Ingela Lundin Kvalem Psykologisk institutt, UiO

Presentasjon om: "Ingela Lundin Kvalem Psykologisk institutt, UiO"— Utskrift av presentasjonen:

1 Ingela Lundin Kvalem Psykologisk institutt, UiO
DET SOSIALE SELVET Ingela Lundin Kvalem Psykologisk institutt, UiO Self-concept Where does self-knowledge come from? Introspection; Observing our own behavior; Others’ influence; Self-Schemas; Cultural influences Self-esteem self-esteem motivation Functions of self-esteem Pro’s and Con’s of high self-esteem Self-serving biases False consensus and uniqueness Unrealistic optimism Self-presentation False modesty Self-handicapping Impression management W2630: 1/29/01

2 Det sosiale selvet Selvbegrep & Selvskjema
Kilder til kunnskap om selvet Selvfølelse Selvtjenende “bias” Selvpresentasjon

3 Selvet Begrepet innholder: Fysisk kropp
Sosialt definert identitet (inkl. roller og relasjoner) Personlighet Individets kunnskap om seg selv En aktiv agent som tar beslutninger og setter i gang handling USA: Abstrakt selv - Forskning på struktur og prosess, men ignorerer den sosiale sammenhengen som selvet utvikles og virker i Europa: Identitet - Forskning på de kollektive aspektene på selvet. Selvet defineres i lys av sosial kontekst og intergrupperelasjoner Personlig og sosial identitet: det unike og det felles i identitet Sosiologiske modeller: fra Mead (symbolsk interaksjonisme) - rollemodeller - Goffmann: multiple identiteter, eksternt fokus og mye endring ”Principles of Psychology” (1890) Kap: ”The consiousness of self” ” Jeg (“I”): Det aktive, det nåværende. Består av en persons lyster, ønskninger, oppfatninger osv. Meg (“Me”): Det selvet vi kjenner via refleksjon, som tanke-objekt. Vårt offentlige, sosiale selv (Både James og Mead) W2630: 1/29/01

4 Selvet – en definisjon ”The notion of self is best understood as embodying a fundamental unity with a diverse aggregate of attributes and facets” (Baumeister, 1995) Enhet og kontinuitet over tid Egenskaper ved selvet endres ofte – men tilhører allikevel det samme selvet

5 Cultural Conceptions of Self
As depicted here, different cultures foster different conceptions of the self. Many westerners have an independent view of the self as an entity that is distinct, autonomous, and self-contained. Yet many Asians, Africans, and Latin Americans hold an interdependent view of the self that encompasses others in a larger social network. (Markus & Kitayama, 1991.) Independent Definition: Distinct from social context (autonomous) Structure: Bounded unitary and stable (what is constant). Important features are internal and private (abilities, thoughts and feelings) Self is the causal agent. Values & tasks: be unique, express yourself, realize internal attributes, promote own goals; be direct say what’s on your mind Basis of self-esteem: ability to express self; validate internal attributes Interdependent Definition: Connected with social context Structure: Flexible and variable depending on social context Important features are external and public (statuses, roles, relationships) Social group is the causal agent. Values & Tasks: to belong; fulfill social roles; promote the group’s goals; be indirect (read other’s mind). Basis of self-esteem: ability to adjust; restrain self, maintain harmony with social context W2630: 1/29/01

