Emotional And Cognitive Socialization Outcomes
11-1 Values (qualities or beliefs that are viewed as desirable or important)
Values are outcomes of socialization
Can change over time, whether societal or personal
Values Are Affected by Societal Perceptions
normality (example of societal perception)
based off of societal norms at a given time
labels; are really judgments influenced by chronosystem factors such as politics, economics and technology
Values are affected by Personal Perceptions
Factors such as age, experience, cognitive development, moral reasoning affect values
children need to understand language, they have access to their parents as well as their culture's values.
As children develop cognitively and can interpret the meaning of their social interactions and real experiences, they begin to construct their own values which will change and be redefined as they get older
Values Clarification
the process of discovering what is personal worthwhile or desirable in life
factual discussion
conceptual discussion
values discussion
Values clarification involves making decisions, choosing among alternatives, and values may conflict
11-2 Attitudes
tendency to respond positively (favorably) or negatively (unfavorably) to certain persons, objects, or situations.
are composed of beliefs, feelings, and behavior tendencies
determine what we attend to in our environment, how we percieve the information about the object of our attention, and how we respond to that object
attitudes guide behavior
Prejudice is an attitude
"prejudgment": refers to the application of a previously formed judgment to some person, object, or situation
usually comes from categorizing or stereotyping
stereotype: is an oversimplified, fixed attitude or set of beliefs that is held about members of a group
11-3 Development of Attitudes
influenced by age, cognitive development, and social experiences
Phase I--awareness of cultural differences, beginning about age 2 1/2 to 3
Phase II-- orientation toward specific culturally related words and concepts, beginning at about age 4
Phase III--attitudes toward various cultural group, beginning at about age 7
As children develop cognitively, they begin to categorize (assimilate and accommodate) similarities and differences
research shows that children acquire racial attitudes prior to developing the ability to categorize people by race; their initial attitudes reflect society's biases
transgender, gender identity
Influences on Attitude Development
Family
role modeling (parents, relatives, friends, fictional heroes or heroines, television and movie characters, rock stars)
instruction:Young children accept as true the statements of their parents and others they admire because, of their limited experience, they are apt to have heard anything different
Reinforcement and Punishment: (positive words): reinforcement, (happy or successful) negative words: punishment (ugly or failure)
Peers
Mass Media
Television and Movies
Books
Children compare the acceptability of their beliefs with those of their friends (acceptance of the "in" group or the "out" group)
dress, dating, person problems and sex
Community (research shows that positive interactions with people different from oneself foster positive attitudes toward them)
School
11-4 Changing Attitudes about Diversity
1. Increased positive intercultural contact. Children worked in interethnic teams at an interesting puzzle and were all praised for their work
2. Vicarious intercultural contact: Children heard an interesting astray about a sympathetic and resourceful African American child
3. Perceptual differentiation: Children were shown slides of a culturally diverse woman whose appearance varied depending on whether or not she was wearing glasses, which of two different hairdos she was wearing, and whether she was smiling or frowning. Each different-appearing face had a name, and the children were tested to see how well they remembered the names.
11-5 Motives and Attributions
Motives: is a need or emotion that causes a person to act.
To be motivated is to be moved to do something.
Attribution: an explanation for one's performance
Mastery motivation: inborn motive to explore, understand, and control one's environment.
Achievement motivation: learned motivation to achieve mastery of challenging tasks. (learned motivation to be competent, expresses itself in behavior aimed at approaching challenging tasks with the confidence of accomplishment)
Intrinsic (doing an activity for inherent satisfaction or enjoyment)
Within-person changes result from cognitive or emotional maturation
extrinsic (doing an activity to attain some separable outcome, to get a reward or avoid punishment) Socially mediated changes result from contexts children experience as they grow, such as family, school, or peer group, and feelings of autonomy or control.
Locus of control: one's attribution of performance, or perception of responsibility for success of failure, may be internal or external
11-6 Achievment Motivation (Mastery Orientation)
one's history of success or failure
one's perception of how difficult the task is
the attributions for one's performance
Children with high expectations for success on a task usually persist at it longer and perform better than children with low expectations
Children with IQs and high expectations of success in school got the highest grades
Children with low IQs and low expectations received lower grades that children with low IQs an high expectations
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.
11-7 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
One factor influencing peoples control belief is the perceived relationship between their actions and their successes or failures.
Achievement is related to whether people believe they control the outcome
Another factor related to control belief is age
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