s identity in terms of personal attributes rather than group memberships. • In contrast, collectivism involves putting group goals ahead of personal goals and defining one’s identity in terms of the groups one belongs to (such as one’s family, tribe, work group, social class, caste, and so on). • Although it’s tempting to think of these perspectives in either/or terms, it is more appropriate to view them as qualities that vary in degree and that can be assessed (Fischer et al., 2009). • Thus, it is more accurate to say that certain cultures are more or less individualistic (or collectivist) than others rather than see them as either one or the other Culture shapes thought (Nisbett, 2004; Nisbett et al., 2001).
15. • Individuals reared in individualistic cultures usually have an independent view of the self, perceiving themselves as unique, self-contained, and distinct from others. • In contrast, individuals reared in collectivist cultures typically have an interdependent view of the self. • They see themselves as inextricably connected to others and believe that harmonious relationships with others are of utmost importance. • Thus, in describing herself, a person living in an individualistic culture might say, “I am kind,” whereas someone in a collectivist culture might respond, “My family thinks I am kind” (Triandis, 2001).
16. • Researchers have noted parallels between the self views promoted by individualistic and collectivist cultures and the self-views of some groups. • For example, women usually have more interdependent self-views than men (Cross & Madson, 1997). • But don’t take this finding to mean that men are less social than women; rather, it means that men and women get their social needs met in different ways (Baumeister & Sommer, 1997). • Thus women are usually involved in close relationships involving intimate friends and family members (relational interdependence), while men tend to interact in social groups such as clubs and sports teams (collective interdependence) (Gabriel & Gardner, 1999). • These gender differences in self-views may explain other observed gender differences, such as women being more likely than men to share their feelings and thoughts with others.
17. Self-esteem
18. Learning outcomes • Clarify the implications of self-concept confusion and self-esteem instability. • Explain how high and low self-esteem are related to adjustment. • Discuss some key influences in the development of self-esteem
19. • Do you think of yourself in primarily positive or negative terms? • One of the functions of the self-concept is to evaluate the self; the result of this self-evaluation is termed self-esteem. • Self-esteem refers to one’s overall assessment of one’s worth as a person. • Self-esteem refers to specific evaluations about one’s adequacy as a student, • an athlete, • a worker, • a spouse, • a parent, or whatever is personally relevant.
20. The structure of self-esteem. Self-esteem is a global evaluation that combines assessments of various aspects of one’s self-concept, each of which is built up from many specific behaviors and experiences.
21. • People with high self-esteem are confident, taking credit for their successes in various ways (Blaine & Crocker 1993) • High-self-esteem folks are not unduly discouraged by failure, because they usually create personal strategies for downplaying or ignoring negative criticism (Heimpel et al., 2002). • For people with low self-esteem , their self-concepts seem to be less clear, less complete, more self contradictory. • According to Roy Baumeister (1998), an eminent researcher on the self, this “self-concept confusion” means that individuals with low self- esteem simply don’t know themselves well enough. • People with low self-esteem are more focused on self-protection— maintaining whatever favorable sense of worth they possess—than on self-enhancement (Baumeister, Hutton, & Tice, 1989).
22. • Self-esteem can be construed in two primary ways: as a trait or as a state. 1. Trait self-esteem refers to the ongoing sense of confidence people have regarding their abilities (athletic, assertive) and characteristics (friendliness, helpfulness). 2. state self-esteem is dynamic and changeable, referring to how individuals feel about themselves in the moment (Heatherton & Polivy, 1991). Feedback from others, self-observation, one’s point in the life span, moods, a temporary financial setback, (Hirt et al., 1992)—all can lower one’s current sense of self- worth.
23. 3. There is a third way to construe self-esteem: as domain specific (Brown & Marshall, 2006). When self-esteem is linked to a particular area of one’s life, it is best described as consisting of one’s self evaluations. Thus, people may think of themselves as athletic (i.e., trait self esteem) and feel good after winning a round of golf (i.e., state self- esteem), but when asked, they may not feel very good about their running speed when playing tennis (i.e., self-evaluation within a domain). Domain-specific self esteem predicts performance relatively well, much better than general self-esteem does.