6 Kulturelle og historiske faktorer
Den moderne identitet har flere fasetter enn før i tiden Ført til en oppfatning av identitet som et fokus for problemer, konflikter og usikkerhet – ”identitetskrise” ”Det indre selv” har blitt utvidet dramatisk. Tilskriver alt mer trekk og karakteristika til det skjulte indre selvet. Sosiale, politiske og økonomiske endringer har plassert enda mer vekt på det autonome unike individet. Nedbrytingen av den sosiale enigheten av hva som er fundamentale verdier har ført til et ”verdi-gap” som mennesker søker en løsning på inne i seg selv. !. Middelalderen var identitet og hvordan ens liv utviklet seg veldig preget av kjønn, sosial status og geografisk tilhørighet. Nå er identitet preget av endeløse valgmuligheter og betingelser og vil derfor ofte reforhandles. 2. Språket vårt og den intellektuelle diskursen har utviklet et vokabular som dreier seg om problemer med selvet ”Jeg må finne meg selv”. Ungdomstiden består mye av kravet om å skape seg selv – derfor prototypen på identitetskrise 3. Temaer som selvbedrag, søke inne i seg selv etter svaret, selvaktualisering og å kjenne seg selv har fått økt betydning. Mennesker tror at mange praktiske og personlige spørsmål kan løses ved å søke inni seg selv etter et svar som tilsynelatende eksisterer der. Forventer at det indre selvet innholder grunnlaget for valg av personlige verdier, moral, kreativitet, personlighetstrekk (som man ikke viser), kriterier for viktige valg i livet osv. Disse oppblåste forventningene har gitt en øket fascinasjon av det som har med selvet å gjøre samtidig som det har ført til en endeløs og uløst kamp for å finne det indre selv. 4. Denne galloperende individualismen er et definerende trekk ved den vestlige moderne selvet og utmerker det fra det mer avhengige synet på selvet i andre kulturer og i tidligere tider. Individualisme gir ulike belønninger som: økt personlig frihet En tilfredsstillende følelse ved å være spesiell En øket egoistisk tilfredsstillelse ved egne prestasjoner Kostnaden er en økt sårbarhet for fremmedgjøring og en følelse av øket press på å opprettholde sitt offentlig og private image av seg selv som kan leve opp til de økte forventningene. Mange mener at det moderne selvet er en kilde til stress. Virkelighetsflukt og selvskadende handlinger som selvmord, seksuell masochisme, patologiske spisemønstre og rusmiddelbruk, åndelig løsgjøring mener Baumeister er måter å mestre ulik stress og sårbarhet som er fokusert på selvet. 5. Våre behov, ønsker og potensiale brukes i øket grad som veiledning på moralske valg og som forklaring på handlinger som før i tiden ble fordømt før i tiden eller i mindre selvorienterte kulturer. W2630: 1/29/01

7 Selvbegrepet Selvbegrep: Selvskjema: Vår kunnskap om hvem vi er
Selvbevissthet Selvskjema: kognitive generaliseringer om selvet innenfor et spesifikt område utledet fra tidligere erfaringer rettleder og organiserer fremtidig informasjonsprosessering om selvet Self-concept: Our knowledge about who we are Specific beliefs with which you define who you are Knowledge about your own actions, emotions, and motivations It is also self-awareness Self-schemas: self-concept is constituted by self-schemas. cognitive generalizations about the self in a specific domain They are derived from past experience Guide and organize the processing of self-related information contained in the individual’s social experiences. They are used as a basis for future judgments, decisions, inferences or predictions about the self W2630: 1/29/01

8 Selvskjema inenfor et gitt område:
prosessere informasjon om selvet innenfor dette området relativt enkelt gjenhente atferdsbeviser fra dette området (autobiografiske minner) predikere ens framtidige atferd innenfor dette området motstå kontra-skjematisk informasjon om selvet If someone has a schema in a given domain: 1) process information about the self in that domain with relative ease 2) retrieve behavioral evidence from that domain 3) predict his/her own future behavior in the domain 4) resist counter-schematic information about the self W2630: 1/29/01

9 Selvskjema og kjønn Markus, Crane, Bernstein & Siladi (1982)
SAKTE Examined the information processing consequences of self-schemas about gender in 2 studies (467 undergraduates). Systematic differences in cognitive performance were observed among Ss identified as masculine schematics, feminine schematics, low androgynous, and high androgynous (Bem Sex-Role Inventory). Feminine schematics remembered more feminine than masculine attributes, endorsed more feminine qualities, required shorter processing times for "me" judgments to these attributes, were more confident of their judgments, and were able to supply relatively more examples of past feminine than masculine behavior. A parallel pattern of results was found for masculine stimuli in masculine schematics. Androgynous Ss recalled as many masculine as feminine attributes and did not differentiate between masculine and feminine attributes with respect to latency or confidence. Comparison of the 2 groups of androgynous Ss shows that only low androgynous Ss should be considered aschematic with respect to gender FORT W2630: 1/29/01

