Self-concept clarity and appearance-based social comparison to idealized bodies

Body Image ◽  
2022 ◽  
Vol 40 ◽  
pp. 124-130
Author(s):  
Jeanne J. Carter ◽  
Lenny R. Vartanian

This edited volume presents both classic and contemporary conceptual, empirical, and applied perspectives on the role of comparisons with other people—a core aspect of social life—that have implications for the self-concept, opinions, subjective and physical well-being, conformity, decision-making, group behavior, education, and social movements. The volume is comprised of original chapters, authored by noted experts, divided into three sections: basic comparison processes, neighboring fields, and applications. The first section is comprised of chapters that update classic theories and present advances, such as the dominating effect of local versus global comparisons, an analysis of the psychology of competition, how comparisons across different domains influence self-concept and achievement, and the integral connections between stereotyping and comparison. The second section introduces perspectives from neighboring fields that shed new light on social comparison. These chapters range from judgment and decision science, cognitive psychology, social network theory, and animal social behavior. The third section presents chapters that describe applications of comparison, including relative deprivation; health psychology; the effects of income inequality on well-being; the relationships among social hierarchies, power, and comparison; and the interconnections of psychological processes such as comparison and differential construal that favor the status quo and can discourage social action in the face of injustice and inequity.


Jurnal Niara ◽  
1970 ◽  
Vol 10 (2) ◽  
pp. 139-151
Author(s):  
Hevi Susanti ◽  
Nujanah

The phenomenon that lately occurs and entrenched in the environment of Indonesian society in general and in particular in the District of Kerumutan, Pelalawan Regency, which considers that talking harshly, berating, yelling, scolding, threatening to children is normal. But parents should be able to give good examples to children by using language or words that are good and right. This condition can occur where parents do not really understand and do not know that the verbal ability possessed by parents in communicating with children will be directly absorbed by children and form a sustainable behavior.Results Self-concept owned by teenagers in Kec. Kerumutan Kab. Pelalawan is influenced by significant others. Where, adolescent self-concept in Kec. Kerumutan Kab. Pelalawan is a negative self-concept that is the type of social comparison and Biased scannin. The negative self-concept of social comparision type is of the view that it is indeed like what is said by others so that the view of itself really looks irregular because the self-concept formed is influenced by others. While the negative self-concept is Biased scannin type. Shown from the attitude of adolescents that he tends to feel unliked by his parents and feel unnoticed. Reflected Appraisal states that a person's self-concept will be formed if he gets an award from someone else. Where, the giver of appreciation and the amount of appreciation received by a person will determine the degree of self-concept that is formed. Appreciation from people who are considered important to someone (significant others such as: parents, friends, relatives, etc.) also provide a very big influence on the development of self-concept.


2020 ◽  
pp. 027243162091248
Author(s):  
Peter McPartlan ◽  
Osman Umarji ◽  
Jacquelynne S. Eccles

We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach to show that students who believe they are good at math often select certain feedback sources as more important to develop this belief. We find that students’ patterns of ability feedback are unstable, with evidence suggesting different patterns may emerge depending on the availability of ability feedback. Findings suggest early adolescents attempting to promote their own positive SCA in mathematics may know to seek different feedback sources depending on their individual circumstances. Implications are discussed through the lens of social comparison theory.


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