The development of self-representations during childhood and adolescence.

By S. Harter. 2003

313 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/07afb892a465ef7e01bed8b50d2f647aa451294f

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Citations in the corpus

The Role of Self-compassion in Women's Self-determined Motives to Exercise and Exercise-related Outcomes (2010, background): “The multidimensionality of self is generally well-supported (Hattie & Fletcher, 2005), with the clear identification of the physical domain as important (e.g., Fox, 1997; Harter, 2003; Hattie, 1992; Sonstroem & Morgan, 1989).”
The Life Course Development of Human Sexual Orientation: An Integrative Paradigm (2005, background): “Developmentally, the intensity of sexual desire begins with puberty and occurs concurrently with processes of social and cognitive development that results in an increasing sense of self (or ‘self-schema,’ in more cognitive terms) [see Erikson, 1950; Harter, 2003].”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “Identity, for the purposes of model development, refers to the learner’s self-representation as a person who pursues particular content and the processes that inform the development of this self-representation (e.g., Harter, 2003, 2006; Hannover, 1998).”
Identity, Conflict, and Coexistence (2006, background): “In terms of biological (Susman & Rogol, 2004), cognitive (Harter, 2003; Harter, Bresnick, Bouchey, & Whitesell, 1997), and social (Savin-Williams & Berndt, 1990) development, adolescence is a time of significant transition and transformation in the self, as both internally experienced and…”
Changing self-esteem in children and adolescents: a roadmap for future interventions (2006, background): “In adolescence, self-evaluations become more differentiated and other domains become relevant, such as close friendship, romantic appeal, and job competence (Harter, 2003).”
Self-Presentation and Gender on MySpace. (2008, background): “By the time individuals reach emerging adulthood, they possess abstract notions of the self, internalizing the social approval they have received for their self-presentations (Harter, 2003).”
Gender Socialization and Identity Theory (2014, background): “identity theory (especially identity control theory), there is work that addresses how children assimilate and internalize messages by primary caretakers [43,44].”
An Integrative Paradigm (2005, background): “Developmentally, the intensity of sexual desire begins with puberty and occurs concurrently with processes of social and cognitive development that results in an increasing sense of self (or ‘self-schema,’ in more cognitive terms) [see Erikson, 1950; Harter, 2003].”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “Long before school entrance, around the child’s second birthday, a concept of the self starts to develop (e.g. Hannover and Greve 2012; Harter 2003; Ruble et al. 2004).”