Ideal selves and self‐esteem in people with independent or interdependent self‐construal

Not living up to one's ideal self has been shown to coincide with decreased self‐esteem. In the present paper, this notion is applied to the differentiation between people with independent versus interdependent self‐construal. We suggest that the ideal self of independents differs in two respects from the one of interdependents: with respect to its contents (autonomous versus social self‐knowledge) and with respect to the degree of context‐dependency of the encoded knowledge (context‐independent versus context‐dependent self‐knowledge). In three studies, via a priming we either manipulated contents or degree of context‐dependency of what participants considered themselves to actually be like. On both explicit and implicit measures, participants with independent construal indicated higher self‐esteem after priming of autonomous and context‐independent knowledge than after priming of social and context‐dependent knowledge. The opposite pattern was observed in participants with interdependent construal. Results suggest that independent and interdependent construals mirror different ideals which are applied as a comparison standard when evaluating the self. Copyright © 2006 John Wiley & Sons, Ltd.     

Effects of gain—loss frames on satisfaction with self–other outcome-differences

This research concerned satisfaction with outcome-differences (advantageous inequity, equity, or disadvantageous inequity) as a function of the individual's gain or loss frame, other's gain or loss frame, the cooperative or noncooperative nature of the relationship, and their interactions. After reading a scenario, subjects rated on a satisfaction-dissatisfaction scale a series of outcome-pairs providing themselves and another party with outcomes. Consistent with Equity Theory, results showed that gain framed individuals found equity more pleasing than advantageous inequity, which in turn was preferred over disadvantageous inequity, but only when the decision making context was coopera- tive rather than noncooperative. In a noncooperative context, gain framed individuals were as pleased with equity as with advantageous inequity. Contrary to Equity Theory, but consistent with Prospect Theory, loss framed individuals were relatively insensitive to outcome-differences and the nature of the relationship. Results finally suggested that advantageous inequity was preferred less when the other party had a loss rather than gain frame, albeit only under cooperative circumstances.     

Children's judgments about their own self‐knowledge: The role of disclosure to other

Previous research has suggested that children of 5/6 years fail to understand that they are the authority on their own self‐knowledge. That is, when asked questions like, ‘Who knows best when you are feeling tired?’, they tend to cite their mother rather than themselves. Here we report a study that, rather than asking about generalities (‘Who knows best what you are thinking?’), presented 5‐, 7‐ 9‐ and 11‐year‐children with hypothetical vignettes about specific circumstances in which they were described as either disclosing or not disclosing a specified state to their mother. Children were subsequently asked to judge who would best know the state. Over all age groups children were significantly more likely to identify themselves as authorities on their own self‐knowledge when states had not been disclosed to mother than when they had. However, in the case of disclosed states, young children (though not older ones) asserted that, ‘mum knows best’. These findings are interpreted as suggesting not that young children entirely fail to understand first person authority, but instead that they make the relatively sophisticated assumption that mothers' interpretive competence is greater than their own.     

Personality,self‐esteem,and self‐construal as correlates of forgivingness

The relationship between forgivingness (enduring resentment, sensitivity to circumstances, and overall propensity to forgive) and a number of personality dimensions relevant to forgivingness was examined. These dimensions were self‐esteem, shyness and embarrassment, on one hand, and self‐construal and perceived loneliness, on the other hand. The main relationships between forgivingness and personality concerned the interpersonal dimensions of personality: shyness, embarrassment, independence from others, and interdependence with others. However, the intra‐personal, strictly self‐referential concomitants of these dimensions (self‐esteem and loneliness) were not much linked to forgivingness. Furthermore, each personality factor had a distinct link with forgivingness: independence made the resentment still more enduring, shyness and social embarrassment exacerbated the sensitivity to circumstances, and interdependence increased the willingness to forgive. These findings throw light on the double aspect of forgiveness as intra‐ and inter‐individual and on the relative independence of these aspects. The observed pattern of relationships varied notably (and significantly) as a function of the participants' genders. It could be therefore important, in future studies, to compute systematically correlation coefficients or assess main effects separately for women and men. Copyright © 2003 John Wiley & Sons, Ltd.     

Leadership predictors of innovation and task performance: Subordinates' self‐esteem and self‐presentation as moderators

This study examined self‐related subordinate variables as moderators of relationships between supervisors' leadership behaviours (transformational as well as active‐corrective transactional leadership) and subordinates' innovative behaviour and task performance. Based on behavioural plasticity and self‐monitoring theory, we hypothesized that these associations would be moderated by subordinates' organization‐based self‐esteem and by their propensity to modify self‐presentation, a major facet of the self‐monitoring construct. Field survey data (N=161) collected in research and development, marketing and human resources departments of several German companies revealed that transformational leadership positively predicted both criteria, whereas active‐corrective transactional leadership negatively predicted innovation. As hypothesized, transformational leadership related more strongly and positively to innovation for subordinates low in organization‐based self‐esteem. When subordinates were low in self‐presentation propensity, active‐corrective transactional leadership was negatively, and transformational leadership was positively associated with task performance.     