10 Effekt av skjemaer på framtidig atferd
Ruvolo & Markus (1982) Fremgangsrik Fremgangsrik Misslykkes Misslykkes pga innsats pga flaks trass i innsats pga uflaks Self-schemas also predict future behavior. Ruvolo & Markus (1982) People were asked to imagine themselves being successful at work, lucky at work, failing at work despite clear effort or failing because of bad luck. Then they worked on a task that measured persistence. Those who thought of themselves as successful because of effort persisted more than those who thought of themselves successful because of luck and than those who thought of themselves failing despite effort. So people behave in ways that are consistent with their self-schema in a certain domain because the self-schema determines our goals, and our expectations about fulfilling those goals. W2630: 1/29/01

11 Selvet som mål for oppmerksomhet
Oppmerksomhet rettet mot seg selv (“self-awareness”) Private aspekter ved seg selv: emosjoner, motiver, personlige verdier Offentlige aspekter ved seg selv: utseende, selvpresentasjon W2630: 1/29/01

12 Unngår vi selvoppmerksomhet etter å ha misslykkes
Unngår vi selvoppmerksomhet etter å ha misslykkes? (Duval, Wicklund & Fine, 1971) Kvinnelige forsøkspersoner tok en IQ-test Får vite at de har gjort det bra eller dårlig (tilfeldig) Fortsette eksperimentet – ”Vente på testleder, hvis han ikke er kommet innen 5 minutter kan du bare gå”. Enten vente i et vanlig rom (ikke selvbevisst) eller i et rom med speil + TV-kamera (selvbevisst) W2630: 1/29/01

13 Kilder til kunnskap om selvet: Introspeksjon
Introspeksjon: Se innover Csikszentmihayli & Figurski (1982): hvor vanlig er det? Do people spend a lot of time introspecting about their true feelings and thoughts? Csikszentmihayli & Figurski (1982) asked 107 employees ranging in age from 19 to 63 to wear beepers for a week. The beepers went of at random intervals for 7-9 times a day and participants answered a series of questions about their activities, thoughts and mood at the time. Their answers were content analyzed into categories including thoughts about the self (How lazy I have been all day; I feel sad). W2630: 1/29/01

14 Nøyaktighet? Nisbett & Wilson (1977)
Huske ordpar: ocean-moon vs. paper-pencil Bett om å si navnet på et vaskemiddel Many of our mental processes happen outside of conscious awareness. This is not to say that we are thinkers without a clue - we are aware of the final result of our thought processes (that we are in love) but often unaware of the cognitive processing that led to the result. Nisbett & Wilson (1977) Memorize word pairs: ocean-moon vs. paper-pencil Asked to name a detergent Higher percentage of people who were primed with relevant concepts said TIDE. Nisbett & Wilson asked people in an open-ended format why they thought they had given the name they did. No one mentioned the word pair cueing as a reason even those who named TIDE. Instead people focused on some distinctive feature of the target Tide is the best known detergent My Mom uses it. I like the tide box. W2630: 1/29/01

15 Årsaksteorier om våre følelser
Wilson, Laser, & Stone (1982) Then how do we tell more than we know? People have causal theories, theories about what influence their feelings and thoughts. We learn many of these theories from the culture we grew up; that when we don’t get enough sleep we are bad mooded or people are in a bad mood on Mondays. Wilson, Laser & Stone (1982). College students kept track of their daily moods everyday for 5 weeks. Students also kept track of things that might predict their daily moods such as the weather and the amount of sleep they got. At the end of the 5 weeks the students also estimated how much their mood was related to these factors. An analyses of the actual data showed that in most case people were wrong about what predicted their mood. Many people for example believed that amount of sleep they got had something to do with their mood. In fact, there was no correlation between amount of sleep and mood. W2630: 1/29/01

