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Emotional and Cognitive Socialization Outcomes (attributions is an…
Emotional and Cognitive Socialization Outcomes
values
are qualities or beliefs that are viewed as desirable or important (p. 421)
Values can include related characteristics as attitudes or morals that affect our behavior.
values reflect the values of our parents, our teachers, our religion, our culture, our profession, or our friends.
Normality
is based on societal norms at a given time, and who is perceived as deviating from those norms. Sophie Freud (p. 422).
Labels
value judgments influenced by chronosystem factors such as politics, economics, and technology.
Values are affected by Societal Perceptions
Values are affect by Personal Perceptions
Age, experience, cognitive development (language development), and moral reasoning
Values Clarification
The process of discovering what is personally worthwhile or desirable in life (p. 424) between alternatives
Factual
discussion of dates and events
Conceptual
discussion
values
Values Clarification is influenced by various values derived from:
Culture, Family, Politics, advocacy groups
The outcomes of socialization are are primarily emotional and cognitive such as values, attitudes, motives, attributions, and self-esteem and social and behavioral such as self-regulation, morals, and gender roles.
Attitudes
is the tendency to respond positively or negatively to certain person, objects or situations.
Composed of beliefs, feelings and behavior
Prejudice
an attitude involving prejudgment; the application of a previously formed judgment to some person, object or situation. (p.425)
Stereotype
is an oversimplified, fixed attitude or set of beliefs that is held about members of a group. (p. 425)
Predudices develp in a typical developmental sequence of how children becoming: 1. awareness 2. identification, 3. attitude, 4. preference 5. Prejudice
Influences on attitude Development:
Family:
Parents have a large impact on children's attitudes and values.
Modeling through role modeling
Instruction
Reinforcement and Punishment
Peers
Mass media
Community: customs and traditions
School
Changing attitudes about Diversity: several studies have explored educational ways to change children's attitudes, especially regarding diversity.
Increased positive intercultural contact
Vicarious intercultual contact
Perceptual differentiation
The development of attitudes is influenced by
age, cognitive, development, and social experiences
Development of attitudes
phase I
awareness of cultural differences (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 groups, about age 7.
Motive
is a need or emotion that causes a person to act.
Robert White (1959) People are motivated to act by the urge to be competent or achieve.
Mastery motivation
inborn motive to explore, understand, and control one's environment. (p. 432)
Achievement Motivation
( Mastery orientation) Learned through socialization to achieve mastery of challenging tasks (p. 432)
Intrinsic
within a person
Parents who respond to children's psychological needs bidirectional enhance intrinsic motivation
extrinsic
soically mediated
Ones expectation of success is related to
One's history of success or failure
One's perception of how difficult the task it
the attributions one's performance
correlated with actual achievement behavior
Parenting practice affect achievement motivation
Relatively stable characteristic of personality
Depends not only on their motivation to achieve but also whether or not they fear failure.
attributions
is an explanation for one's performance
Locus of Control
to one's attribution of performance or perception of responsibility for success or failure; may be internal or external (p. 433).
internal
individuals who believe they are in control of their world. (p. 435)
external
individuals who perceive that others have more control over them than they have over themselves (p. 435)
Develops through one's actions on the environment and one's interactions with others
Achievement is related to whether people believe they control the outcome
Learned helplessness
learned to be helpless
Learned Helplessness Orientation
the perception, acquired through negative experiences, that effort has no affect on outcomes (p. 437)
Developmentally, children continually face opportunities in which they can be encouraged or discouraged to persist.
Dweck and colleagues found that hen children believe their failures are due to uncontrollable factors in themselves such as
lack of ability
their subsequent task performance deteriorates after failure.
Girls are more likely to express learned helplessness from lack of ability. Boys because they have worked lack of effort. (p. 437)
Appear in infancy
Cultural value that effort leads to achievement explains lower incidences of learn helplessness whereas the cultural value fo fixed intelligence leads to increased incidences of learned helplessness (p. 439)
Self-efficacy
is the belief one can master a situation and produce positive outcomes.
Related to empowerment (enabling individuals to have control over resources affecting them).
Personal agency
the realization that one's actions cause outcomes (p. 439)
The most significant influence on self-efficacy beliefs is actual experience performing tasks, solving problems, making things happen.
Next is vicarious vicarious experiences observing others execute competent behavior.
verbal instructions, encouragement and feedback on performance.
Last, Physiological reactions, fatigue, stress or anxiety may distort an individual's perceptions of their capabilities at a particular time or while engage in a certain activity.
Improving children's self-efficacy p. 439
Self-esteem
is the value one places on one's identity.(p. 440)
self-concept
is one's ideas of one's identity as distinct form others
Individualistic: The children's ways of evaluating themselves change over time. Most research for Euro-American
Collectivist cultures: terms of worthiness to the group rather than in achievement competencies (p. 440)
Multidimensional
Scholastic
Athletic
Social
Physical
Behavioral
Coopersmith's ( 1967) self-esteem develops
Significance--perceives she is loved and cared
Competence--the way one performs tasks one considers important
Virtue--one attains moral and ethical standards
Power--one has control or influence over one's life and that of others.
Influences on the Development of Self-Esteem
Family
Parental approval particularly critical in determining self-esteem of children
Parenting practices affect self-esteem
Authoritative parenting typically associated with high self-esteem in children
Warm
Strict
Democratic
School
Students with higher self-esteem are more likely to be successful in school and achieve more than children with low self-esteem
Positive relationship between school performance and self-esteem.
Peers
By differentiating by appearance and by perceived status in relation to the rest of the group.
Perceived physical appearance is consistently the domain most highly correlated with self-esteem from early childhood through adulthood with no gender differences.
Endomorphy
Short heavy build
mesomorphy
medium muscular build
ectomorphy
tall lean build
Mass Media
Children tend to get their attitudes about ideal body and personality types from advertisements
Community
can play an important role in enhancing self-esteem, especially among community members who feel they are different, by providing opportunities for members to do worthwhile and responsible things
Relation between an individual[s social identity and that of the majority in the neighborhood affect one's self-esteem.