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47 Cards in this Set
- Front
- Back
SELF- CONCEPT |
An individual's self-beliefs and self-evaluations |
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DIMENSIONS OF SELF-CONCEPT |
1. Complexity 2. Consistency 3. Clarity |
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COMPLEXITY |
The number of distinct and important roles or identities that people perceive about themselves, and the degree of separation of those selves |
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LOW COMPLEXITY |
When the individual's important identities are all highly interconnected; e.g. all work related |
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HIGH CONSISTENCY |
When most of their self-perceived roles require similar personality traits, values, and other attributes |
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LOW CONSISTENCY |
When some self-perceptions require personal characteristics that conflict with characteristics required for other aspects of self |
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CLARITY |
The degree to which you have a clear, confidently defined, and stable self-concept |
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4 PROCESSES THAT SHAPE SELF-CONCEPT; THE FOUR ''SELVES" |
Used to develop the 3 C's
1. Self-Enhancement 2. Self-Varification 3. Self-Evaluation 4. Social Self |
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SELF-ENHANCEMENT |
Promoting and protecting our positive self-view; competent, attractive, lucky, ethical, important |
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SELF-VERIFICATION |
Motivation to verify/maintain our self-concept; this stabilizes our S-C. |
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SELF-EVALUATION |
Defined by 3 elements: 1. Self-esteem 2. Self-efficacy 3. Locus of control
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SELF-ESTEEM |
The extent to which people like, respect, and are satisfied with themselves |
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SELF-EFFICACY |
Refers to a person's belief that he or she has the ability, motivation, and correct role perceptions to successfully complete a task |
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LOCUS OF CONTROL |
A person's general belief about the amount of control he or she has over personal life events |
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INTERNAL LOCUS OF CONTROL |
Belief that an individual's personal characteristics mainly influence life's outcomes. People with this belief have a more positive self-evaluation |
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EXTERNAL LOCUS OF CONTROL |
Belief that events in their life are due mainly to fate, luck, or conditions in the external environment |
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SOCIAL SELF (Social Identity) |
Defining ourselves in terms of groups to which we belong or have an emotional attachment; we identify with groups that support self-enhancement |
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PERCEPTION (Perceptual process) |
The process of receiving information (stimuli) about and making sense of the world around us; what do we pay attention to, how do we organize it, and how do we interpret it |
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SELECTIVE ATTENTION |
Selecting vs. ignoring sensory information; affected by object and perceiver characteristics; emotional markers attached to information; confirmation bias--info contrary to our beliefs is screened out |
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PERCEPTUAL ORGANIZATION/INTERPRETATION |
1. Categorical thinking 2. Perceptual grouping principles 3. Interpreting incoming information |
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CATEGORICAL THINKING |
Organizing people and objects into preconceived categories that are stored in our long-term memory; mostly nonconscious process |
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PERCEPTUAL GROUPING PRINCIPLES |
1. Things are grouped together based on their similarity or proximity to others 2. Based on the need for cognitive closure; filling in the blanks 3. Perceiving trends |
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MENTAL MODELS |
Visual or relational images in our mind representing the external world; help makes sense of situations, fill in missing pieces, and help predict events |
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PROBLEM WITH MENTAL MODELS |
May block recognition of new opportunities and perspectives |
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STEREOTYPING |
Assigning traits to people based on social category membership |
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STEREOTYPING OCCURS BECAUSE: |
1. Categorical thinking 2. Innate drive to understand and anticipate others' behaviors 3. Enhances our self-concept |
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SOCIAL IDENTITY AND SELF-ENHANCEMENT REINFORCE STEREOTYPING THROUGH: |
1. Categorization 2. Homogenization 3. Differentiation |
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CATEGORIZATION |
Categorize people into groups |
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HOMOGENIZATION |
Assign similar traits within a group; different traits to other groups |
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DIFFERENTIATION PROCESS |
Assign less favorable attributes to other groups |
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STEREOTYPING PROBLEMS |
1. Overgeneralizes--doesn't represent everyone in the category 2. Often times we are wrong! 3. Encourages systemic and intentional discrimination |
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ATTRIBUTION PROCESS |
Deciding whether an observed behavior or event is caused mainly by the person (internal factors) or by the environment (external factors) |
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INTERNAL ATTRIBUTIONS |
1. High Consistency 2. High Distinctiveness 3. Low Consensus |
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EXTERNAL ATTRIBUTIONS |
1. Low Consistency 2. Low Distinctiveness 3. High Consensus |
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FUNDAMENTAL ATTRIBUTION ERROR |
Attributing our own actions to internal and external factors and others' actions to internal factors |
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SELF-SERVING BIAS |
Attributing our successes to internal factors and our failures to external factors |
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SELF-FULFILLING PROPHECY CYCLE |
1. Supervisor forms expectations 2. Expectations affect supervisor's behavior 3. Supervisor's behavior affects employee 4. Employee's behavior matches expectations |
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SELF-FULFILLING PROPHECY EFFECT IS STRONGEST... |
1. At the beginning of the relationship 2. When several people have similar expectations about the person 3. When the employee has low rather than high past achievement |
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PERCEPTUAL EFFECTS |
1. Halo Effect or Horn Effect 2. False-Consensus Effect 3. Primacy Effect 4. Recency Effect
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HALO EFFECT |
One trait affects perception of person's other traits |
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FALSE-CONSENSUS EFFECT |
Overestimate how many others have similar beliefs or traits like ours; aka "similar to me" effect |
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PRIMACY EFFECT |
First impressions |
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RECENCY EFFECT |
Most recent information dominates perceptions |
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STRATEGIES TO IMPROVE PERCEPTIONS |
1. Awareness of perceptual biases 2. Improving self-awareness--applying Johari Window 3. Meaningful interaction; close, frequent interaction toward a shared goal; equal status; engaged in a meaningful task |
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JOHARI WINDOW |
Strategy for expanding knowledge about yourself; Open Area, Blind Area, Hidden Area, Unknown Area |
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GLOBAL MINDSET |
An individual's ability to perceive, appreciate, and empathize with people from other cultures, and to process complex cross-cultural information |
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DEVELOPING A GLOBAL MINDSET |
1. Self-awareness activities--understand own values, beliefs, attitudes 2. Compare mental models with people from other cultures 3. Cross-cultural training 4. Immersion in other cultures |