self-concept
sense of self, descriptive and evaluative mental picture of one's abilities and traits
self-definition
cluster of characteristics used to describe oneself
single representations
in neo-piagetian terminology, first stage in development of self-definition, in which children describe themselves in terms of individual, unconnected characteristics and in all-or-nothing terms
real self
the self one actually is
representational mapping
in neo-piagetian terminology, second stage in development of self-definition, in which a child makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms
self-esteem
the judgement a person makes about his or her self worth. Before 5 to 7 shift, self-esteem not based on reality
initiative versus guilt
erikson's third stage in psychosocial development, in which children balance the urge to pursue goals with reservations about doing so
gender identity
awareness, developed in early childhood, that one is either male or female
gender roles
behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex, differs for males and females
gender-typing
socialization process whereby children, at an early age, learn appropriate gender roles
gender stereotypes
preconceived generalizations about male or female role behavior - in US are more pronounced on tv than in real life
theory of sexual selection
Darwin's theory that gender roles developed in response to men's and women's differing reproductive needs
identification
in freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex
gender constancy
awareness that one will always be male or female, also called sex-category constancy
aka sex-category constancy
gender-schema theory
theory, proposed by Behm, that children socialize themselves in their gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture
cognitive construction
a system of descriptive and evaluative representations about the self
the 5 to 7 shift
children's self-definition typically changes between about ages 5 and 7
ideal self
the self one would like to be
representational systems
takes place in middle childhood, when children begin to integrate special features of the self into a general, multidimensional concept
contingent self-esteem
if self esteem is contingent on success, children may view failure as an indictment of their worth and may feel helpless to do better
learned helplessness
result of contingent self-esteem, helpless pattern
kohlberg's cognitive-development theory
gender knowledge precedes gendered behavior
popular children
generally have the ability to control the expression of anger
prosocial children
parents of prosocial children tend to discipline them by reasoning
self-efficacy
sense of one's capability toaster challenges and achieve goals