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Child - Emotional and Cognitive Socialization Outcomes (Attitude…
Child -
Emotional and Cognitive Socialization Outcomes
Values
Values are affected by Societal Perceptions
Compassion for those in need, equal justice for all, equality of opportunity, love, knowledge.
They are outcomes of socialization and provide the framework in which we think, feel, and act.
Attitude
Values are really the basis for attitudes.
Prejudice is an attitude.
an attitude involving prejudgment; the application of a previously formed judgment to some person, object, or situation.
stereotypical attitudes usually do not allow for individual exceptions.
The development of attitudes is influenced by age, cognitive development, and social experiences.
Social experiences
influences on attitude Development
family, peers, media, community, school and media.
Motives and Attributions
is a need or emotion that causes a person to act.
To be motivated is to be moved to do something. An attribution, is an explanation for one’s performance.
Socially mediated (extrinsic) changes result from contexts children experience as they grow.
Within-person (intrinsic) changes result from cognitive or emotional maturation, such as becoming more curious as one is able to learn more and becoming more competent as one is able to master more.
Mastery Orientation
Parenting practices influence achievement motivation.
Generally, someone who has mostly been successful in the past expects to succeed in the present and future; someone who has mostly failed in the past expects to fail in the present and future.
Children that are confident and optimistic are more likely to select challenging tasks, set high and concrete goals,
Individuals are motivated to control the outcomes of their efforts.
Locus of Control
Internal locus of control perception that one is responsible for one’s own fate.
External locus of control perception that others or outside forces are responsible for one’s fate
Locus of control relates to one’s attribution of performance, or sense of personal responsibility for success or failure.
Learned-Helpless Orientation
The perception, acquired through negative experiences, that effort has no affect on outcomes
As children get older and the number of their experiences with objects and people increases, their perceptions of being able to control outcomes and their ability to understand cause and effect influence when, and if, they manifest a learned-helpless orientation as opposed to a mastery orientation.
The cultural value that effort leads to achievement explains lower incidences of learned helplessness; whereas the cultural value of fixed intelligence leads to increased incidences of learned helplessness.
Self-Efficacy
The belief that one can master a situation and produce positive outcomes
self-efficacy beliefs provide students with a sense of personal agency—the realization that one’s actions cause outcomes.
Self-Esteem
It can be described as high or low.
Coopersmith (1967) concluded that the following factors contribute to the development of self-esteem:
Significance, competence, virtue and power.
Influences on the Development of Self-Esteem
Family, school, peers, media, community