24. The Importance of Self-Esteem • Let’s look at the findings that relate to self-esteem and adjustment. • Self-Esteem and Adjustment 1. The clearest advantages of self-esteem are in the emotional sphere. Namely, self-esteem is strongly and consistently related to happiness. In fact, Baumeister and his colleagues are persuaded that high self-esteem actually leads to greater happiness. On the other side, low self esteem is more likely than high self esteem to lead to depression. 2. In the interpersonal realm, Baumeister and his colleagues report that people with high self-esteem claim to be more likable and attractive, to have better relationships, and to make better impressions on others than people with low self-esteem do. Regarding romantic relationships, for example, those with low self-esteem are more likely to distrust their partners’ expressions of love and support and to worry about rejection.
25. • What about self-esteem and coping, a key aspect of adjustment? Individuals with low self-esteem and a self blaming attributional style are definitely at a disadvantage here. For one thing, they become more demoralized after a failure than those with high self-esteem do. such people feel anxious and may not prepare for the challenge. Then, if they blame themselves when they do poorly, they feel depressed Of course, this cycle also works (in the opposite way) for those with high self- esteem
26. The Development of Self-Esteem Psychologists have focused much of their attention on the role of parenting in self- esteem development. • Indeed, there is ample evidence that parental involvement, acceptance, support, and exposure to clearly defined limits have marked influence on children’s self- esteem (Harter, 1998). • Two major dimensions underlie parenting behavior: acceptance and control (Maccoby & Martin, 1983).
27. Diana Baumrind (1971, 1978) identified four distinct parenting styles as interactions between these two dimensions. 1. Authoritative parenting uses high emotional support and firm, but reasonable limits (high acceptance, high control). 2. Authoritarian parenting entails low emotional support with rigid limits (low acceptance, high control). 3. Permissive parenting uses high emotional support with few limits (high acceptance, low control), 4, neglectful parenting involves low emotional support and few limits (low acceptance, low control). Authoritative parenting is associated with the highest self- esteem scores (Wissink, Dekovic, & Meijer, 2006). authoritative parenting and permissive parenting both yielded better outcomes than the authoritarian or neglectful styles.
28. Self-presentation
29. Learning outcomes • Distinguish between automatic and controlled processing. • Define self-attributions, and identify the key dimensions of attributions. • Explain how optimistic and pessimistic explanatory styles are related to adjustment. • Discuss four methods of self-enhancement.
30. Basic principles of self-perception • How people maintain a coherent and positive view of the self. • First we look at the basic cognitive processes involved and then at the fascinating area of self-attributions. • Then we move on to discuss explanatory style with a special emphasis on self enhancement techniques.
31. Cognitive Processes • People are faced with an inordinate number of decisions on a daily basis. How do they keep from being overwhelmed? The key lies in how people process information. 1. automatic processing. For example, you probably have the same morning routine—shower, drink coffee, eat breakfast, check email, and so forth. Because you do these things without a lot of thought, you can conserve your attentional, decision-making, and memory capacities for important cognitive tasks. 2. controlled processing. when important decisions arise or when you’re trying to understand why you didn’t get that job you wanted, you spend those valuable cognitive resources.
32. Cognitive Processes 3. Ellen Langer (1989) describes these two states as mindlessness and mindfulness, respectively. Mindfulness promotes cognitive flexibility, which in turn can lead to self- acceptance (Carson & Langer, 2006), stress reduction (Carmody & Baer, 2008), and well-being (Langer, 2009a, 2009b) In contrast, mindlessness leads to rigid thinking in which details and important distinctions are lost. 4. Another way that cognitive resources are protected is through selective attention, with high priority given to information pertaining to the self (Bargh, 1997). Sometimes our selective self-attention works against us, as when we vastly overestimate how conspicuous we are in the minds of other people, a phenomenon known as the spotlight effect (Gilovich, Medvec, & Savitsky, 2000). 5. Another principle of self-cognition is that people strive to understand themselves. One way they do so, as you saw in our discussion of social comparison theory, is to compare themselves with others (Wood & Wilson, 2003).
