Self-Perspectives across the Life Span

SUNY Press
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When and how is the self acquired and what characterizes its development and change over the life span? What are the implications of using different methodologies to study the self with different age groups? This book addresses these and related questions.

The authors offer research on early and middle childhood, late childhood and adolescence, and adulthood and old age. Among the issues considered are the relationship between cognitive complexity and self-evaluation in childhood, the pivotal socio-emotional tasks that confront the adolescent, and effects of situational and structural factors on the self-esteem of adolescents and adults, and age and gender differences in the ideal and undesired selves of young and older adults. These contributions illustrate the different theoretical and methodological issues that are associated with differing stages of the life span and provide a summary of the current knowledge base of the self across the life span.

Unlike previous books on study of the self, this one provides a systematic analysis of the theoretical and methodological issues and a selection of several alternative methodologies for studying the self across the life span.
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About the author

Richard P. Lipka is Professor and Director of the Center for Educational Service, Evaluation, and Research at Pittsburg State University, Pittsburg, Kansas.

Thomas M. Brinthaupt is Assistant Professor of Psychology at Middle Tennessee State University, Murfreesboro, Tennessee. They are coeditors of The Self: Definitional and Methodological Issues, also published by SUNY Press.

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Additional Information

SUNY Press
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Published on
Jan 1, 1992
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Best For
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Psychology / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current knowledge base by addressing a curriculum model developed in the 1980s. We add a 2012 knowledge base as we delineate the role of selfperceptions in schoolrelated learning, how middle level curriculum affects selfperceptions, and the type of curriculum planning which enhances selfperceptions and improves learning in the cognitive, affective, and psychomotor domains. The combination of sound psychological principles and practical teaching and curriculum suggestions with an empirical basis makes the book attractive to both higher education and local school professional libraries. In the former it will serve as the primary text in graduate and advanced undergraduate middle level education programs and practices courses. It might also be a primary text in courses or workshops in affective education or other experiences which emphasize affective, values, and selfconcept. It also has potential as a supplementary text in undergraduate educational psychology courses. At the inservice level this book could be used as a workshop resource or as a professional reference for middle level teachers, administrators, curriculum workers, and supervisors. Our interest in young adolescents and their school setting coincides with the fourth edition of This We Believe (NMSA, 2010). The selfenhancing school is characterized by “fromto” statements; for example, “from” avoiding parents “to” working with parents. Using theory and research we discuss the costs of staying in the “from” position and the benefits derived from moving to the “to” position. By combining educational psychology and curriculum development we make a unique contribution to middle grades curriculum developers.
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