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Emotional and Cognitive Socialization outcomes - Coggle Diagram
Emotional and Cognitive Socialization outcomes
basic societal value- Ex: bill of rights
Basic Human Values- Ex: ten commandments
Societal perceptions
Ex: what is normal in US
social services, medical care, or psychological help provided to those considered not normal
labels: Ex: Bipolar disorder
Personal perceptions
children construct their own values which change overtime
value clarification
a person discovers what is worth while in life
make decisions
choose from alternative choices
Attitudes
negative or positive
determines how we interact in our environment, perception and act
prejudice= pre judgement
stereotype= over simplified
developing attitudes
age, cognitive development, and social experiences play a role
Brown & Bigler
phase 1= awareness of cultural diff. (2 1/2-3)
Phase 2 (4)= orientation with specific cultural words/concepts
phase 3 (7yrs)=attitude towards various cultural groups
kids develop racial attitudes before categorization
changes due to maturity not malice
after age 7 kids don't have as many prejudices
transgender
individuals whose gender identity or expression, behavior, does not conform to what is typically associated with their birth gender
discrimination issues pg. 426 and 427
gender identity
internal feelings about what gender they are
macrosystem helps kids socialize
by observation and interaction with adults where they live
form attitudes about culture, religion, SES, gender, disability, and age
kids notice diff. at school and neighborhoods
watching tv
seeing and hearing adults talk and behave
influences on attitude
Family
children resemble their parents through modeling
kids trust their parents instruction at younger ages or because they admire them
positive words used as reinforcement to influence attitudes for kids
negative words/punishment promote more prejudice attitudes
school
gender roles perpetuated in schools
Ex: teachers allow boys to be more aggressive and girls conform to being more passive
due to teacher expectations
Johnson & Johnson pg. 430
cooperation key instead of competition
community
Ex: community bathrooms in US are gender labeled= gender discrimination
Media
influences attitudes about people and things
can promote negative attitudes and stereotypes of other cultures
books influence attitude formation
Peers
kids compare their beliefs with their friends
excluding when someone is culturally diff. or disabled
common goals between majority and minority peer groups reduces prejudice
Diversity
helped 4th and 5th graders
increased pos. intercultural contact
Ex; work in interethnic teams an all members praised
vicarious intercultural contact
Ex: hear a story from an A.A. kid
more pos. effect
perceptual differentiation
diff. slides of women
more pos. effect
after experiment less prejudice found with any of these methods used
younger more gains than older ones
Motives/Attributions
motive= need or emotion promoting action
Achievement motivation (mastery)
MCclelland/TAT pg. 434
actual achievement behavior correlated to achievement motivation
what the the child value??
ones expectation of success related to
history of success/failure
perception of how diff. task was
attributions of ones performance
attribution= performance
locus of control
internal attribute
place responsibility in self
view success or failure due to themselves
mastery orientated attribution
external attribute
place responsibility outside of self
outside forces have more control over them
learned helplessness orientation
perception through negative experiences
can appear in infancy
failures due to lack of ability
cultural value on effort leads to more achievement and less helplessness
fixed intelligence = more helplessness
learned helplessness figure 11.3
measured by internal/external scale
"feeling out of control" = more failures than successes
White pg. 432
mastery motivation
achievement motivation
learned motivation to be competent
intrinsic
cognitive and emotional maturation
extrinsic
contexts children experience as they grow
people believe they can change their outcome
Self-Efficacy
means to master a situation and empower positive outcomes
"I can" attitude
most sig. influence is actual experiences!
explains present and future performance patterns
key= personal agency
realization that ones actions cause outcomes
self regulatory = goal setting
self monitoring
self evaluation
strategy
Self Esteem
def: the value one places on ones identity
can be multidimensional or global
scholastic competence
athletic competence
social competence
physical appearance
behavioral conduct
Development of Self esteem
Coppersmith pg. 441
4 factors contribute to self esteem
significance
virtue
competence
power
influences
family
parent approval is critical
parents of boys with high self esteem
found
warm
strict
non coercive
democratic
child participate in family plans
school
higher self esteem do better in school
peers
body type plays a role
influenced by perceived popularity
belong to a clique= higher self esteem
mass media
community