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Emotional and Cognitive Socialization Outcomes (Values (Values are…
Emotional and Cognitive Socialization Outcomes
The primary outcomes of emotional and cognitive behaviors are values, attitudes, motives, attributions, and self-esteem.
These outcomes are the result of child, family, school, peer, and community interactions (the mesosystem) pg. 421
Values
Values are qualities or beliefs that are viewed as desirable or important.
The 10 Commandments are an example of basic human values.
An example of a basic societal value is the Bill of Rights.
Values are affected by societal perceptions.
The concept of normality is an example of a societal perception because it is based on societal norms at a given time, as well as who is perceived as deviating from those norms. Pg. 422
In the US, deviations from normal are labeled in order to provide formal and appropriate help. However, labels are just judgments influenced by chronosystem factors such as politics, economics, and technology.
Values are affected by personal perceptions.
Factors such as age, experience, cognitive development, and moral reasoning affect values.
Values clarification: the process of discovering what is personally worthwhile or desirable in life. Pg. 424
Attitudes
An attitude is a tendency to respond positively or negatively to certain persons, objects, or situations. Pg. 424
Prejudice is an attitude involving prejudgment; the application of a previously formed judgement to some person, object, or situation. Pg. 425
A stereotype is an oversimplified, fixed attitude or set of beliefs that is held about members of a group.
Development of Attitudes
Phase 1) awareness of cultural differences, beginning at about age 2 1/2 or 3.
Phase 2) orientation toward specific culturally related words and concepts, beginning at age 4.
Phase 3) attitudes toward various cultural groups, beginning at about age 7.
Influences on Attitude Development
Family
Parents have a huge impact on children's attitudes and beliefs. Cultural prejudice follows this general pattern.
Modeling. Through the process of identification, children begin to assume the attitudes of the people they would like to emulate (such as parents, relatives, friends, fictional heroes, tv and movie characters, and rock stars).
Instruction. Children also learn attitudes by instruction.
Reinforcement and punishment. Attitudes toward cultural groups can be influenced by associating them with positive words (reinforcement) such as happy or successful, or negative words (punishment), such as ugly or failure. Pg. 428
Peers
Peers influence attitudes and behaviors. Children compare the acceptability of their beliefs with those of their friends.
Mass Media
Television and movies. Children and adolescents frequently cite television as a source of information that influences their attitudes about people and things.
Books. Books are influential in attitude formation. Some books stir up controversy and end up being removed, others defy gender of racial stereotypes and are good.
Community
Community customs and traditions influence attitudes. There can be different stereotypes or discrimination based on gender or age.
School
Teachers who project their gender-typed expectations on boys and girls reinforce traditional gender-role behaviors.
Changing Attitudes about Diversity
1) Increased positive intercultural contact.
2) Vicarious intercultural contact.
3) Perceptual differentiation.
Prejudicial attitudes can be changed by enabling children to have positive experiences with cultural minorities.
Motives and Attributions
A motive 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.
Achievement motivation refers to the learned motivation to achieve mastery of challenging tasks.
Within-person (intrinsic) changes result from cognitive or emotional maturation, such as becoming more curious as one is able to learn.
Socially mediated (extrinsic) changes result from contexts children experience as they grow. Such as family, school, or peer group.
Locus of Control: one's attribution of performance, or perception of responsibility for success or failure; may be external or internal. Pg. 433
Development of Self-Esteem
The following factors contribute to self-esteem: significance, competence, virtue, and power.
School.
The valued personality type in American culture is responsible, self-reliant, autonomous, and competent. When children conform to these traits they are likely to have high self-esteem.
Children with high self-esteem tend to do a lot better in school than those with low self-esteem.
The family.
Parents of boys with high self esteem were characterized as warm (accepting and affectionate), strict (but used non coercive discipline), and democratic.
Parental approval is critical in determining the self-esteem of the child.
Peers
Children tend to tease and ostracize children who are different physically, intellectually, linguistically, or socially.
Peer attitudes about the "ideal" size, physique, and physical capabilities can influence children's self-esteem.
Mass Media
It is through the media that children learn what the "ideal" body and personality traits.
Those with low self-esteem tend to compensate through social media.