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Social and Behavioral Socialization Outcomes (Morals (Kohlberg (Level I:…
Social and Behavioral Socialization Outcomes
Morals
Kohlberg
Level I: Heteronomous morality to individualism instrumental purpose, and exchange
Level II: mutual interpersonal expectations, relationships, and interpersonal conformity to social system and conscience
Level III: Social contract or utility and individual right s to universal ethical principles
Gilligan
Care moral perspective: views people in terms of their connectedness to others; Other's welfare is intrinsically connected to one's own
Justice moral perspective: emphasizes the rights of the individual; when individuals conflict, equitable rules of justice must prevail
Moral Development Influenced By: temperament, self-control, self-esteem, age/intelligence, education, social interaction, emotions, family variables
Piaget
Heteronomous Morality: children think of rules as moral absolutes that cannot be changed
Autonomous Morality: children realize that rules are arbitrary agreements that can be changed by those who have to follow them
Centered around thought, feeling, behavior
Moral code develops through social interaction and reflects one's level of intellectual development as well as attitudes
Gender Roles
Sex Typing: classification into gender roles based on biological sex
Centered around family, peers, school, community, and mass media
Theories
Psychoanalytic: How one comes to feel like a male or female
Social Cognitive: How one comes to behave like a male or female
Cognitive-Developmental: How one comes to reason about oneself as a male or female
Gender Schema: How one comes to process information about oneself as a male or female by perceiving and interpreting gender-linked information
Self-Regulation
Emotional Regulation
Prosocial Behavior: behavior that benefits other people, such as altruism, sharing, and/or cooperation
Altruism
Biological Theory: id, ego, superego,
Social Cognitive Theory: learning theory, instruction, learning by doing
Altruism is voluntary actions that are intended to help or benefit another person or group of people without the actor's anticipation of external rewards
Cognitive Development Theory: perspective-taking and reasoning
Social Interaction Theory: communication, parenting style
Sociocultural Theory: individualism, collectivism, competitive, cooperative expectations
Antisocial Behavior: behavior that harms other people, such as aggression, violence, or crime
Aggression
Biological Theory: evolution, genetics
Social Cognitive Theory: learning theory, modeling, media, parenting style, information processing
Aggression is unprovoked attack, fight, or quarrel
Sociocultural Theory: peers, community
Ecological Theory: combination
To inhibit aggression: organize the environment, establish standards and consequences of behavior, provide alternative ways of solving problems, provide positive role models, encourage discussion
observed in children beginning age 2 and increasing with age
ability to delay gratification
sustain attention to a task
plan and self-monitor a goal-directed activity
Conscience is the guardian in the individual of the rules which the community has evolved for its own preservation