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Continuities and discontinuities in self-regulatory and self-evaluative processes: a developmental theory relating self and affect

Higgins, E. Tory·1989·Journal of Personality
DOI 10.1111/j.1467-6494.1989.tb00488.x
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Abstract

ABSTRACT This article presents a developmental theory of the relation between self and affect Self‐discrepancy theory (Higgins, 1987) is used as a framework for considering developmental and individual differences in children's self‐concepts, self‐regulation, and self‐evaluation Developmental changes in children's representational capacities are described that produce developmental shifts in this self‐system Different modes of caretaker‐child interaction are distinguished in terms of how features of the interaction impact psychologically on the child The implications of these differences for children's self‐system and emotional/behavioral vulnerabilities are discussed The development of self‐regulatory and self‐evaluative processes are distinguished with respect to developmental continuities and discontinuities Patterns of sex differences in socialization, conduct, and emotional problems are described to exemplify the need for distinguishing these two processes developmentally The question is raised whether children can be socialized to maximize the positive conduct valued by society and the positive self‐regard valued by individuals.

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Metadata

Authors
Higgins, E. T.
Venue
Journal of Personality
Publisher
Wiley
Published
1989-06
Volume
57
Issue
2
Pages
407-444
ISSN
  • 0022-3506
  • 1467-6494
DOI
10.1111/j.1467-6494.1989.tb00488.x
Cited by
180
References
2
Language
en
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 6175 d)

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