MODULE 3: Unfolding the Social Self

This module focuses on the social aspects of the self. As social beings, individuals interact with
others and relate themselves to other people. Social institutions and environments significantly
contribute to one’s identity and self-development. Among millenial learners, technology and the
internet have significantly influenced their social environments and, consequently, their sense of
self. In this module, the cultural, digital, and economic aspects of one’s life and how they
influence a person’s social self will be put to light. This module aims to provide learners with a
deeper understanding of themselves through a socio-cultural perspective.

Section 1: The Social Self

This section discusses the social and environmental factors that shape oneself. This included
environmental systems, cultural orientations, and other social factors that play a crucial role to
one’s self.

Social self refers to how we perceive ourselves in relation to others. It involves relationship
building, empathizing, and communicating. A healthy, or not so healthy, social self will also
impact your overall mental wellbeing and ability to meet life goals.

Social identity allows people to be part of groups and gain a sense of belonging in their social
world. These identities play an important role in shaping self-image. The more people identify
with a particular group, the more that group plays a role in shaping how people feel about
themselves.

 The Self and Its Social Agency

 Human development is largely influenced by membership in crucial social groups that shape
various aspects of the self; from belief systems, values orientation, and behavior.
 At the beginning of life, one already belongs to a social group: his/her family. It is the most
pervading influential social group that impacts the self in its entire course of development.
The views one holds about the world, values upheld in making choices ane decisions, and
the habits and persistent behavior one carries have been formed in the context of one’s
family and home environment.
 Next to family, schools and the general academic environment form a significant part of the
social self. Worldviews expand as one gets exposed to more people in different social
learning environment. Knowledge and social skills gained from mentors, relatives, and peers
contribute to how the social self is harnessed.
 Aside from one’s family and school environments, communities also shape one’s social self
to a large extent.
  The social-self inevitably changes as one accommodates and eventually assimilates beliefs
promoted by the society as he/she thinks, appreciates, and behaves according to standards
set by micro and macrosystems.
Social self is one of the subcategories measured in the Mental Health Million MHQ
(Mental Health Quotient). Here’s a look at some things a person with a positive social
self might experience:

 A healthy sense of self-worth including body image.

 Strong connections and emotional bonds with friends and family.
 Satisfaction and enjoyment with physical intimacy in relationships.
 An ability to effectively and appropriately communicate with people verbally and
nonverbally.
 Empathy and understanding of other people’s perspectives.

Consider the many areas of life these skills can help with. If you feel more confident,
you’re more likely to initiate a relationship, interview for a job, or take on a new life
goal. Feeling comfortable with emotional connections and intimacy can improve
relationships and decrease stress and feelings of insecurity. This confidence may also
help you set boundaries, stand up for yourself, and ask for help when your needs are not
met.

Culture

 “Culture is the complex whole which includes knowledge, belief, law, art, moral, custom,
and other capabilities and habits acquired by man as a member of society.” (Tylor, 1871)
What are types of culture?
Culture unites people of a single society together through shared beliefs, traditions, and
expectations. The two basic types of culture are material culture, physical things produced by
a society, and nonmaterial culture, intangible things produced by a society

Material culture refers to the physical aspects of a society, the objects made or modified by a
human. These objects surround a people and its activities and are defined by their properties, be
they chemical, physical, or biological.

Non‐material culture refers to the nonphysical ideas that people have about their culture,
including beliefs, values, rules, norms, morals, language, organizations, and institutions. For
instance, the non‐material cultural concept of religion consists of a set of ideas and beliefs about
God, worship, morals, and ethics. These beliefs, then, determine how the culture responds to its
religious topics, issues, and events.

 To further understand the nature of culture and its influences on oneself, the following
models illustrate how culture functions in relation to one’s social self.
 Biological Systems Theory

 Urie Bronfenbenner’s (1935) Biological Systems of Development explains an

individual’s social development, using biological, environmental, and ecological lenses.
 Individualism-Collectivism Model

 Another model that highlights the impact of culture to the self is the Individualism-
Collectivism model proposed by Hazel Markus and Shinobu Kitayama (1991).
  According to the model, individualism as an orientation focuses on one’s individual
attributes and personal distinctiveness. People who are individualistic are observed to be
competitive and self-reliant. On the other hand, the collectivist orientation values
relationships and harmony. People who are collectivistic prioritize interests to maintain
healthy relationships.
 I vs. Me
 One’s behavior when he or she is alone differs from his or her behavior when he or she is
with others.
 This is what Herbert Mead (1934) posited in his theory of the social self. He posited that
the self is divided into 2 parts: the I which is known as the unsocialized self, and
the Me which is known as the socialized self.
 The I is manifested when one acts naturally for his/her own motivations and not because
of others. On the other hand, the Me is the awareness of how others expect one to behave.
This is also known as the social self.
 These different models present ideas on the process of the self’s social development.
Studying these models helps in understanding oneself and other people. It is not ideal,
however, to generalize a certain culture based on these models.

