Self and Identity (SELF IDENTITY )

Publisher: International Society for Self and Identity, Taylor & Francis

Description

Among the members of the animal kingdom, human beings are uniquely able to take themselves as the object of their own thoughts - to think consciously about themselves, form images and concepts of what they are like, evaluate their characteristics and capabilities, plan deliberately for the future, worry about how they are being perceived by other people, and direct their own behavior in line with personal standards. Because this ability to self-reflect has important implications for understanding human behavior, the self has emerged as a central focus of theory and research in many domains of social and behavioral science. Self and Identity is devoted to the study of social and psychological processes (e.g., cognition, motivation, emotion, and interpersonal behavior) that involve the human capacity for self-awareness, self-representation, and self-regulation. The Journal aims to bring together work on self and identity undertaken by researchers in social, personality, developmental, and clinical psychology, as well as sociology, psychiatry, communication, anthropology, social work, and other social and behavioral sciences. Examples of topics appropriate for the Journal include self-attention, self-perception, self-concept, identity, self-knowledge, self-evaluation, self-esteem, self-consciousness, motivation, emotion, self-regulation, self-presentation, role of self in perception of others, self-processes in interpersonal behavior, and cultural influences on the self.

  • Impact factor
    1.42
  • 5-year impact
    1.74
  • Cited half-life
    7.10
  • Immediacy index
    0.14
  • Eigenfactor
    0.00
  • Article influence
    0.91
  • Website
    Self and Identity website
  • Other titles
    Self and identity (Online), Self and identity
  • ISSN
    1529-8868
  • OCLC
    44012000
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Students’ beliefs about their own academic potential and corresponding feelings of satisfaction in reaction to those beliefs may be influential motivators of academic attitudes and behaviors. To explore this possibility, the authors developed and tested a ten-item Academic Potential Beliefs and Feelings Questionnaire (APBFQ) in three independent samples across two studies. The measure was found to have two coherent factors: a) beliefs about academic potential and b) satisfaction in academic potential. Both subscales had good reliability, temporal stability, and were differentiated from other self-perceptions. Results suggested that perceived academic potential had desirable relations with academic outcomes. In contrast, while satisfaction correlated positively with intrinsic value for coursework, it was also linked with a variety of maladaptive academic beliefs, behaviors, and under-achievement, particularly for male students low in perceived academic potential.
    Self and Identity 02/2014; 13(1):58-80.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Research suggests narcissists respond negatively to ego-threats stemming from both negative evaluative feedback (Bushman & Baumeister,1998) and negative social feedback (Twenge & Campbell, 2003). In the current study, we used an observational methodology to examine whether narcissists also respond negatively to romantic relationship conflict. Multi-level analyses revealed that people high (vs. low) in narcissism were observed by independent coders as engaging in significantly more negative behaviors (i.e., criticizing, name-calling, insulting) during a conflict with their romantic partner. Post-conflict, narcissists reported feeling less committed to their relationships, while reporting that their partners felt more committed to their relationships. Together, these results suggest that narcissists self-protectively derogate relationship partners both during and after conflict as a way to defend against relationship-threats
    Self and Identity 01/2014; 13(4):477-490.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Drawing from theorizing about motivated self-protection, we report the results of four studies testing the idea that threatened state self-esteem reduces forgiving. In Study 1, primed self-esteem threat (versus a control condition) led to decreased forgiving intentions in hypothetical scenarios. In Study 2, primed self-esteem threat (versus two control conditions) negatively affected forgiveness motivations in relation to recalled personally experienced transgressions. Study 3 utilized a correlational recall design, demonstrating that threatened self-esteem directly associated with a personally recalled transgression is negatively related to forgiving motivations. Study 4 returned to a priming paradigm, providing evidence that the deleterious effect of self-esteem threat on forgiveness may be combated by enhancing state-level self-esteem. Theoretical and practical implications and ideas for future research are addressed.
    Self and Identity 01/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Two studies investigate the presentation of self-compassion following an interpersonal transgression. In study 1 (N ¼ 228), participants imagined letting someone down. Selfcompassionate participants were less likely to endorse self-critical statements and more likely to endorse self-compassionate statements. Study 2 (N ¼ 208) investigated people’s preference for selfcompassionate versus self-critical statements after someone let them down. Less self-compassionate participants preferred and were more likely to forgive someone who made self-critical statements. More self-compassionate participants preferred self-compassionate responses and were just as likely to forgive someone regardless of the type of response. These findings support the hypothesis that self-compassion leads to more self-compassionate presentations and presents a more nuanced understanding of responses to self-compassionate and self-critical presentations in an apology context.
    Self and Identity 01/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective self-awareness theory contends that focusing attention on the self initiates an automatic comparison of self to standards. To gain evidence for automatic self-standard comparison processes, two experiments manipulated attention to self with subliminal first-name priming. People completed a computer-based parity task after being instructed that the standard was to be fast or to be accurate. Subliminal first name priming increased behavioral adherence to the explicit standard. When told to be fast, self-focused people made more mistakes and had faster response times; when told to be accurate, self-focused people made fewer mistakes. A manipulation of conscious self-awareness (via a mirror) had the same self-regulatory effects. The findings suggest that comparing self to standards can occur automatically and that it is attention to self, not awareness of the self per se, that evokes self-evaluation.
    Self and Identity 04/2013; 12(2):114-127.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: One of the most consistent findings in psychology shows that people prefer and make positive attributions about attractive compared with unattractive people. The goal of the current study was to determine the power of attractiveness effects by testing whether these social judgments are made where attractiveness differences are smallest: between twins. Differences in facial attractiveness predicted twins' evaluations of self and their co-twin (n = 158; 54 male). In twin pairs, the more attractive twin judged their less attractive sibling as less physically attractive, athletic, socially competent, and emotionally stable. The less attractive twin did the reverse. Given that even negligible differences in facial attractiveness predicted self and co-twin attitudes, these results provide the strongest test yet of appearance-based stereotypes.
    Self and Identity 03/2013; 12(2):186-200.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Stereotype threat can vary in source, with targets being threatened at the individual and/or group level. This study examines specifically the role of self-reputational threat in women's underperformance in mathematics. A pilot study shows that women report concerns about experiencing self-reputational threat that are distinct from group threat in the domain of mathematics. In the main study, we manipulated whether performance was linked to the self by asking both men and women to complete a math test using either their real name or a fictitious name. Women who used a fictitious name, and thus had their self unlinked from the math test, showed significantly higher math performance and reported less self-threat and distraction, relative to those who used their real names. Men were unaffected by the manipulation. These findings suggest that women's impaired math performance is often due to the threat of confirming a negative stereotype as being true of the self. The implications for understanding the different types of threats faced by stereotyped groups, particularly among women in math settings, are discussed.
    Self and Identity 01/2013; 12(4).

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