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Emotional and Cognitive Outcomes (self-esteem ((Baumrind, 1967; White,…
Emotional and Cognitive Outcomes
macrosystems
economics
ethnicity
religion
chronosystem
changes in society
mesosystems
values
social perceptions
personal perceptions
values clarification: process of discovering what is personally worthwhile or desirable in life
attitudes
beliefs, feelings, and behavior tendencies
determine what we attend to in our environment, and how we perceive and respond to that object of out attention.
prejudice; pre-judgement
developmental stages (Van ausdale & Feagin, 2001)
phase 1: awareness of cultural differences
phase 2: orientation toward specific cultural terms
phase 3: attitudes toward various cultural groups, beginning at about age 7
(Aboud & Amato, 2001) children's prejudice comes from immaturity rather than malice
influences
family
modeling
instruction
reinforcement and punishment
peers
mass media
books
community
school
changing attitudes about diversity
increased positive intercultural contact
vicarious intercultural contact
perceptual differentiation
motivation
mastery motivation
one’s expectation of success is related to
one’s perception of how difficult the task is
the attributions for one’s performance
one’s history of success or failure
achievement motivation
intrinsic: doing an activity for inherent satisfaction or enjoyment
extrinsic: doing an activity to attain some separable outcome, to get a reward or avoid punishment
internal locus of control
external locus of control
learned-helpless orientation: the perception, acquired through negative experiences, that effort has no affect
self-eficacy: the belief that one can master a situation and produce positive outcomes
personal agency: the realization that one’s actions cause outcomes
goal setting
self-monitoring
self-evaluation
strategy use
provide instruction
strategies to focus on a task
short-term and long-term goals
evaluate their progress by regularly providing feedback
reward students for mastery of a task rather than mere engagement in one
give encouragement
provide positive adult and peer role model
self-esteem
value one places on one’s identity
(Harter, 2006, 2012)
scholastic competence
athletic competence
social competence
physical appearance
behavioral conduct
(Baumrind, 1967; White, 1995) competent children
can lead and follow peers
is capable of expressing affection and mild annoyance to peers as well as adults
can compete with peers and shows pride in personal accomplishment
capable to communicate well
ability to anticipate consequences
can deal with abstractions
can understand other points of view
can plan and carry out complicated activities
is aware of others, even while working on her own projects
Coopersmith (1967) following factors contribute to the development of self-esteem:
significants loved and cared for by others
competence: way tasks are preformed
virtue: how well one attains moral and ethical standards
power: extent to which one has control or influence over one’s life and that of others
family
school
peers
mass media
community