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Emotional and Cognitive Socialization Outcomes (Motives and Attributions…
Emotional and Cognitive Socialization Outcomes
Self Esteem
4 criteria for development
competence
virtue
significance
power
Centers
Around:
family
school
peers
mass media
community
Motives and Attributions
Achievement Motivation
thought to be learned
correlated with actual achievement behavior
Family/Parent Contributions
high confidence in child's abilities
supportive, affective family environment
developmentally appropriate timing of achievement demands
highly motivated role models
warmth
Achievement Evaluations
Joy in Mastery
Approval seeking
Use of standards, averages for individual comparison
Persistence
caring, supportive teachers who emphasize the learning process over performance outcomes, as well as give feedback, help motivate children to achieve and expect success
children with high expectations for success on a task usually persist at it longer and perform better than children with low expectations
Locus of Control
one's attribution of performance, or perception of responsibility for success or failure
can be internal or external
learned helplessness: individuals become passive and lose motivation when placed in situations where outcomes are unaffected by their behavior
personal agency: the realization that one's actions cause outcomes
Attitudes
composed of beliefs, feelings, and behavioral tendencies
development of attitude influenced by age, cognitive development, family, peers, and others in the microsystem
Prejudice: an attitude involving prejudgment
to change: increase positive intercultural contact, vicarious intercultural contact, perceptual differentiation
development of prejudice is awareness, identification, attitude, preference, prejudice
parents provide modeling, instruction, and reinforcement and punishment
Values
Influenced by: culture, family, politics
values clarification: the process of discovering what is personally worthwhile or desirable in life