Section 2: The Socio-Digital Self

This section examines the role of technology and the internet in shaping an individual’s social self,
with emphasis on the use of social media platforms and membership in virtual communities. This
section highlights the crucial role of the internet in forming the self and identity of millenial
learners.
The digital self is the persona you use when you're online. ... The simple reason is that once you
go online as your real self, using your own name or appearance, you have an online presence that
can be traced back to you in the real world.

 The Self in the Age of Technology

 Social media is defined as the websites and applications that make it easier to create and
share information, ideas, and interests. It also allows people to create other forms of self-
expression via virtual communities and networks.
 Through the use of social media, people may act differently since interaction in social media
do not happen face-to-face and there is no physical presence required. This is called online
disembodiment. With this, people are less likely to display their real “selves” to others,
especially to strangers.
 Digital Identity
 People generally have role identities. These are the characters and roles an individual creates
as a member of a particular social group. Following this definition, “self” is composed of
identities ranked by importance. The greater the commitment of an individual to a particular
identity, the greater the importance of this identity.
 In an online environment, one’s role identity is vitally important in order for him/her to
project himself/herself in the said environment. Amidst the technological tools and channels
surrounding individuals and online activities that people engage in, one’s online identity
enables him/her to participate in a virtual society.
 However, participation in virtual environments may entail changes that may affect a
person’s sense of self. In some cases, people present themselves differently in online
interactions as compared to the face-to-face interactions they engage in.
 Online Disinhibition Effect
 When people form fake identities, they are likely to engage in behaviors that they would not
do in real life interactions, known as online disinhibition.
 There are 2 main categories of behaviors that fall under online disinhibition:
1. Benign disinhibition. It occurs when people tend to self-disclose more on the internet than
they would in real life or go out of their way to help someone or show kindness.
2. Toxic disinhibition. People take part of this when they use rude language, bully or
threaten others on online platforms, and go to websites with contents of violence, crime,
and pornography.

Being a good online citizen is more than being a safe Internet user—it’s about being responsible,
smart, and having respect for yourself and others. As a user of the Web, various apps, social
networking sites, and other online collaboration forums, you are a “citizen” of different
communities. And just like real-life communities, there are rules to follow that will make sure
you have the best possible experience.

See our lists below for digital do’s and don’ts.

Four Digital Do's

Be careful of what you share. Comments, social media posts, photos, and anything else you share
online is not guaranteed to be protected from online predators or hackers, even if you’re sharing
only to specific people on password-protected sites. Post only things you’d be ok with everyone
you know seeing.

1. Treat others the way you want to be treated. This sounds pretty basic, but it’s probably
the one piece of digital etiquette advice that is broken the most. Keep your comments
positive; be truthful, and polite. If you want to go the extra mile, acknowledge when
someone has been helpful; thank them, and pay it forward!
2. Be safe. Being safe online is a whole topic in itself, much different from being a good
digital citizen—and with much different ramifications. It’s crucial not divulge any
personal information, passwords, addresses, etc. with someone you don’t know.
3. Know the rules. Whether you’re using classroom forums, Twitter, Facebook, or other
sites, know the site’s rules and guidelines—and follow them. Each community creates
their own rules that they expect users to follow, which can usually be found in the “Site
Rules” or “About Us” section.
4. Be vigilant. If you saw something happen in real life where someone could be harmed,
you’d call for help, right? If you see something online that may be harmful to someone
else, report it to the site’s authorities or an adult you trust. With cyberbullying and online
predators, we cannot be too careful these days, and we all need to look out for each other.

Five Digital Don’ts

1. Don’t say anything online you wouldn’t say to someone’s face. An online comment can
be even more hurtful than a face-to-face insult, because once something is written the
person can read it over and over again. Sometimes we find it easier to reply with negative
comments when the person is not right in front of you and you can hide behind your
computer or smartphone. Don’t be tempted; think twice about what you are saying before
you post or send, and ask yourself, “Would I say this to someone if they were standing in
front of me?”
2. Don’t share anything you don’t own, without permission. All content was created by
someone, and that person owns their content. This includes articles (and ANY portion of
articles), photos, memes, reports, blogs, and anything else online that wasn’t created by
 you. Be aware of copyright laws, ask permission before you share, and be sure to give
credit if you reuse or repost an article or picture you didn’t create.
3. Don’t believe everything you read. Not everything online is true. In fact, there’s a lot
online that’s not true. Before believing (or sharing!), dig deeper. Search for facts. Just
because it’s written online doesn’t mean it’s true.
4. Don’t post anything that you don’t want to last forever. Before you say or post anything
online, ask yourself, “Am I ok if this is never deleted?”. Once something is out there
online, it is likely it’s out there for good. There is no delete button or eraser for the
Internet.
5. Don’t spend all of your free time online. The Internet is an amazing place with lots to
offer. As with all things that provide an “outlet”, moderation is important. Don’t forget
that the real world, real people, and real human interaction provide a lot of lessons and
experiences, too!

 Managing Responsible Online Behavior

 How can one behave responsibly online? The following are some suggestions:
1. Do not post or send anything that will embarrass you.
2. Avoid posting statements when experiencing strong emotions.
3. Do not hang out with the “wrong crowd” online.
4. Do not hang out with the “wrong crowd” offline.
5. Be careful with oversharing, especially confidential information that may be used
irresponsibly.
6. Respect other people in the online community.