33. Self-Attributions Self-attributions are inferences that people draw about the causes of their own behavior. Fritz Heider (1958) :people tend to locate the cause of a behavior either within a person, attributing it to personal factors, or outside a person, attributing it to environmental factors: internal versus external. Internal attributions ascribe the causes of behavior to personal dispositions, traits, abilities, and feelings. External attributions ascribe the causes of behavior to situational demands and environmental constraints. For example, if you credit your poor statistics grade to your failure to prepare adequately for the test or to getting overly anxious during the test, you are making internal attributions. An external attribution could be that the course is simply too hard, that the teacher is unfair, or that the book is incomprehensible.
34. The other two dimensions are stable- unstable A second dimension people use in making causal attributions is the stability of the causes underlying behavior (Weiner, 1994). A stable cause is one that is more or less permanent and unlikely to change over time. A sense of humor and intelligence are stable internal causes of behavior. Stable external causes of behavior include such things as laws and rules (speed limits, nosmoking areas). Unstable causes of behavior are variable or subject to change. Unstable internal causes of behavior include such things as mood (good or bad) and motivation (strong or weak). Unstable external causes could be the weather and the presence or absence of other people. Controllable or uncontrollable. A third dimension in the attribution process acknowledges the fact that sometimes events are under one’s control and sometimes they are not (Weiner, 1994). For example, the amount of effort you expend on a task is typically perceived as something under your control, whereas an aptitude for music is viewed as something you are born with (beyond your control).
35. Explanatory Style • explanatory style refers to the tendency to use similar causal attributions for a wide variety of events in one’s life. • The person with an optimistic explanatory style usually attributes setbacks to external, unstable, and specific factors (Peterson & Steen, 2009). • A person who failed to get a desired job, for example, might attribute this misfortune to factors in the interview situation (“The room was really hot,” “The questions were slanted”) rather than to personal shortcomings. • This style can be psychologically protective (Wise & Rosqvist, 2006), helping people to discount their setbacks and thus maintain a favorable self-image (Gordon, 2008). • It also helps people bounce back from failure. • In contrast, people with a pessimistic explanatory style tend to attribute their setbacks to internal, stable, and global (or pervasive) factors. These attributions make them feel bad about themselves and doubtful about their ability to handle challenges in the future.
36. Methods of Self-Enhancement Self-enhancement is the tendency to seek positive (and reject negative) information about oneself. 1. Downward social comparison is a defensive tendency to compare oneself with someone whose troubles are more serious than one’s own. • Why do people change strategies under threat? Because they need to feel better, often doing so by connecting to the experience of others. • people with chronic illnesses may compare themselves with those who have life-threatening diseases. 2. the self-serving bias, or the tendency to attribute one’s successes to personal factors and one’s failures to situational factors.
37. 3. Basking in reflected glory is the tendency to enhance one’s image by publicly announcing one’s association with those who are successful. If you played a role in someone’s success, it’s understandable that you would want to share in the recognition; however, people often want to share recognition even when they are on the sidelines of an outstanding achievement. 4. Self-handicapping is the tendency to sabotage one’s performance to provide an excuse for possible failure. For example, when a big test is looming, they put off studying until the last minute or go out drinking the night before the test. If, as is likely, they don’t do well on the exam, they explain their poor performance by saying they hadn’t prepared.
38. Self-Regulation
39. Learning outcomes ● Define self-regulation, and explain the ego- depletion model of self-regulation. ● Explain how self-efficacy develops and why it is important to psychological adjustment. ● Describe the three categories of self-defeating behavior.
40. Self regulation • Self regulation is the process of directing and controlling one’s behavior. • Clearly, the ability to manage and direct what you think, how you feel, and how you behave is tied to your success at work, your relationships, and your mental and physical health. • It’s possible that people have a limited amount of self control resources. • If you tax these resources resisting temptation in a given situation, you may have a hard time resisting the next temptation or persisting at a new task. • As a result, self-control can have a cost (Baumeister & Alquist, 2009).
41. Ego depletion model of self-regulation • At least that’s the idea behind the ego depletion model of self-regulation (Baumeister et al., 1998) • To investigate this hypothesis, researchers asked college students to participate in a study of taste perception (the study was actually on self-control) (Baumeister et al.,1998). • Some participants were asked to eat two or three radishes in 5 minutes but not to touch the chocolate candy and chocolate chip cookies that were nearby. • Others were asked to eat some candy or some cookies but were told not to eat any of the nearby radishes. • A control group didn’t participate in this part of the study.
