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Emotional and Cognitive Outcomes (Development of Attitudes: How do…
Emotional and Cognitive Outcomes
Values
Values are qualities or beliefs that are viewed as desirable or important. Values can be influenced by societal perceptions and personal perceptions. An individual engages in value clarification when they seek to understand and discover what is personally desirable or worthwhile to them.
Attitudes
Values are the basis of attitudes. An attitude is the tendency to respond positively or negatively to a certain person, object, or situation. They are made up of beliefs, feelings, and behavioral tendencies.
Development of Attitudes: How do attitudes develop?
Phase II: Orientation toward specific culturally related words and concepts, age 4
Phase III: Attitudes toward various cultural groups, age 7
Phase I: Awareness of cultural differences, age 2 and a half to 3.
Influences on Attitude Development include family, peers, media, community, and school through modeling, instruction, reinforcement/punishment, television and movies, books, and more.
Changing Attitudes about Diversity
How can attitudes about diversity be changed?
Studies have found that culturally biased attitudes can be changed through:
Increased Positive Intercultural Contact
- Interacting with various cultures in a group setting.
Vicarious Intercultural Contact
- hearing stories of individuals from different cultures.
Perceptual Differentiation
- Exposure to culturally biased images and seeing how they remember them according to the traits therein.
Motives and Attributions
Motive
- a need or emotion that causes a person to act.
(To be motivated is to be moved to do something)
Motivations can be
intrinsic
or
extrinsic
.
Attribution
- Explanation for one's performance.
Parents and teachers who set developmentally appropriate standards, expect competence, encourage independence, and give approval enable high-performing achievers.
Achievement Motivation
Master Orientation or Achievement motivation are often correlated with actual achievement behavior. The motivation to achieve however, may manifest itself only in behavior that the child values.
One's expectation of success is related to history or success or failure, perception of how difficult the task is, and the attributions for one's performance.
Locus of Control
How people attribute their performance or sense of personal responsibility for success or failure. Those that feel in control of their world exhibit an internal locus of control while those that feel outside forces control their world have an external locus of control. There is an internal/external scale that helps evaluate where ones locus of control lies.
Self Efficacy
Self-efficacy is the belief that one can master a situation and produce positive outcomes. It is related to empowerment and provides students with a sense of personal agency, or the realization that one's actions causes outcomes. These beliefs motivate learning in that they enable students to use self-regulatory processes such as goal setting, self-monitoring, self-evaluation, and strategy use.
Self-Esteem
Self-esteem is the value that one places on their identity. Such identity incorporates forms of self-knowledge and self-evaluating feelings in areas of academic competence, athletic competence, social competence, physical appearance, and behavioral conduct. The development of self-esteem occurs when the individual feels competent in those areas, feels significant, and powerful about their control in their life.