16 Selvbevissthet (“self-consciousness”)
Tendensen man har til å bli oppmerksom på seg selv When we intrspect, we become self-aware; that is our attention is foucse on ourselves. What are the conseuences of such self-awareness? Evaluate and compare our current behavior against our internal standards. We become self-conscious. What happens when you catch yourself lying to a friend even though it is important to be honest for you? Duval & Wickland; Carver & Scheier, 1981 Seeing yourself will make you aware of the disparity btw your behavior and your moral standars. If you can change your behavior to match your internal standards, you will do so (admit you lied). If you feel you can’t change your behavior (you can’t admit that you have lied), then being in a state of self-awareness will be very uncomfortable and you will flee the situation. Advantages (Pros): makes you improve for the better Disadvantages (Cons): the more you think about yourself, the more aware you are of the discrepancise between who you want to be and who you really are and the more anxious or angry you feel. W2630: 1/29/01

17 Observasjon av egen atferd
Selvpersepsjonsteori (Bem, 1974) ”Discounting”-prinsippet (Kelley, 1972) Indre vs. Ytre motivasjon Overrettferdiggjøringsprinsippet Greene, Sternberg & Lepper, 1976 Self-perception theory: When our attitudes and feelings are uncertain or ambiguous, we infer these states by observing our own behavior. It is important here that this happens only when we are not sure about how we feel. You haven’t ever thought about whether or not you like country music but you find yourself listening to it on the radio. You are more likely to infer that you like it. When people realize their behavior is caused by an external factor, they do not assume it reflects internal feelings. Discounting principle (Kelly, 1972). People underestimate the effects of one cause of our behavior when another cause is conspicuous. This has important implications for our motivation to engage in activities and our enjoyment of them. Intrinsic motivation: The desire to engage in an activity because we enjoy it and find it interesting. You may like playing the piano and you practice it all day not because anyone is forcing you but purely because you like doing it. Then let’s say your parents have the brilliant idea of rewarding you with money for playing the piano so that you practice harder. Now there is an alternative explanation to your playing the piano. This is called extrinsic motivation because you are engaging in an activity for external rewards or pressures. What was once play becomes work. The sad result is that extrinsic motivation replaces intrinsic motivation; people start thinking that they are doing not for the joy of it but for money. This is called overjustification whereby people view their behavior as caused by compelling extrinsic reasons, making them underestimate the impact of their intrinsic motivation. Greene et al (1976) measured how much children spontaneously played with math games (baseline) over two weeks. Then for the next two weeks, they rewarded them with prizes for playing with the games and saw that the kids played longer. But once the rewards were removed, that the researchers stopped giving kids prizes, the time children spent on math games dropped. As one children said: I can’t earn prizes playing with these games anymore - why play with them at all? W2630: 1/29/01

18 Påvirkning fra andre Dutton & Aron (1974)
2 uavhengige variabler: type bro & intervjuers kjønn 85 male passersby were contacted either on a fear-arousing suspension bridge or a non-fear-arousing bridge by an attractive female interviewer who asked them to fill out questionnaires containing Thematic Apperception Test (TAT) pictures. Sexual content of stories written by Ss on the fear-arousing bridge and tendency of these Ss to attempt postexperimental contact with the interviewer were both significantly greater. No significant differences between bridges were obtained on either measure for Ss contacted by a male interviewer. Avhengig variabel: Seksuell fantasi sett i Thematic Apperception (TAT) bilder W2630: 1/29/01

19 Dutton & Aron (1974): Resultat
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20 Dutton & Aron (1974): Resultater
Når de hadde hvilt seg Når de var ved broen Kvinnlig intervjuer rett etter de hadde gått over broen Eller etter en stund når de hade vilt seg Kritikk: Er dette virkelig feilattribusjon av arousal Nye studier viser at hvis de får vite årsaken til sin arousal liker de dama like mye Arousal forsterker en hvilken som helst respons Lav bro – familiebro Høy bro – gir mer arousal – liker dama mer (stygg dame likt henne mindre enn lav bro) W2630: 1/29/01

