Higgins E T
Department of Psychology, Columbia University, New York, NY 10027.
J Pers. 1989 Jun;57(2):407-44. doi: 10.1111/j.1467-6494.1989.tb00488.x.
This article presents a developmental theory of the relation between self and affect. Self-discrepancy theory (Higgins, 1987) is used as a framework for considering developmental and individual differences in children's self-concepts, self-regulation, and self-evaluation. Developmental changes in children's representational capacities are described that produce developmental shifts in this self-system. Different modes of caretaker-child interaction are distinguished in terms of how features of the interaction impact psychologically on the child. The implications of these differences for children's self-system and emotional/behavioral vulnerabilities are discussed. The development of self-regulatory and self-evaluative processes are distinguished with respect to developmental continuities and discontinuities. Patterns of sex differences in socialization, conduct, and emotional problems are described to exemplify the need for distinguishing these two processes developmentally. The question is raised whether children can be socialized to maximize the positive conduct valued by society and the positive self-regard valued by individuals.
本文提出了一种关于自我与情感关系的发展理论。自我差异理论（希金斯，1987）被用作一个框架，用于思考儿童自我概念、自我调节和自我评价中的发展及个体差异。文中描述了儿童表征能力的发展变化，这些变化导致了这个自我系统中的发展转变。根据照顾者与儿童互动的特征如何在心理上影响儿童，区分了不同的互动模式。讨论了这些差异对儿童自我系统以及情感/行为易损性的影响。自我调节和自我评价过程的发展在发展连续性和不连续性方面有所区分。描述了社会化、行为和情感问题中的性别差异模式，以例证在发展上区分这两个过程的必要性。文中提出了一个问题，即是否可以对儿童进行社会化，以使社会所重视的积极行为和个体所重视的积极自尊最大化。
