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| Question | Answer |
| Self-concept | - Composed of different self-schemes - Affecting perception, memory and evaluation of others and the self - dependend on culture (independent vs. interdependent) |
| Symbolic self-concept | 3 Elements: Representational (Representation of own personality & characteristics in memory system), Executive (Guides information seeking, goal setting, and goal-driven behavior), Reflective (Capacity to be conscious about oneself) Dynamic, reflective, regulatory |
| Social identity | - Identity derived from the belonging to a group - Social Identity theory (Tajfel & Turner, 1979): In-vs.out-group, categorization - identification - comparison - relevance - distinctiveness Categorization: Minimal group Paradigm (Dunham et al., 2011) |
| Self-knowledge | often biased by self-protecting mechanisms Dissociation btw. implicit & explicit --> Gaining knowledge through social comparison |
| Theory of social comparison processes (Festinger, 1957) | People have motivation to evaluate the own opinions & abilities --> no objective comparison standard --> social comparison |
| Motives for social comparison | -Self-evaluation: Need for accurate self-evaluation (slight upward) - Self-enhancement: Creating & maintaining positive image of the self (slight downward) - Self-improvement: Gathering info about how to successfully advance through life (slight upward) |
| With whom do we compare? | Self-evaluation (maintenance) model (SEM; Tesser, 1988) Relevance & Closeness Lockwood: Also Attainability |
| Mussweiler's Selective Accessibility Model | Early stage: Global similarity assessment --> (Dis)similarity testing --> Target (in)consistent information --> Contrast/Assimilation Also affects goal achievement |
| Role Models | - specific comparison target - often superior others - can influence behavior, motivation and self-evaluation |
| Types of role models | - Behavioral: Showing skills & techniques one lacks or wants to learn - Possible /future self: Shows that something is possible - Inspiration: Inspire & teach by example, admiration and emulation |
| How do role models influence us/ Determinants of their impact | - Relevance - Attainability (YES --> Inspiration, encouragement, motivation; NO --> Inferiority, self-deflation) - Positive vs. negative (--> regulatory focus) |
| Obama effect | Success of role model shields stereotyped targets from negative effect of stereotype threat Better academic performance in black americans |
| Subliminal social comparison | Chafard et al., 2017: After subliminally exposed to pictures of thin beautiful women --> more negative self-evaluation related to weight |
| Motivational Theory of Role Models ( Morgenroth, Ryan & Peters, 2015) | - Role model conceptualisation with 3 different functions + expectancy-value theory (Atkinson, 1957) - How different role model functions lead to skill acquisition, motivation and goal adoption via different pathways |
| Boundary conditions/Parameters of effectiveness Modeling | - Identification -Coping style, attainability - Relevance - Postive reinforcement |
| Jong, Park & Song, 2016 | - Social comparison on FB negatively assoc. with mental health - Fb use positively assoc. with perceived. soc. support - Self-esteem negatively assoc. with comparison on FB - Self-esteem and Impression management predicted comparison on FB |
| Lockwood et al. 2002 | Regulatory focus and pos./ned. role models - if it does not fit, it can undermine motivation - first induce focus -majority has promotion focus |
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