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Identity and Self

Identity is our sense of who we are; the self is the organized set of beliefs we hold about ourselves. The AAMC outline blends psychological and sociological perspectives here: self-concept and self-esteem, the various social identities we hold, the stage theories of development (Erikson, Kohlberg, Vygotsky), and the process of socialization through which we acquire an identity.

Key exam topics. Self-concept, self-schema, self-efficacy vs self-esteem, locus of control; the looking-glass self (Cooley) and the "I" and "me" (Mead); Erikson’s 8 psychosocial stages; Kohlberg’s moral development; Vygotsky’s zone of proximal development; and agents of socialization.

Self-Concept and Self-Identity

Self-concept
The sum of one’s beliefs about oneself; made of self-schemas. The ideal self vs actual self gap affects self-esteem (Rogers).
Self-esteem
One’s overall evaluation of self-worth.
Self-efficacy
Belief in one’s ability to succeed at a specific task (Bandura).
Locus of control
Internal (outcomes due to own actions) vs external (due to luck/fate).

We hold multiple identities, gender, ethnic, national, religious identities, whose salience shifts by context. Social identity theory (Tajfel) explains how group membership shapes self-concept and produces in-group favoritism.

Theories of Identity Formation

Sociological views of the self
  • Cooley, looking-glass self: we form our self-image based on how we think others perceive us.
  • Mead, the "I" and the "me": the "I" is the spontaneous self; the "me" is the socialized self shaped by the generalized other. The self develops through play and game stages.
Erikson’s psychosocial stages (8 crises)
  1. Trust vs mistrust (infancy)
  2. Autonomy vs shame/doubt (toddler)
  3. Initiative vs guilt (preschool)
  4. Industry vs inferiority (childhood)
  5. Identity vs role confusion (adolescence)
  6. Intimacy vs isolation (young adult)
  7. Generativity vs stagnation (middle adult)
  8. Integrity vs despair (late adult)

Kohlberg’s moral development: preconventional (obedience/punishment, self-interest), conventional (social approval, law and order), and postconventional (social contract, universal ethical principles). Vygotsky stressed the sociocultural roots of cognition, the zone of proximal development and scaffolding by more knowledgeable others.

Socialization

Socialization is the lifelong process of learning a society’s norms, values and behaviors. Primary socialization occurs in childhood (family); secondary socialization occurs later (school, work). Agents of socialization include family, peers, school, media and religion. Resocialization (e.g., in a total institution like the military or prison) replaces old norms with new ones. Anticipatory socialization prepares us for future roles.

Common trap. Self-esteem (global self-worth) is not the same as self-efficacy (task-specific confidence). And the identity-vs-role-confusion crisis (Erikson stage 5) is the adolescence stage most often tested, do not confuse it with intimacy vs isolation (young adulthood).

Worked MCQs

Five MCQs covering the high-yield testing patterns for identity and the self.

Q1. A student forms her self-image based on imagining how her classmates judge her. This best illustrates:

  • Self-efficacy
  • The looking-glass self
  • The generalized other only
  • An internal locus of control

Cooley’s looking-glass self describes forming one’s self-concept based on perceptions of how others see us. Mead’s generalized other is the broader societal expectation, a related but distinct concept.

Q2. According to Erikson, the primary psychosocial crisis of adolescence is:

  • Intimacy vs isolation
  • Trust vs mistrust
  • Identity vs role confusion
  • Generativity vs stagnation

Erikson’s fifth stage, identity vs role confusion, occurs during adolescence and centers on forming a coherent sense of self. Intimacy vs isolation is the young-adult stage.

Q3. A child who says stealing is wrong only because they might get caught and punished is at which Kohlberg level?

  • Preconventional
  • Conventional
  • Postconventional
  • Formal operational

Preconventional morality is based on avoiding punishment and self-interest. Conventional morality emphasizes social approval and law/order; postconventional emphasizes abstract ethical principles.

Q4. Confidence in one’s ability to pass a specific chemistry exam is best described as:

  • Self-esteem
  • Self-efficacy
  • Self-concept
  • External locus of control

Self-efficacy (Bandura) is task-specific belief in one’s capability. Self-esteem is a broader evaluation of overall worth; self-concept is the total set of beliefs about oneself.

Q5. A new military recruit undergoing basic training that strips away civilian habits and instills new norms is experiencing:

  • Primary socialization
  • Anticipatory socialization
  • Resocialization
  • The looking-glass self

Resocialization replaces previously learned norms and values with new ones, often within a total institution such as the military. Primary socialization is early childhood learning within the family.

Quick Recap

Test yourself. Take a timed practice test or browse topic-wise MCQs to lock these concepts in.