A Dynamic SystemsPerspective on Arenas of Comfort, the Self 在竞技场中舒适的动力系统的角度来看，自.pptVIP

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A Dynamic SystemsPerspective on Arenas of Comfort, the Self 在竞技场中舒适的动力系统的角度来看，自.ppt

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A Dynamic SystemsPerspective on Arenas of Comfort, the Self 在竞技场中舒适的动力系统的角度来看，自

A Dynamic Systems Perspective on Arenas of Comfort, the Self-system,and Motivation Melanie J. Zimmer-Gembeck Griffith University, Gold Coast, Australia Carrie Furrer Ellen A. Skinner Portland State University Purpose and goals Multiple types and levels of contexts Purpose Use dynamic systems approach to examine social context and relationships ? Comfort Goals Make complexity of social contexts less overwhelming Improve clarity of dynamics that produce comfort or discomfort Arenas of Comfort 2 Features of Systems Social-contextual organization Agency Social-contextual organization Multiple interacting social contexts Compensation One context can compensate or provide resources to deal with a lack of comfort in another context Exacerbation Feelings of lack of comfort in a context may exacerbate problems in another Agency Actively seek and select certain contexts to increase comfort Processes unfold over time Open system Adolescents Are open Select and assimilate information to optimize comfort In sum Person-context interactions result in adolescent comfort or discomfort Adolescents negotiate multiple, embedded, and changing contexts Gecas (1986) Persons are motivated to maximize self-esteem, self-efficacy, and authenticity Contexts that promote these motives provide comfort Self-system Model of Motivational Development Framework for understanding When a context is comfortable or not What motivates an adolescent to seek particular experiences of social partners How contexts respond to adolescents’ attempts to seek comfort Dynamic motivational model Example: Family Family seems easiest to conceptualize as an arena of comfort or discomfort Meets or does not meet adolescents’ needs (e.g., relatedness) Proximal outcome = engagement with or disaffection from the family Barber Olson (1997), Eccles et al. (1997), Gray Steinberg (1999) Connection, support for autonomy, and behavioral regulation (monitoring) Example: School (classroom) Teachers may also meet adoles