21 Selvfølelse (“self-esteem”)
Evaluering av selvet (holdning til seg selv), eller følelse av selv-verdi eller selvrespekt Global eller spesifikk Stabil eller temporær What is self-esteem?: affective component of the self-concept Selvfølelse: Ulike former Generelt eller spesifikt OVH: Susan Harter Eks: Høy vs. Lav selvfølelse W2630: 1/29/01

22 Kilder for selvevaluering
1) The “Looking-Glass Self” (Cooley) Sterk sammenheng mellom selvevaluering og hva man tror andre mener om en, svak sammenheng med hva de faktisk mener om en 2) Sosial sammenligningsteori (Festinger) Når vi er usikre på våre egne oppfatninger og evner tenderer vi å evaluere oss selv gjennom å sammenligne oss med andre som ligner oss. W2630: 1/29/01

23 Sosial sammenligningsteori (Festinger 1954)
Når driver vi med sosial sammenligning? Hvem sammenligner vi oss med? Like andre : selvvurdering Sosial sammenligning oppover: selvforbedring Sosial sammenligning nedover : økning av selvfølelsen Another way People learn about their abilities and attitudes is through comparing themselves to other people. When? When there is no objective standard for you to measure yourself against and when you experience some uncertainty about yourself in a particular area. With whom? Similar others - people find it most informative to compare themselves to similar others on an important dimension: You compare your artistic ability to your friends in the art class not to Picasso. Your peers are usually more informative. Upward social comparison - When people want to determine where they stand in comparison to excellence or what is best, then they look at for example Picasso. If all you want to know is whether or not you will get a reasonable grade in your class, you may compare yourself to your peers. But if you are evaluating your ability to be a great artist, perhaps it is more informative to compare yourself to Picasso. Downward social comparison - when they are in a negative mood, anxious or threatened, they compare themselves to people worse off. W2630: 1/29/01

24 Selvfølelse Funksjoner til selvfølelsen?
Sosiometrisk selvfølelsesteori Leary, Tambor, Terdal & Downs (1995) Sociometer theory of self-esteem: indicator of how we are doing in the eyes of others. The self-esteem system monitors others’ reactions and alerts individual to the possibility of social exclusion. Leary, Tambor, Terdal, & Downes (1995) Hypothesized that: 1) Self-esteem is positively correlated with people’s feelings of social inclusion. 2) Events that people think will lead to inclusion/exclusion increase/decrease self-esteem. Participants were told that the study involved group and individual decision making. So they completed an information sheet about themselves and 4 other participants. Each participant evaluated each other and indicated who they wanted to work with and who they did not want to work with. People were told that they were either in the group work (inclusion) or work alone (exclusion) conditions. Subjects in each condition were either told that this decision was based on the group’s decision (that others did not want to work with the person) or were led to believe that the experimenter randomly assigned them to these groups despite their personal preferences. W2630: 1/29/01

25 Hva truer vår selvfølelse?
Selvevaluerings vedlikeholdsteori “Self-evaluation maintenance theory” (Tesser, 1988) Hvordan truer andre menneskers atferd vår selvfølelse? Atferdens grad av nærhet & personlig relevans Hvordan forholder mennesker seg til ego-trusler? Distansere deg fra en venn Redusere hvor relevant oppgaven er for deg Prøve å forbedre deg Self-discrepancy theory (Higgins, 1987; 1989) People have schemas about their actual current self. But they also have schemas about who they want to be (their ideals, dreams etc) as well as who they ought to be (about their responsibilities and obligations). Actual-ideal self discrepancies - sadness, disappointment Actual-ought self discrepancies - anxiety Self-evaluation maintenance theory (Tesser, 1988) How other people’s behavior threaten our self-esteem? Level of closeness & personal relevance of the behavior If a close friend outperforms us on an irrelevant task _ no problem If a close friend outperforms us on a relevant task _ ego-threat How to deal? 1) You can distance yourself from the person 2) you can reduce how relevant the task is to you. 3) you can try to improve. W2630: 1/29/01