Effects of self‐explanation as a metacognitive strategy for solving mathematical word problems1

Abstract: This study examined how a metacognitive strategy known as self‐explanation influences word problem solving in elementary school children. Participants were 79 sixth‐graders. They were assigned to one of three groups: the self‐explanation group, the self‐learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self‐explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self‐explanations relating to deep understanding of worked‐out examples outperformed low explainers on both ratio word problem and transfer tests. The self‐explanation effect is discussed.     

Relationships and the self‐concept

Progress in the study of relationships has depended in part on the recognition that relationships have properties not relevant to interactions or to the behavior of individuals, and may require additional principles of explanation. This has led to an emphasis on relationships as linking individuals. In this article we argue that relationship processes occur in the heads of individuals, with the participants having their own idiosyncratic views of the relationship as well as a shared one. The relationship is both affected by and affects the self‐concepts of the participants, so that the influences of the self‐concept may be critical for understanding the properties and dynamics of relationships Furthermore, consideration of the self‐concept can assist in the integration of different but not necessarily incompatible explanations for the same relationship phenomena.     

Assimilation and contrast in social comparisons as a consequence of self‐construal activation

We extended existing research about self‐construal activation to the study of social comparisons, specifically to self–other similarity ratings. Independent self‐knowledge substantiates the notion of dissimilarity, whereas interdependent self‐knowledge implies similarity with others. Therefore, perceived self–other similarity was predicted to decrease after independent and increase after interdependent self‐knowledge priming. However, we expected such assimilation effects to occur only if the priming was subtle, but contrast effects if it was overt. In order to test this hypothesis, we developed a scrambled sentences test for priming the respective self‐knowledge. The unscrambled sentences described the self either in terms of independence or interdependence. The subtlety of this priming was manipulated by having participants write down either the full sentences (overt priming) or only the remaining word in each item (subtle priming). Results confirmed the predictions. Underlying cognitive processes of the effects are discussed. Copyright © 2000 John Wiley & Sons, Ltd.     

Changes in the relationship between self‐reference and emotional valence as a function of dysphoria

The self‐positivity bias is found to be an aspect of normal cognitive function. Changes in this bias are usually associated with changes in emotional states, such as dysphoria or depression. The aim of the present study was to clarify the role of emotional valence within self‐referential processing. By asking non‐dysphoric and dysphoric individuals to rate separately the emotional and self‐referential content of a set of 240 words, it was possible to identify the differences in the relationship between self‐reference and emotional valence, which are associated with dysphoria. The results support the existence of the self‐positivity bias in non‐dysphoric individuals. More interestingly, dysphoric individuals were able to accurately identify the emotional content of the word stimuli. They failed, however, to associate this emotional valence with self‐reference. These findings are discussed in terms of attributional self‐biases and their consequences for cognition.     

Emotional Intentionality and the Attitude‐content Distinction

Typical emotions share important features with paradigmatic intentional states and therefore might admit of distinctions made in theory of intentionality. One such distinction is between attitude and content, where we can specify the content of an intentional state separately from its attitude, and therefore, the same content can be taken up by different intentional attitudes. According to some philosophers, emotions do not admit of this distinction, although there has been no sustained argument for this claim. In this article, I argue that the way values figure in emotional experience qualifies the content of emotional experience such that the attitude‐content distinction cannot be applied.     

Effect of self‐construal and threat to self‐esteem on ingroup favouritism: Moderating effect of independent/interdependent self‐construal on use of ingroup favouritism for maintaining and enhancing self‐evaluation

The present study examined the hypothesis that in situations that threaten self‐esteem, people with independent self‐construal show more ingroup favouritism, whereas people with interdependent self‐construal do not. Using a minimal group paradigm, consistent with the hypothesis, the results showed that self‐construal and threats to self‐esteem have an interactive effect on ingroup favouritism. Individuals with independent self‐construal showed more ingroup favouritism when their self‐esteem was threatened than when it was not threatened, whereas individuals with interdependent self‐construal exhibited less ingroup favouritism when their self‐esteem was threatened than when it was not threatened. These findings suggest that independent/interdependent self‐construal moderates the use of ingroup favouritism for maintaining and enhancing self‐evaluation.     

