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Emotional and Cognitive Socialization Outcomes (Values (Are affected by…
Emotional and Cognitive Socialization Outcomes
Values
values
- qualities/ beliefs viewed as desirable/ important (Ex: The ten commandments)
Are affected by societal perceptions
normality is an example of societal perception because it is based on social norms
values affect how societies deal with deviations from norms
Are affected by personal perceptions
age, experience, cognitive development, and moral reasoning affect values
Societal values
include equal justice for all, compassion for needy, equality of opportunity
Basic personal values
include truth, love, and knowledge
values clarification
process of discovering what is personally worthwhile/ desirable in life
involves making decisions- choosing among alternatives
Attitudes
Attitude
- tendency to respond positively of negatively to certain persons, objects, or situations.
Composed of beliefs, feelings, and behavior tendencies- they guide behavior
Prejudice
- an attitude referring to the application of a previously formed judgement to someone
Stereotype
- oversimplified, fixed attitude or set of beliefs that is held about members of a group
Attitude Development
Is influenced by age, cognitive development, and social experiences
Phases of attitude Development
Phase 1- awareness of cultural differences beginning at age 2 1/2 to 3
Phase 2- orientation toward specific culturally related works and concepts- age 4
Phase 3- attitudes toward various cultural groups- age 7
Influences on Attitude Development
Family
Peers
Mass Media
Community
School
Motives and Attributions
Motive- need or emotion that causes person to act
Attribution- an explanation for one's performance
people are motivated to act by urge to be competent or to achieve
Achievement motivation- learned motivation to be competent, express itself in behavior aimed at approaching challenging tasks with confidence of accomplishment
Two categories- extrinsic and intrinsic
intrinsic-
doing activity for inherent satisfaction or enjoyment; within- person changes result from cognitive or emotional maturation
Extrinsic
- doing activity to attain separable outcome, to get rewarded or avoid punishment; social mediated changes result from contexts children experience as they grow- family, school peer group, etc.
Achievement Motivation
achievement motivation are often correlated with actual achievement behavior
Motivation to achieve may manifest only in behavior that the child values
Parent practices influence achievement motivation- if standards are too high or too low, the child will be less motivated
One's expectation of success is related to...
ones history of success or failure
ones perception of how difficult the task is
the attributions for ones performance
Children w/ high expectations for success persist at it longer and perform better
Locus of Control
relates to one's attribution of performance, or sense of personal responsibility for success/failure
internal locus of control
- attribute their success or failure to themselves
external locus of control-
attribute their success or failure to factors outside themselves
Learned-Helpless Orientation
is the perception, acquired through negative experiences, that effort has no affect on outcomes
when children believe their failures are due to uncontrollable factors such as lack of ability, their task performance deteriorates after failure
girls are more likely to demonsrate learned helplessness that comes from attributing lack of ability to themselves
Boys believe when they do not do well, it is because they have not worked hard enough
if parents/ teachers praise children for success but question their ability when they fail, they are less likely to persist at challenging tasks, developing this orientation
Self-Efficacy
belief that one can master a situation and produce positive outcomes
personal agency-
realization that one's actions cause outcomes
Most significant influence on self-efficacy beliefs is actual experience
How to improve self-efficacy
provide instruction in specific learning strategies
help students make short-term & and long-term goals
make reinforcement contingent on performance of tasks
give encouragement
provide positive role models who demonstrate efficacious behavior