42. Ego depletion model of self-regulation • Then all subjects were asked to solve what were, unbeknownst-to-them, unsolvable puzzles while they supposedly waited for another part of the study. • Researchers measured the subjects’ self control by the amount of time they persisted at the puzzles and the number of attempts they made. • According to the ego depletion model, the radish eaters would use more self-control resources (resisting the chocolate) than the chocolate eaters (resisting the radishes) or the subjects in the no-food control group. • Thus, this group should have the fewest self-control resources left to use for persisting at difficult task. • Radish eaters gave up sooner and made fewer attempts on the puzzles than the chocolate eaters or the control group.
43. self efficacy • self efficacy refers to one’s belief about one’s ability to perform behaviors that should lead to expected outcomes. • It represents people’s conviction that they can achieve specificgoals. • According to Albert Bandura (2000, 2008a,b), efficacy beliefs vary according to the person’s skills. • You may have high self-efficacy when it comes to making friends but low self efficacy when it comes to speaking in front of a group.
44. Developing Self-Efficacy • Self-efficacy is obviously a valuable quality. How does one acquire it? • Bandura (1997, 2000) identifies four sources of self-efficacy: • mastery experiences, • vicarious experiences, • persuasion/encouragement, • and interpretation of emotional arousal. • 1. Mastery experiences. The most effective path to self-efficacy is through mastering new skills. • Sometimes new skills come easily—learning how to use the copy machine in the library, for instance. Some things are harder to master, such as learning how to play the piano. In acquiring more difficult skills, people usually make mistakes. • If they persist through failure experiences to eventual success, they learn the lesson of self-efficacy: I can do it!
45. 2. Vicarious experiences. Another way to improve self-efficacy is by watching others perform a skill you want to learn. It’s important that you choose a model who is competent at the task, and it helps if the model is similar to you (in age, gender, and ethnicity). For example, if you’re shy about speaking up for yourself, observing someone who is good at doing so can help you develop the confidence to do it yourself. 3. Persuasion and encouragement. Although it is less effective than the first two approaches, a third way to develop self-efficacy is through the encouragement of others. For example, if you’re having a hard time asking someone for a date, a friend’s encouragement might give you just the push you need.
46. Self-Defeating Behavior • Self-defeating behaviors are seemingly intentional actions that thwart a person’s self interest. • Self-defeating behaviors generally provide short term or immediate pleasures but lay the ground work for long-term problems rather than gains (Baumeister & Bushman, 2011; Twenge, 2008). • According to Roy Baumeister (1997; Baumeister & Scher, 1988), there are three categories of intentional self-defeating behaviors: deliberate self- destruction, tradeoffs, and counterproductive strategies. • The key difference among these three behaviors lies in how intentional they are. • In deliberate self-destruction, people want to harm themselves and choose courses of action that will foreseeably lead to that result. • This type of behavior typically occurs in individuals with psychological disorders; deliberate self destruction appears to be infrequent in normal populations.
47. • In tradeoffs, people foresee the possibility of harming themselves but accept it as a necessary accompaniment to achieving a desirable goal. Overeating, smoking, and drinking to excess are examples that come readily to mind. Other examples include procrastinating (putting off tasks feels good in the short run, but the struggle to meet looming deadlines results in poor performance and increased stress and illness), failing to follow prescribed health care advice (it’s easier to slack off now, but doing so leads to future problems), shyness (avoiding social situations protects against anxiety but makes loneliness more likely), and self-handicapping (getting drunk before an exam explains poor performance but increases the chances of failure). In counterproductive strategies, a person pursues a desirable outcome but misguidedly uses an approach that is bound to fail. Of course, you can’t always know in advance if a strategy will pay off. Thus, people must habitually use this strategy for it to qualify as self-defeating. For example, some people tend to persist in unproductive endeavors, such as pursuing an unreachable career goal or an unrequited love. People persist in these behaviors because they erroneously believe they’ll be successful, not because they are intent on self-defeat.