Working with chronic and relentless self‐hatred,self‐harm and existential shame: a clinical study and reflections

This paper is the first of a two‐part series which explores some of the theoretical and experiential reference points that have emerged in my work with people whose relationship to their body and/or sense of self is dominated by self‐hatred and (what Hultberg describes as) existential shame. The first paper focuses on self‐hatred and the second paper focuses on shame. This first paper is structured around vignettes taken from a 14‐year analysis with a woman who was bulimic, self‐harmed and repeatedly described herself as ‘feeling like a piece of shit’. It draws together elements of Jung's concepts of the complex and symbol, and Laplanche's enigmatic signifier to focus on experiences of ‘inner otherness’ around which we are unconsciously organized. It also brings Jung's understanding that emotion is the chief source of consciousness into conversation with Laplanche's approach to the transference which is that by being aware that they do not ‘know’, the analyst provides a ‘hollow’ in which the patient's analytic process can evolve. These combinations of ideas are linked speculatively to emerging understandings of the neuroscience of perception and throughout the paper clinical material is used to illustrate these discussions.     

Independent and interdependent self‐construals: Ramifications for a multicultural society1

Abstract: This study examined American students, Japanese students in Japan, and Japanese students in the USA. First, it examined whether respondents’ scale for independent and interdependent construals of the self (SII) scores would vary depending on the type of relationship (i.e., family members, friends, or peers at the student's university) posited by the instructions. It was found that the SII score of each of the three groups changed depending on the relationship. Second, the relationship between SII scores, perceived conflict, and self‐efficacy were examined. It was found that self‐efficacy was highest among the American students, followed by the Japanese students in the USA, and lowest among the Japanese students in Japan. Self‐efficacy was correlated to independent and interdependent construals of the self. Third, the respondents’ preferences for expressiveness in communication were analyzed. The results of this study showed that there was a difference between the American students and both groups of Japanese students in their preference for three communication styles (independent, mixed, interdependent‐type). Finally, the relationship between intercultural sensitivity, as measured by the intercultural sensitivity inventory, and self‐efficacy were examined. Intercultural sensitivity was shown to have a positive correlation to general self‐efficacy.     

Avoidant coping as a mediator between appearance‐related victimization and self‐esteem in young Australian adolescents

Peer victimization, especially appearance‐related bullying, is a highly stressful experience for a young person and is associated with significant negative outcomes. Perhaps, the most common consequence of peer victimization in adolescence is lowered self‐esteem. Evidence supports the role of low self‐esteem as a non‐specific risk factor and high self‐esteem as a protective factor in the development of mental disorders and social problems in adolescence. Moreover, the literature indicates a robust negative relationship between avoidant coping (i.e. distracting oneself, wishing the situation would go away) and psychological well‐being. In this paper, we test a mediational model of the associations between appearance‐related victimization, avoidance coping and self‐esteem in young Australian adolescents. Boys (N = 194) and girls (N = 185) with a mean age of 11 years completed measures assessing self‐esteem, appearance‐related victimization and styles of coping. The results showed that avoidant coping partially mediates the association between appearance‐related bullying problems and self‐esteem among young adolescents. This finding provides a specific target for psychosocial interventions in schools.     

counselor nonverbal self‐disclosure and fear of intimacy during employment counseling: an aptitude—treatment interaction illustration

This study investigated the effects of nonverbal self‐disclosure within the dynamic of aptitude—treatment interaction. Participants (N= 94) watched a video of a career counseling session aimed at helping the jobseeker to find employment. The video was then edited to display 3 varying degrees of nonverbal self‐disclosure. In conjunction with the measure of counselor assessment, the authors measured the fear‐of‐intimacy level by using the Doi and Thelen (1993) model. Results showed that when self‐disclosure does not have an effect on counselor assessment, a moderator effect due to the fear of intimacy becomes evident. Implications for research and practice are presented.     

Children's understanding of their own and others' mental states. Part B. Understanding of others precedes self‐understanding for some false beliefs

We examined 3‐ to 6‐year‐old children's understanding of their own and another's false beliefs in two experiments using diverse deceptive box and unexpected transfer tasks. Tasks in the first experiment required the child to think about an absent person's responses to questions, whereas those in the second experiment used a confederate present during testing. Children performed better on deceptive box tasks when the other person was present rather than absent; they performed equally on accidental and intentional unexpected transfer tasks. Children understood the other's false beliefs by 4–5 years of age, and their own by 5–6 years of age. Children aged between 4 and 5 years appear to have greater difficulty discounting or ignoring misleading information when thinking about their own beliefs than when thinking about another's, at least for the particular false belief tasks employed. Inconsistencies between our findings and those of a recent meta‐analysis ( Wellman, Cross, & Watson, 2001 ) are easily reconciled.