Section 3: The Material/Economic Self

This section focuses on how people maintain extensions of themselves through material
possessions and maintenance of particular lifestyles. In the context of what the society values as
needs and wants, this section discusses how an individual acquires goods, the factors that shape
his/her economic decisions, and what these things say about one’s sense of self.

1. The Self and our Possession

The things we possess define who we are. They manifest our being, our personality our “self.” In
fact they are a great measure on our level of either happiness or loneliness. Comments such as,
“buti ka pa” (good for you) “sana all” (hope everybody), “buti na lang nakabili ako” (good
enough I was able to buy one), “cannot wait to use this,” are expressions of satisfaction or
dissatisfaction. In a recent study of lower-class students, the findings reveal that lower-class
students showed high materialism tendencies to compensate for self-esteem (Lia, Lua, & Xiaa,
2018). Moreover, the study on influential mechanism of materialism on personal well-being
showed that materialism has negative impact on a person’s subjective well-being and
depression. Further, materialism influences personal well-being via psychological needs
satisfaction (Wang, Liu, Jiang, & Song, 2017)
Dependence on our possession as definition of ourselves are reflected on how we purchase,
care, and worry, for the things that we have including the effort exerted in acquiring them. The
brand, color, or quality of bags, perfumes, wrist watches, gadgets, books, shoes and other
possessions we have are reflections of who we are. At times, it is not the capacity to buy, but the
interest to possess and the priority set in having those possessions. The cliché, “tell me who
your friends are and I will tell you who you are” can be translated to “tell me what you possess
and I will tell you where you are obsessed. This is so for there are people who are very particular
with the color of products, the genre, the brand, or the cartoon character they symbolize.

The significance of the things we possess do not lie on the thing itself but on the memory
ascribed to it. For instance, you bought the bag during your first anniversary, it was a gift to
yourself; a ring you purchased which reminds you of a faithful friend; a brand of watch which
reminds you of the time spent with your first boyfriend; purchasing the same brand of perfume
reminds you of a long-lost friend. The so called, sentimental value is greatly valued by many
hence the difficulty in giving them up or foregoing them. So they end up being possessed by
what they possess. Detrimental effect of materialism occurs when hoarding disorder happen.
Hoarding disorder is characterized by the acquisition and retention of possessions up to the
extent of impairing a person’s life, regardless of the value of the items (Christopher, Moulding,
& Knight, 2017)
2. Consumer Culture
Consumer culture refers to a marketing strategic planning theory that focuses on the
relationship consumers have with certain goods and services. It helps target groups of
individuals who share the same interest, desire and need for a certain product or services. It
essentially considers consumer behaviour to certain products. Entrepreneurs would look for
ways in order to provide the items desired by consumers. Significant predictors of materialism
were celebrity endorsement, peer group, and TV advertisement. Moreover, materialism is the
significant predictor of compulsive buying behavior (Islama, Weia, Sheikhb, Hameeda, &
Azamc, 2017)
When can we say that we are preoccupied with the acquisition of a product? Are we a slave of
consumerism? The following are the signs: being a shopaholic, a panic buyer, buying the latest
gadget, waiting for the latest gadget to be out in the market, competing with peers in acquiring
new products, buying even if it is not necessary, seeking happiness in possessing expensive
brands, and always desiring for more.
People at times are more interested on what the brand says and not on its usefulness. They buy
signature products because the brand speaks of the quality of life they enjoy. People buy
because they are driven by the status symbol attributed to the things they have which in turn
favorably influences a higher self-esteem. What kind of cellular phone do you have? Do people
say, “wow” when they see it? Are you proud, having it? Does it have the specifics, your
peers are wanting to have?

 People are likely to purchase products that can relate to their personality. Material possessions
signify some aspects of one’s sense of self and identity.
 Possessions, tell a lot about their owners. Thus, one’s sense of self and identity is influential
on how an individual chooses to purchase his/her wants and how he/she makes economic
decisions that will address his/her personal and social needs
 The decisions that go into the purchase of items and certain services is dependent on a number
of factors, including financial constraints, availability of items and services, and the influence
of family and friends.
 However, the most important factor is determining whether these items and services fall under:
 Wants. Synonymous with luxuries. People buy them for reasons that do not warrant
necessity.
 Needs. These are important for survival. Food, clothing, and shelter are basic needs so
people purchase them out of necessity.
 In the process of acquiring material goods, people generally consider 2 things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned to the object. It is also concerned with
how objects become powerful symbols or icons of habit and ritual which can be quite
separate from their primary function.

 To further understand the term significance, Roland Barthes studied the concept
of semiology or the study of signs. According to him, it is through objects that people assert
their identities. This idea suggests that objects, aside from contributing to how an individual
 identities himself/herself, also signify relationships of people with others based on what they
possess.
 The possession of material things also indicates one’s status in the society. These personal
choices build one’s material and economic self which is an extension of his/her social identity.

Prepared by: Juniefer B. Dulnuan, MDM