These people project their own aspects of life in accordance with their own location in the social structure. My parents worked hard to accomplish their own goals and had both material and non-material things to show for that hard work. So, in accordance with that, I was taught respect and pride for myself, my family, and the things or actual physical items that were important to my family. I have lived in the same house for almost nineteen years now, and have had admiration and respect for my parents and that house as part of the fruits of their labor. "Tearing up the house" was not tolerated in my home. The motto "leave it the way you found it" has always been used concerning common living areas in the house. Strangely enough, a large number of these rules were taught at a very young age. By the time I got to elementary school, I already knew how to "play well with others" and adapt to my surroundings. Adaptation and later development of one's own identity comes with secondary socialization.
Secondary socialization is the internalization of institutional or institution-based "subworlds." To a point, secondary socialization is a building block set atop primary socialization. It is more of a fine tuning of one's place in the world. This fine tuning comes with knowledge and learning and, as Peter Berger and Thomas Luckmann would say, the complexity of the division of labor. Between elementary school and high school, I learned more than just the information that came from text books. Personal interaction with peers and elders gave me an even better idea of where I stood in society. I constantly compared myself to fellow students, which I assume everyone does at a young age. I found myself asking the question "am I as smart as everyone else?" And if I found the answer to be no, I strove more to excel in everything I did. This added drive was present both in the classroom and in my extracurricular activities.