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Self-Recognition and Self-Regulation: The Relationship with Socialization Trajectories and Children's Sex

Published online by Cambridge University Press:  10 January 2013

Maria Lucia Seidl-de-Moura ,
Tatiana Targino Alves Bandeira ,
Renata Gomes da Costa de Marca ,
Luciana Fontes Pessôa ,
Deise Maria Leal Fernandes Mendes ,
Mauro Luis Vieira  and
Ana Paula Ribeiro Kobarg
Maria Lucia Seidl-de-Moura*
Affiliation:
Universidade do Estado do Rio de Janeiro (Brazil)
Tatiana Targino Alves Bandeira
Affiliation:
Universidade do Estado do Rio de Janeiro (Brazil)
Renata Gomes da Costa de Marca
Affiliation:
Universidade do Estado do Rio de Janeiro (Brazil)
Luciana Fontes Pessôa
Affiliation:
Universidade do Estado do Rio de Janeiro (Brazil)
Deise Maria Leal Fernandes Mendes
Affiliation:
Universidade do Estado do Rio de Janeiro (Brazil)
Mauro Luis Vieira
Affiliation:
Universidade Federal de Santa Catarina (Brazil)
Ana Paula Ribeiro Kobarg
Affiliation:
Universidade Federal de Santa Catarina (Brazil)
*
Correspondence concerning this article should be addressed to Maria Lucia Seidl de Moura. Rua Fritz Feigl, 465, Rio de Janeiro, RJ, 22750-600 (Brazil). E-mail: mlseidl@gmail.com
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Abstract

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The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.

El proceso inicial del desarrollo personal implica la interacción con los demás y el establecimiento de relaciones por caminos diferentes dependiendo del contexto socio-cultural. El Auto-reconocimiento y la auto-regulación se consideran manifestaciones de este desarrollo entre los 18 y los 24 meses de edad. Este estudio tuvo como objetivo analizar la relación entre estos dos aspectos y las creencias maternas sobre autonomía e interdependencia, así como la identificación de las diferencias entre niños y niñas en esta etapa evolutiva. Los participantes fueron 94 madres de diferentes niveles educativos y sus hijos de 17-22 meses de dos ciudades brasileñas. Para recoger datos sobre las creencias de las madres se utilizó el Inventario de Objetivos de Socialización y el Inventario de Prácticas de Cuidado. Los niños realizaron tareas relacionadas con el auto-reconocimiento (la prueba del espejo) y con la auto-regulación (cumplimiento de peticiones). El grupo de madres estudiadas valoró tanto la autonomía como la interdependencia. Las respuestas de los niños son consistentes con la perspectiva de autonomía relacional, que valora tanto la independencia como la interdependencia. Se encontraron diferencias en relación con el sexo, tanto en auto-reconocimiento como en auto-regulación y las niñas mostraron un rendimiento superior a los varones en ambas tareas.

Keywords

self-recognitionself-regulationsocializationchildrenauto-reconocimientoauto-regulaciónsocializaciónniños
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 2 , July 2012 , pp. 604 - 612
Copyright
Copyright © Cambridge University Press 2012

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