In 750-1,000 Words, Provide At Least Four Personal Examples

In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories

In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories. One example provided must address face-to-face versus written communication styles. Are there measures that can be taken when communicating nonverbally to improve self-presentation, impression management, attributional inferences, and cognitive biases? Each example provided should be based upon how your personal views were shaped by parents, teachers, friends, community, culture, etc. Each example should be supported by relevant research.

Use two to three scholarly sources to support your thinking, your textbook can be used as one of the resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Paper For Above instruction

Impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, and causal theories are fundamental concepts in understanding human social behavior. These phenomena shape how individuals perceive themselves and others and influence their interactions across diverse contexts. Personal experiences, especially those influenced by familial, educational, and cultural environments, provide valuable insights into these psychological processes. This paper presents four personal examples illustrating these concepts, including an example contrasting face-to-face and written communication styles, supported by relevant scholarly research.

1. Impression Management in Academic Settings

Growing up, I was often conscious of the impression I made during classroom interactions, especially when engaging with teachers and peers. My desire to be perceived as intelligent and competent led me to prepare meticulously for exams and participate actively in class discussions. This behavior exemplifies impression management—where individuals regulate their behavior to influence how others perceive them (Goffman, 1959). Academic environments fostered a focus on favorable impressions, aligning with research indicating that students often modify their behaviors to meet perceived expectations of teachers (Leary & Kowalski, 1990). My efforts to present myself as diligent and capable were motivated both intrinsically, driven by personal standards, and extrinsically, aiming for good grades and social approval.

2. Social Tuning with Friends

In adolescence, social tuning—the process of aligning attitudes and behaviors with those of others—became evident in my friendships. I recall adopting certain speech patterns and interests to align with my peer group’s norms, which facilitated social bonding. This aligns with research indicating that individuals tend to unconsciously tune into the attitudes of those around them to foster cohesion (Chartrand & Bargh, 1999). My willingness to conform was influenced by a desire for social acceptance and belonging, common motivators in adolescence, underscoring the importance of social tuning as an adaptive process to fit into peer groups.

3. Mindsets Shaped by Cultural and Family Influences

My mindset towards challenges was profoundly shaped by my parents and cultural background, fostering a growth mindset—the belief that abilities can be developed through effort. Witnessing my parents' emphasis on perseverance and learning from failures reinforced my view that effort leads to success (Dweck, 2006). This mindset affected my motivation during difficult tasks, encouraging resilience and a positive attitude towards setbacks. Conversely, some peers from different cultural backgrounds exhibited fixed mindsets, believing abilities to be innate and unchangeable, which negatively impacted their motivation (Yeager & Dweck, 2012). My personal experience illustrates how family and cultural influences can develop mindsets that influence learning behaviors and motivation.

4. Communication Styles: Face-to-Face versus Written Communication

An illustrative example contrasting face-to-face and written communication relates to my experiences with public speaking and online discussions. In person, I tend to be more mindful of nonverbal cues, such as eye contact and body language, which assist in self-presentation and impression management (Mehrabian, 1971). I am typically more expressive and spontaneous, adapting my message based on immediate feedback. Conversely, written communication—such as emails or online forums—offers a more reflective mode, allowing greater control over language but reducing nonverbal cues. Due to the absence of facial expressions and gestures, misinterpretations are common, impacting impression management and attributional judgments (Walther, 1992). To improve nonverbal communication and impression management in face-to-face interactions, measures such as deliberate eye contact, posture, and facial expressions can enhance clarity and positive impressions. These cues help convey confidence and authenticity, mitigating cognitive biases like the fundamental attribution error, which causes judges to attribute behaviors to personality rather than situational factors (Ross, 1977).

Supporting Research

Research underscores the significance of impression management strategies in various settings. Goffman's dramaturgical perspective emphasizes that individuals are actors performing roles to shape perceptions (Goffman, 1959). Furthermore, studies by Chartrand and Bargh (1999) demonstrate the automatic nature of social tuning, highlighting its influence on group dynamics. Growth mindset research by Dweck (2006) illustrates how mindset influences motivation and resilience. Mehrabian's (1971) findings on nonverbal communication stress the importance of cues in conveying attitudes, while Walther's (1992) hyperpersonal model explains the unique aspects of computer-mediated communication. Integrating these theories provides a comprehensive understanding of personal social behavior and strategies to enhance impression management.

Conclusion

Personal experiences reveal how impression management, social tuning, mindsets, and communication styles are deeply intertwined with cultural and social influences. Recognizing the role of nonverbal cues and adopting measures to improve self-presentation can significantly influence interpersonal perceptions. Understanding these concepts through personal and scholarly lenses emphasizes the importance of self-awareness and adaptable communication strategies in fostering positive social interactions. Future research and awareness can further refine techniques to mitigate biases and enhance authentic self-expression across diverse communication platforms.

References

• Chartrand, T. L., & Bargh, J. A. (1999). The chameleon effect: The perception-behavior link and social interaction. Journal of Personality and Social Psychology, 76(6), 893–910.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Goffman, E. (1959). The presentation of self in everyday life. Anchor Books.
• Leary, M. R., & Kowalski, R. M. (1990). Impression management: A literature review and two-component model. Psychological Bulletin, 107(1), 34–47.
• Mehrabian, A. (1971). Silent messages. Wadsworth Publishing.
• Ross, L. (1977). The intuitive psychologist and his shortcomings: distortion in attribution processes. Advances in Experimental Social Psychology, 10, 173–220.
• Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19(1), 52–90.
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.