26 Hva truer vår selvfølelse?
Selvdiskrepansteori (Higgins, 1987; 1989) Aktuell-idealselv-diskrepans: tristhet, skuffelse Aktuell-burdeselv-diskrepans: engstelse, bekymring

27 Fordeler med å ha høy selvfølelse
Buffere mot negativt humør & ego-trussel Øker iherdigheten til tross for fiasko Ha høye aspirasjoner Brown & Mankowski, 1993 Pro’s Buffers against negative mood Increases persistence at the face of failure Have high aspirations Buffers against ego-threat (as we saw with Terror Management theory) Participants first completed the Rosenberg SEQ Then they either got a positive, neutral or a negative mood induction with the same method we used in the in-class demo. Then they indicated how positively they currently felt about themselves. As you can see, low self-esteem people had more fluctuations in their self-appraisals. W2630: 1/29/01

28 Selvtjenende “bias” Attribusjoner av suksess og fiasko
Bedre enn gjennomsnittet Uriktig enighet og enestående Positive illusjoner Selvhandikappende strategier We have so far clearly seen that people are motivated to keep a positive self-concept and sometimes they go to at lenghts to make sure to protect their self-esteem. We have already for example tocuhed upon the fact that when people are threatene, they compare themselves to people worse off to feel better about themselves. There are other kinds of self-serving strategies that most people readily use. W2630: 1/29/01

29 Attribusjoner av suksess og fiasko
Hvordan beskriver folk trafikkulykker? “an invisible car came out of nowhere, struck my car and vanished” “a pedestrian hit me and went under my car”!!! Toronto News, 1977 Bedre enn gjennomsnittet Folk i næringslivet: etikk Ledere i næringslivet: prestasjoner High school studenter: ærlighet; kompetanse; vennlighet Bilførere: Ferdighet og sikkerhet Universitetsstudenter: helse, livslengde Attributions of success and failure Success -> internal attributions Failure -> external, situational attributions Students: Take credit for good grades and criticize the test for their bad grades Teachers do the same: Take credit for positive outcomes and blame failure on the student Most rated themselves as better than average Businesspeople: on works ethics Business managers: performance/success High school students: competence/honesty, reliability, friendliness Drivers: Skill and safety College students: healthier; expected to live longer W2630: 1/29/01

30 Falsk konsensuseffekt
Når det handler om meninger, å misslykkes og om uønsket atferd Falsk unikhetseffekt Når det handler om evner og å lykkes Hvem følger “De ti bud”? National Survey of Americans (Rosenblatt, 1993) Opinions: Overestimate the extent to which others agree with us Negative outcomes: Overestimate the extent to which others experience it too. If we fail, everybody fails, if we cheat on our taxes, we say but everybody does it. Why does it happen? Most of the time because of lack of information. People do not randomly sample large numbers of data points from the population; they can’t. We know about ourselves, we project ourselves and generalize from this limited sample. W2630: 1/29/01

31 Positive illusjoner (Taylor & Brown, 1988)
Positive kvaliteter Personlig kontroll Urealistisk optimistiske om framtiden Selvvurdering av sosial kompetanse: Lewinsohn, Mischel, Chaplin & Barton (1980) Three types of positive illusions 1) People see themselves more positively than is true 2) They believe they have more control over events around them than is actually the case 3) They are unrealistically optimistic about the future There is usually a discrepancy between how positively we view ourselves and how others view us. But this is not true for everybody to the same extent. Lewinsohn et al. Had non-depressed and depressed participants engage in a group activity (talking and interacting with others for 20 minutes). Participants evaluated how they performed in terms of social competence. Observers blind to whether or not the participants were depressed also evaluated their performance. W2630: 1/29/01

