Adolescence Is A Period Of Life In Which One Is Subjected To

Adolescence Is A Period Of Life In Which One Is Subjected To Concerns

Adolescence is a period of life in which one is subjected to concerns surrounding self-esteem and impression management. Utilizing the following categories, select four to provide personal examples of how your personal views and style of expression were shaped by others (parents, peers, teachers, community, etc.). impression management social tuning social comparisons mindsets intrinsic/extrinsic motivation causal theories In 750-1,000 words: Provide a personal example of how your personal views were shaped by others for each of the four categories selected. Provide a personal example of how your style of expression (physically, verbally, and in writing) were shaped by others for each of the four categories selected.

Paper For Above instruction

Adolescence is a formative period characterized by significant psychological and social development, during which individuals are highly susceptible to external influences that shape their self-perceptions and modes of expression. In this essay, I will explore four categories—social comparisons, impression management, social tuning, and intrinsic/extrinsic motivation—and illustrate how my personal views and styles of expression have been influenced by others during my adolescence.

Social Comparisons

Social comparison theory, proposed by Festinger (1954), posits that individuals evaluate their own abilities and opinions by comparing themselves to others. During adolescence, I frequently engaged in social comparison, especially in academic settings. For example, I often compared my academic performance with that of my peers. One particular instance involved a class quiz where I scored lower than my closest friend. This experience initially made me feel inadequate; however, over time, I internalized the belief that my worth was tied to my academic achievements, shaping my personal view that success is paramount. This perspective was reinforced by my parents and teachers, who emphasized the importance of academic excellence. Consequently, my style of expression became more competitive and self-critical, as I sought validation through high achievement and often presented myself as diligent and academically motivated in social situations.

Impression Management

Impression management involves controlling the image one projects to others to influence how they perceive us. In my adolescence, I was conscious of maintaining a positive image among my peers and family. For instance, I would engage in behaviors that aligned with societal expectations—such as dressing fashionably and speaking confidently—to garner social approval. My parents often advised me to be respectful and responsible, which I internalized as necessary for a favorable impression. In terms of expression, I consciously adjusted my verbal communication to appear more articulate and personable, and my physical appearance was carefully curated to enhance my social standing. These behaviors reflected an ongoing effort to manage others' perceptions, which shaped my understanding of social acceptance as a core value.

Social Tuning

Social tuning refers to adopting attitudes and behaviors shared by close others to facilitate social harmony and acceptance. During my teenage years, I was heavily influenced by my peer group. I noticed that I would align my vocal tone, slang usage, and opinions to match those of my friends so as to foster group cohesion. For example, I adopted certain colloquialisms and expressed similar viewpoints during group discussions. This tuning extended to my personal views about interests and hobbies—such as music preferences—matching those of my friends to avoid social dissonance. My style of expression mirrored this adaptation: I would imitate the speech patterns and attitudes of my peer group verbally and in writing, which reinforced my belonging and trust within the group. These influences shaped me to prioritize conformity and social harmony during adolescence.

Intrinsic/Extrinsic Motivation

Intrinsic motivation involves engaging in activities for inherent satisfaction, while extrinsic motivation is driven by external rewards or pressures. In adolescence, I was initially extrinsically motivated by my parents' praise and rewards for academic achievements. My personal view was that success was primarily a means to gain approval and avoid disappointment, shaping my belief that external validation was essential to self-worth. Over time, I noticed that my motivation shifted towards intrinsic factors as I developed genuine interest and enjoyment in learning. Teachers and mentors who encouraged inquiry and curiosity fostered this internal motivation, influencing me to value personal growth and mastery. My style of expression also shifted: I began communicating ideas with more authenticity, demonstrating a genuine passion for subjects I enjoyed, rather than just performing for external validation. This transition significantly affected my academic identity and self-perception, leading to a healthier, more autonomous motivation system.

Conclusion

Throughout adolescence, external influences from parents, peers, teachers, and the community profoundly shaped my personal views and modes of expression. Social comparisons fostered a competitive outlook, impression management influenced my desire for social approval, social tuning encouraged conformity, and the evolution from extrinsic to intrinsic motivation transformed my approach towards learning and self-expression. Recognizing these influences helps in understanding the complex interplay between external factors and personal development during adolescence, highlighting the importance of supportive environments for fostering authentic self-identity.

References

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