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Ch 11. Emotional and Cognitive Outcomes pp. 418-449 (11.3 Development of…
Ch 11. Emotional and Cognitive Outcomes pp. 418-449
11.1 Values pg. 421
Values are affected by Societal Perceptions
Normality based on norms at a given time
labels for deviating from the norm
Values are affected by Personal Perceptions
age, experience,cognitive development, and moral reasoning affect values
once children have language they have access to parents' and culture's values
Values Clarification: the process of discovering what is personally worthwhile or desirable in life
help individuals understand their own moral codes, attitudes and motives, behavior, gender roles, etc
making decision sand choosing among alternatives
values are qualities or beliefs that are viewed as desirable of important, basic societal value 10 commandments Bill of Rights
11.2 Attitudes pg. 424
Prejudice: an attitude involving prejudgment the application of a previously formed judgment to some person, object, or situation
tendency to respond positively or negatively
attitudes determine what we attend to in our environment
Stereotype is a fixed attitude or set of beliefs that is held about members of a group
11.3 Development of attitudes pg. 426
Transgender: an umbrella term for individuals whose gender identity or gender expression and behavior does not conform to that typically associated with the sex to which they were assigned at birth
Gender identity: refers to a person's internal sense of being male, female, or something else
Influences on attitude development
Family, large impact on children's attitudes and values, children develop attitudes through role modeling, instruction, reinforcement and punishment
Peers, children compare their acceptability of their beliefs with those of their friends
Mass media, tv -children and adolescents frequently cite television as a source of information that influences their attitudes about people and things, books are influential in attitude formation
Community customs and traditions influence attitudes, school influences attitude formation (classroom organization can be very influencing attitudes towards others
Phase 1, awareness of cultural differences age 2 1/2 to 3
Phase 2, orientation toward specific culturally related words and concepts age 4
Phase 3, attitudes toward various cultural groups age 7
11.4 Changing attitudes about Diversity pg. 431
Increased positive intercultural contact
Vicarious intercultural contact
Perceptual differentiation
Prejudicial attitudes can be changed by enabling children to have positive experiences with cultural minorities
11.5 Motives and attributions pg. 432
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
motive is a need or emotion that causes a person to act
attribution is an explanation for one's performance
mastery motivation is the inborn motive to explore, understand, and control one's environment
11.6 Achievement Motivation (Mastery Orientation) pg. 434
achievement motivation or mastery orientation are often correlated with achievement
child-rearing environment of children who show high achievement motivation includes developmentally appropriate timing of achievements
11.7 Locus of Control pg. 435
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
factor influencing people's control beliefs is the perceived relationship between their actions and their success or failures
factor related to control beliefs is age, as children mature their understanding of causality and explanations for outcomes becomes differentiated
11.8 Learned-Helplessness Orientation pg. 437
Learned-helpless orientation: the perception, acquired through negative experiences, that effort has no affect on outcomes
appears in infancy
if parents and teachers praise children for their effort when they succeed but question their ability when they fail, the children are less likely to persist at challenging tasks
11.9 Self-Efficacy pg. 439
Self-efficacy: the belief that one can master a situation and produce positive outcomes, differs in that it not only can explain present performance, but also can predict future performances
Personal agency: the realization that one's actions cause outcomes
empowerment, enabling individuals to have control over resources affecting them
11.10 Self-Esteem pg.440
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 and self-evaluative feelings
global perception of the self
multidimensional, scholastic competence, athletic competence, social competence, physical appearance, and behavioral conduct
11.11 Development of Self-Esteem pg.441
Influences on the development of Self-Esteem
parental approval is critical in determining self-esteem, warm (accepting and affectionate), strict, democratic
as children grow they accumulate a personal set of evaluations about themselves
Contributions to development of self esteem
significance- the one perceives she is loved and cared about by significant others
competence- the way one performs tasks one considers important
virtue- how well one attains moral and ethical standards
power- the extent to which one has control or influence over one's life and that of others