Further distinctions in self-concept, called "differentiation," occur as the adolescent recognizes the contextual influences on their own behavior and the perceptions of others, and begin to qualify their traits when asked to describe themselves. Differentiation appears fully developed by mid-adolescence. Peaking in the 7th-9th grades, the personality traits adolescents use to describe themselves refer to specific contexts, and therefore may contradict one another. The recognition of inconsistent content in the self-concept is a common source of distress in these years (see Cognitive dissonance), but this distress may benefit adolescents by encouraging structural development.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): When adolescents begin to qualify their traits, what are they demonstrating?
differentiation
Ytterligare distinktioner i självbegreppet, som kallas "differentiering", förekommer då den unge erkänner den kontextuella påverkan på sitt eget beteende och andras uppfattningar, och börjar kvalificera sina drag när han ombeds beskriva sig själv. Differentiering verkar vara fullt utvecklad vid mitten av tonåren. Peaking i 7:e-9:e klass, de personlighetsdrag ungdomar använder för att beskriva sig själva hänvisar till specifika sammanhang, och kan därför motsäga varandra. Erkännandet av inkonsekvent innehåll i självbegreppet är en vanlig källa till nöd under dessa år (se Kognitiv dissonans), men denna nöd kan gynna ungdomar genom att uppmuntra strukturell utveckling. Om det är möjligt att svara på denna fråga, besvara den för mig (annars, svara "osvarbart"): När ungdomar börjar kvalificera sina drag, vad visar de då?
Further distinctions in the self-concept, called "differentiation", occur as the young one recognizes the contextual impact on his own behavior and the perceptions of others, and begins to qualify his features when asked to describe himself. Differentiation appears to be fully developed by mid-teens. Peaking in the 7th-9th grade, the personality traits young people use to describe themselves refer to specific contexts, and can therefore contradict each other. The recognition of inconsistent content in the concept of self-concept is a common source of distress during these years (see Cognitive dissonance), but this distress can benefit young people by encouraging structural development. If it is possible to answer this question, answer it for me (otherwise, answer "unanswerable"): When young people begin to qualify their moves, what do they show?
differentiering
differentiation