SELF CONCEPT FORMATION--ANTECEDENTS AND CONSEQUENCES

自我概念的形成——前因和后果

• 批准号: 2615616
• 负责人: ALLEN R MCCONNELL
• 金额: $ 7.34万
• 依托单位: MICHIGAN STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-09-01 至 1999-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2615616
• 关键词: behavioral /social science research tag; biological information processing; clinical research; developmental psychology; human subject; memory; self concept; social group process

Although early theorists (Cooley, 1902; Mead, 1934) speculated about how people draw inferences from the information supplied by others, the question of how self-relevant knowledge is combined to form one's self- concept has received little attention. Recent work on self-concept has mainly focused on the implications of already-developed self-relevant knowledge but not on how one forms conceptions about the self. The current work attempts to fill this gap in our knowledge, while exploring the implications of self-concept formation. The current work draws on the on-line vs. memory-based (Hastie & Park, 1986) processing distinction, which has been used to understand how people form impressions about individual and group social targets (McConnell, Sherman, & Hamilton, 1994b, in press). It is proposed that when people have resources and interest in processing self-relevant information in important behavioral domains, on-line self-concepts result. Conversely, in situations where people do not possess processing resources or interest in self-relevant abilities, or perceive the behavioral domain as relatively unimportant, memory-based self-concepts result. These studies (two preliminary, five proposed) test conditions under which memory-based vs. on-line self-concepts are produced. In addition to suggesting a process account for how self-concepts are formed, it is predicted that the way in which one forms a self-concept (memory-based vs. on-line) has meaningful implications. Those who form on-line (instead of memory-based) self- concepts will be especially influenced by early feedback, hold more stable and resilient self-concepts, and not be prone to certain biases (e.g., illusory correlations) in their self-concepts. Each study (preliminary and proposed) tests the consequences of how one forms self-concepts. Thus, the current work provides a process account for how self-concepts are formed. Moreover, it predicts that self-concepts will be formed differently based on certain antecedent conditions. These differences, in turn, will have important implications for the nature of the self-concept that is formed. Although this work posits that self-concept formation shares much in common with perception for other social targets (e.g., individuals, groups), it also predicts asymmetries for the self (relative to other social target types) based on unique motives that are associated with the self (e.g., self-enhancement). Because self-concepts have important implications (e.g., behavior, personal outlook, social comparison, and experience of emotion) for social functioning, an understanding of how self-concepts are formed, and the consequences of forming them, is important.

尽管早期理论家（Cooley，1902; Mead，1934年）猜测 人们从他人提供的信息中得出推论 如何将自我相关的知识结合在一起以形成一个人的自我 概念很少受到关注。关于自我概念的最新工作 主要集中于已经开发的自我相关的含义 知识，但不了解一个人如何形成关于自我的概念。电流 工作试图在我们的知识中填补这一空白，同时探索 自我概念形成的含义。 当前的工作借鉴了在线与基于内存的工作（Hastie＆Park， 1986）处理区别，该区别被用来了解人们的方式 形成有关个人和团体社会目标的印象（McConnell， Sherman，＆Hamilton，1994b，印刷中）。 有人提出，当人们 有资源和兴趣处理与自我相关的信息 重要的行为领域，在线自我概念。相反，在 人们不具备处理资源或兴趣的情况 自我相关的能力，或认为行为领域相对 基于内存的自我概念不重要。这些研究（两个 初步，五个提出的测试条件，基于内存的VS。 生产在线自我概念。除了建议一个过程 说明如何形成自我概念，可以预测 哪一个形成自我概念（基于内存的与在线）具有有意义的 含义。那些在线形成（而不是基于内存）的人 概念将特别受早期反馈的影响，保持更稳定 和有韧性的自我概念，不容易出现某些偏见（例如， 他们的自我概念中的虚幻相关性）。每项研究（初步和 提议）测试一个人如何形成自我概念的后果。 因此，当前的工作为自我概念提供了一个过程帐户 形成。此外，它预测将形成自我概念 根据某些先决条件的不同。这些差异，在 转弯，将对自我概念的本质具有重要意义 这是形成的。尽管这项工作提出了自我概念的形成 与其他社会目标的看法有很多共同点（例如 个人，群体），它还预测自我的不对称性（相对 针对其他社会目标类型）基于相关的独特动机 自我（例如，自我增强）。 因为自我概念有 重要的含义（例如行为，个人前景，社会 比较，情感的经验）社会功能，一个 了解如何形成自我概念以及 形成它们很重要。