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Emotional and Cognitive Socialization Outcomes (Values and Attitudes…
Emotional and Cognitive Socialization Outcomes
Values and Attitudes
Values part of laws; can change- societal perception (what is normal?) also helps to give correct help to whatever is not normal through family and community; Personal perceptions- age, experiences, cognitive development affect values
Values clarification- process of discovering what is personally worthwhile of desirable in life
Attitudes are how respond to situations (basis of value)
Prejudice- attitude involving prejudgement; stereotype oversimplified fixed attitude or beliefs
Development of Attitudes
aware cultural differences 2.5-3; age 4 focus culturally related words (loo vs bathroom); age 7 start attitudes toward various cultural groups; also depends on city beliefs
Family- role models, instruction (overgeneralize and accept as true), Reinforcement and Punishment-
Peers- compare characteristics; Mass Media- main source for kids, books by color of hero, sex, and others; Community- customs and traditions
School- Gender-role stereotyping, from teachers and other classmates, have them work together
Transgender (not conform to sex given at birth) and Gender Identity( person's internal sense of being boy, girl, or something else
Changing Attitudes- Increase acceptance by 1. increased positive contact (group work) 2. Vicarious intercultural context (hear about interesting things of others) 3. Perceptual differentiation; Include Disabilities
Multiple Types of Traits
Motive- causes person to act; can be Intrinsic (do activity for enjoyment or inherent satisfaction) or Extrinsic (some external reward or avoid punishment) VS Attribute
Achievement Motivation- learned motivation to achieve mastery of challenging tasks or Mastery Motivation- inborn motive to explore, understand and control environment
Mastery Orientation- depends on each person, correlated with actual behavior, related to past success, perception of how difficult task is, and attribution's for one's performance
Locus of Control- Attribution of performance or perception of responsibility for success or failure; Internal (Responsible of own fate); External (outside forces responsible of fate- most 11 and 12 year olds)
Learned-Helplessness Orientation- effort has not affect on outcome; learned since infancy; nonpersistent children often have critical parents while persistent children have supportive parents; believe have lack of ability rather than lack of effort; Depends on culture
Self-Efficacy- belief one can master situation and produce positive outcomes; Empowerment (opposite of learned helplessness)
Personal Agency- realization that one's actions cause outcomes; set goals, be disciplined, self-monitor and self-evaluate; embrace challenges
Self-Esteem
depends on: scholastic competence, athletic competence, social competence, physical appearance, and behavioral conduct
Gain personal complex evaluations of themselves, have models to become like; begin to understand how others view them
4 factors: significance- perceives how cared by others, competence- can perform important tasks, virtue- attain morals and ethical standards, power- control and influence over one's life
Influences
Family- Parenting (best if warm, strict- firm on rules, and democratic- children participated in plans); depends on culture
School- Americans want individualistic children so those who do have higher self-esteem and better grades; again depends on culture
Peers- tease about physical, intellectual, social abilities; 3 bodies types: endomorphy (short and heavy), mesomorphy (medium and muscular), and ectomorphy (tall and lean); self-esteem depend on popularity in high school
Mass Media- Unrealistic ideas of body, social media show more positive or negative self-esteem,
Community- Men vs Women in workplace (women less likely to advance so have lower self-esteem), live in same religious neighbor increases self-esteem