Prosocial Self-schemas and Behavior
The theoretical question that has been posed in this article is whether prosocial private self-schemas and prosocial private self-awareness are predictors of prosocial behavior. The self-schema is believed to play an important role in the regulation of behavior. It is believed that behavior is influenced by the activation of a schema. This schema is connected to the perception of self. Little evidence is shown to conclude that self-schemas are independently influencing any type of behavior and it is presumed that both the descriptive information about the self and the behavioral information are stored independently of each other. This would infer that the linkages that are between the self-schema and behaviors are not completely definite.
To have an influence on behavior private self-attention is critical. One must be self-aware in order to adhere to private self-awareness. This private self-awareness seems to have a lower limit of approximately age nine.
The question asked is that of, are there definite linkages between the prosocial self and the prediction of prosocial behavior and if so what are those linkages.
In the first study of three, the subjects were above the age of nine years. The reason for that was that children begin to label themselves differently. At this age, children start to label themselves with more traits and not with behavioral self-descriptions. There were thirty-eight participants from fifth through seventh grade. There was nineteen of each gender. The study examined the two self-schema and the schemalike control measures. The two self-schemas were private self-attention and private self-awareness. The two schemalike control measures were communion and agency words with different probe questions. Some of the questions were like ?Is this word like you?? or ?Is this a nice word??
The procedure conducted in the first experiment was straightforward. The participants were brought to a testing room by one of the two experimenters. The experimenters were both women. The participant would then be told that they would be participating in a series of different games, puzzles, and questionnaires. The children were told that for their participation they would receive fifteen tokens that were worth ten cents each. The tokens could be exchanged for a gift certificate to Baskin Robbins. The children were then told that they could give some of their tokens to the children that were not in the study but they did not have to if they did not want to.
To manipulate the private self-awareness the experimenter used an abbreviated version of the California Q-sort for children. The California Q-sort caused the children to focus on their real self and then again on their ideal self. The Children not in this condition did thinks such as ?Name as many cars as you can?.
The experimenter informed the participants that she had to leave for a minute. The experimenter then gave...