{"id":686,"date":"2019-01-16T21:26:26","date_gmt":"2019-01-16T21:26:26","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/?post_type=chapter&#038;p=686"},"modified":"2019-03-01T16:42:55","modified_gmt":"2019-03-01T16:42:55","slug":"self-concept-and-self-esteem-in-adolescence","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/chapter\/self-concept-and-self-esteem-in-adolescence\/","title":{"raw":"Self-concept and Self-esteem in Adolescence","rendered":"Self-concept and Self-esteem in Adolescence"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives:\u00a0Psychosocial Development in Adolescence<\/h3>\r\n<ul>\r\n \t<li>Describe the changes in self-concept and self-esteem in adolescence<\/li>\r\n \t<li>Summarize Erikson\u2019s fifth psychosocial task of identity versus role confusion<\/li>\r\n \t<li>Describe Marcia\u2019s four identity statuses<\/li>\r\n \t<li>Summarize the three stages of ethnic identity development<\/li>\r\n \t<li>Describe the parent-teen relationship<\/li>\r\n \t<li>Describe the role of peers<\/li>\r\n \t<li>Describe dating relationships<\/li>\r\n<\/ul>\r\n<\/div>\r\nIn adolescence, teens continue to develop their self-concept. Their ability to think of the possibilities and to reason more abstractly may explain the further differentiation of the self during adolescence. However, the teen\u2019s understanding of self is often full of contradictions. Young teens may see themselves as outgoing but also withdrawn, happy yet often moody, and both smart and completely clueless (Harter, 2012). These contradictions, along with the teen\u2019s growing recognition that their personality and behavior seems to change depending on who they are with or where they are, can lead the young teen to feel like a fraud. With their parents they may seem angrier and sullen, with their friends they are more outgoing and goofy, and at work they are quiet and cautious. \u201cWhich one is really me?\u201d may be the refrain of the young teenager. Harter (2012) found that adolescents emphasize traits such as being friendly and considerate more than do children, highlighting their increasing concern about how others may see them. Harter also found that older teens add values and moral standards to their self-descriptions.\r\n\r\nAs self-concept differentiates, so too does self-esteem. In addition to the academic, social, appearance, and physical\/athletic dimensions of self-esteem in middle and late childhood, teens also add perceptions of their competency in romantic relationships, on the job, and in close friendships (Harter, 2006). Self-esteem often drops when children transition from one school setting to another, such as shifting from elementary to middle school, or junior high to high school (Ryan, Shim, &amp; Makara, 2013). These drops are usually temporary, unless there are additional stressors such as parental conflict, or other family disruptions (De Wit, Karioja, Rye, &amp; Shain, 2011). Self-esteem rises from mid to late adolescence for most teenagers, especially if they feel competent in their peer relationships, their appearance, and athletic abilities (Birkeland, Melkivik, Holsen, &amp; Wold, 2012).","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives:\u00a0Psychosocial Development in Adolescence<\/h3>\n<ul>\n<li>Describe the changes in self-concept and self-esteem in adolescence<\/li>\n<li>Summarize Erikson\u2019s fifth psychosocial task of identity versus role confusion<\/li>\n<li>Describe Marcia\u2019s four identity statuses<\/li>\n<li>Summarize the three stages of ethnic identity development<\/li>\n<li>Describe the parent-teen relationship<\/li>\n<li>Describe the role of peers<\/li>\n<li>Describe dating relationships<\/li>\n<\/ul>\n<\/div>\n<p>In adolescence, teens continue to develop their self-concept. Their ability to think of the possibilities and to reason more abstractly may explain the further differentiation of the self during adolescence. However, the teen\u2019s understanding of self is often full of contradictions. Young teens may see themselves as outgoing but also withdrawn, happy yet often moody, and both smart and completely clueless (Harter, 2012). These contradictions, along with the teen\u2019s growing recognition that their personality and behavior seems to change depending on who they are with or where they are, can lead the young teen to feel like a fraud. With their parents they may seem angrier and sullen, with their friends they are more outgoing and goofy, and at work they are quiet and cautious. \u201cWhich one is really me?\u201d may be the refrain of the young teenager. Harter (2012) found that adolescents emphasize traits such as being friendly and considerate more than do children, highlighting their increasing concern about how others may see them. Harter also found that older teens add values and moral standards to their self-descriptions.<\/p>\n<p>As self-concept differentiates, so too does self-esteem. In addition to the academic, social, appearance, and physical\/athletic dimensions of self-esteem in middle and late childhood, teens also add perceptions of their competency in romantic relationships, on the job, and in close friendships (Harter, 2006). Self-esteem often drops when children transition from one school setting to another, such as shifting from elementary to middle school, or junior high to high school (Ryan, Shim, &amp; Makara, 2013). These drops are usually temporary, unless there are additional stressors such as parental conflict, or other family disruptions (De Wit, Karioja, Rye, &amp; Shain, 2011). Self-esteem rises from mid to late adolescence for most teenagers, especially if they feel competent in their peer relationships, their appearance, and athletic abilities (Birkeland, Melkivik, Holsen, &amp; Wold, 2012).<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-686\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li><strong>Authored by<\/strong>: Martha Lally and Suzanne Valentine-French. <strong>Provided by<\/strong>: College of Lake County Foundation. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf\">http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":89971,"menu_order":14,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"\",\"author\":\"Martha Lally and Suzanne Valentine-French\",\"organization\":\"College of Lake County Foundation\",\"url\":\"http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-686","chapter","type-chapter","status-publish","hentry"],"part":30,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/686","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/users\/89971"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/686\/revisions"}],"predecessor-version":[{"id":1411,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/686\/revisions\/1411"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/parts\/30"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/686\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/media?parent=686"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapter-type?post=686"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/contributor?post=686"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/license?post=686"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}