Ch11 Emotional and Cognitive Socialization Outcomes (p 418-449)
11.3 DEVELPMENT OF ATTITUDES
11.5 MOTIVES & ATTRIBUTIONS
11.2 ATTITUDES
11.1 VALUES
11.11 DEVELOPMMENT OF SELF-ESTEEM
11.6 ACHIEVEMENT MOTIVATION (MASTERY ORIENTATION)
11.9 SELF-EFFICACY
11.4 CHANGING ATTITUDES ABOUT DIVERSITY
11.7 LOCUS OF CONTROL
11.8 LEARNED-HELPLESSNESS ORIENTATION
11.10 SELF-ESTEEM
11.1a Values Are Affected by Societal Perceptions
11.1b Values Are Affected by Personal Perception
11.1c Values Clarification
prejudice - an attitude involving prejudgment; the application of a previously formed judgment to some person, object, or situation
11.3a Influence on Attitude Development
Mass Media
-television & movies
-books
Community
Peers
School
Family
-modeling
-instruction
-reinforcement & punishment
- Increased positive intercultural contact -
- Vicarious intercultural contact -
- Perceptual differentiation -
achievement motivation - refers to the learned motivation to achieve mastery of challenging tasks
locus of control - one's attribution of performance, or perception of responsibility for success or failure; may be internal or external
Expectation of Success is Related to
-one's history of success or failure
-one's perception of how difficult the task is
-the attributions for one's performance
internal locus of control - perception that one is responsible for one's own fate
mastery-oriented attribution - if the succeed they can figure out what they did correctly & do it again; if they fail they believe they can change the outcome in the future by exerting more effort to correct their mistakes
external locus of control - perception that others or outside forces are responsible for one's fate
learned-helpless orientation - if they succeed, they attribute it to good luck; if they fail they attribute it to bad luck or lack of ability
learned-helpless orientation - the perception, acquired through negative experiences, that effort has no affect on outcomes
self-efficacy - the belief that one can master a situation & produce positive outcomes
personal agency the realization that one's actions cause outcomes
self-esteem - the value one places on one's identity; related to self-efficacy in that one's identity, or self-concept, incorporates many forms of self-knowledge & self-evaluative feelings
11.11a Influences on the Development of Self-Esteem
Peers
Mass Media
School
Community
Family
values clarification - the process of discovering what is personally worthwhile or desirable in life
Types of Values
Basic Societal Values
-equal justice for all
-compassion for those in need
-equality of opportunity
Basic Personal Values
-truth
-love
-knowledge
normality is based on societal norms at a given time, & who is perceived as deviating from those norms
factors such as age, experience, cognitive development, & moral reasoning affect values
Founding of the United States
factual - discussion based on dates & events
conceptual - discuss emigration & freedom of religion
values - discuss questions like...What is so important to you tht if it were taken away, you would leave your country? If you left, what would you take with you?
stereotype is an oversimplified, fixed attitude or set of beliefs that is held about members of a group; don't allow for individual exceptions
Development of Attitudes about Diverse Cultural Groups
Phase 1 - awareness of cultural differences, beginning at about age 2 1/2-3
Phase 2 - orientation toward specific culturally related words & concepts, beginning about age 4
Phase 3 - attitudes toward various cultural groups, beginning at about age 7
mastery motivation - inborn motive to explore, understand, & control one's environment
achievement motivation - learning acceptable & unacceptable performance standards for the culture and how to evaluate behavior accordingly
intrinsic - within person changes resulting from cognitive or emotional maturation
extrinsic - socially mediated changes resulting form contexts children experience as they grow
lack of effort -belief that success or failure comes from effort level they tend to try harder on subsequent tasks and often show improved performance
lack of ability - belief that success or failure is due to uncontrollable factors in themselves their future effort and task performance deteriorates after failure
Improve Children's Self-Efficacy
1) provide instruction in specific learning strategies, such as highlighting, summarizing, & outlining, to enable students to focus on a task
2) help students make short-term, as well as long-term, goals, guiding them to evaluate their progress by regularly providing feedback
3) make reinforcement contingent on performance of specific tasks; reward students for mastery of a task rather than mere engagement in one
4) give encouragement: "I know you can do this."
5) provide positive adult & peer role models who demonstrate efficacious behavior--coping with challenging tasks, setting goals, using strategies, monitoring their effectiveness, & evaluating performance
A Global or Multidimensional Perception of Self
1) scholastic competence
2) athletic competence
3) social competence
4) physical appearance
5) behavioral conduct
6) global self-worth
Factors Contributing to Developing Self-Esteem
-Significance--the way one perceives they are loved and cared about by significant others
-Competence--the way one performs tasks one considers important
-Virtue--how well one attains moral & ethical standards
-Power--the extent to which one has control or influence over one's life and that of others
-Warm (acceptance & affection)--frequently show affection to children, took an interest in their affairs, & became acquainted with their friends
-Strict--use noncoercive discipline (withdrawing privileges & isolation) & discuss reasons behind the discipline; enforced rules carefully & consistently; important for children to meet high standards; firm & decisive in telling children what they might & might not do
-Democratic--allowed children to participate in making family plans; children permitted to express opinions even if it involved questioning the parent's point of view
1) Enable Children to Feel Accepted* - understand and attend to their needs, be warm, accept their individuality, talk to them, & listen to them
2) Enable Children to be Autonomous - provide opportunities for them to do things themselves, give them choices, encourage curiosity, encourage pride in achievement, provide challenges
3) Enable Children to be Successful - be an appropriate model, set clear limits, praise accomplishments & efforts, explain consequences & how to learn from mistakes
4) Enable Children to Interact with Others Positively - provide opportunities to cooperate with others, enable them to work out differences dealing with feelings & others' perspectives
5) Enable Children to be Responsible - encourage participation, provide opportunities for them to care for belongings, help with chores, & help others
perceived physical appearance is consistently highly correlated with self-esteem from early childhood through adulthood (no gender differences)
Three Basic Human Body Types
1) endomorphy - short, heavy build
2) mesomorphy - medium, muscular build
3) ectomorphy - tall, lean build
Advertising portrays ideal physical stereotypes which lead the viewer or reader to believe that the product will produce or perpetuate ideal characteristics
Business Community
- discrepancy in occupational choices for men and woman
- sexism--woman don't advance as fast as men & attitude about women's capabilities are still generally stereotyped
Men
-handsome, mesomorphic, well-dressed
-strength
-performance
-skill
Women
-beautiful, trim, well-dressed
-attractiveness
-desirability
Relationship between individual social identity (culture, religion, social class) & that of the majority of the people in the neighborhood affects one's self-esteem
How Does Prejudice Develop?
1) awareness
2) identification
3) attitude
4) preference
5) prejudice