32 Selvhandikappende strategier
Lage forhindringer som reduserer sannsynligheten for å lykkes Feste kvelden før eksamen Gi din motstander fordelen Lage unnskyldninger på forhånd Begynn å føle deg uvel kvelden før eksamen When we fear failure, by admitting to a limited physical or mental weakness, we can shield ourselves form failure due to lack of ability. 1) create obstacles that reduce the likelihood of success Go party the night before 2) Devise ready-made excuses start feeling not so well the night before the exam! Sex and self-esteem differences Men create obstacles (take drugs!) Women find excuses (feel sick!) W2630: 1/29/01

33 Valg av hemmende eller fremmende middel som en selvhandikappende strategi
Berglas & Jones (1978) Self-verification goal is stability/consistency in their self-concept The desire to have others perceive us as we truly perceive ourselves. So it’s not the case that we always have biased perceptions about ourselves. A lot of the times, people also bend backwards to correct others impressions that are mistaken even though they may be positive. So people may even want to verify their negative self-concept. Swann and his team tested this hypothesis. Each participants filled-out a self-concept scale and was then chose an interaction partner from two others - one of whom had previously evaluated the person positively and the other one negatively. The question was who did the participants choose to interact with? People who had positive self-concepts chose the favorable evaluator over the unfavorable evaluator. In contrast, people with negative self-concepts picked the unfavorable evaluator over the favorable evaluator. W2630: 1/29/01

34 Erving Goffman’s teori om selvpresentasjon (“Impression management”):
1. Hvordan mennesker behandler oss avhenger av hva de tenker om oss, hvem de tror vi er 2. Dette avhenger av hvilket inntrykk de har av oss 3. Vi kan påvirke hva andre tenker om oss gjennom vår atferd 4. Vi presenterer oss selv Selvpresentation Målet er å øke selvfølelsen Definisjon av situasjonen (hvilke roller som skal spilles) En overflate av enighet om hvordan den sosiale identiteten til partene er Sosial samhandling: Et individ spiller alltid en rolle på en eller annen scene (f.eks. på dansegulvet, i klasserommet, ved middagsbordet) mot andre rollefigurer, med publikum som en tredje part i interaksjonen Effektive "selvpresentatører" er flinkere til å lese andres signaler og de sosiale omgivelsene W2630: 1/29/01

35 Selvpresentasjonsstrategier
Innsmigring (“Ingratiation”) Selvforfremmelse (“Self-promotion”) Sole seg i andres suksess (“Basking in reflected glory”) Eksemplifisering (“Exemplification”) Trygling (“Supplication”) Skremming (“Intimidation”) Goal:we manage the impression we make on others to be viewed positively There are several ways of doing that: 1) Self-presentation: Highlighting our positives We do this when we want to be seen as competent 2) Ingratitation (Ingresieysin): highlighting other’s positives We do this when we want to be liked. 3) False modesty: sometime we self-disparage than self-praise If you say “I feel like a fool” may prompt a friend to reassure you “you are fine”. Coaches publicly exalt their opponents to convey an image of modesty and good sportsmanship. If they lose, they don’t lose face: The opponent was strong. If they win they get even more credit since the opponent was so strong. Some people do impression management more than others. These people are called self-monitors. They change their behavior depending on the situation and whom they are with. If there are with pro-choice friends they will be pro-choice and vice versa. Innsmigring: målet er å bli sett på som likandes og attraktiv Selvforfremmelse (“Self-promotion”) individet prøver å imponere på andre med sine bedrifter Sole seg i andres suksess (“Basking in reflected glory”) Forbedre inntrykket vi gjør på andre ved å assosiere oss med fremgangsrike og kjente mennesker Eksemplifisering (“Exemplification”) Når man prøver å projisere integritet og høyverdig moral, å være et eksempel for andre Trygling (“Supplication”) Når man bekjentgjør sine svakheter eller sin avhengighet for å be om hjelp eller sympati Skremming (“Intimidation”) Taktikken er å skape frykt og oppnå makt ved å overbevise noen om at du er farlig W2630: 1/29/01