Please enable JavaScript.
Coggle requires JavaScript to display documents.
Emotional and Cognitive Socialization Outcomes - Coggle Diagram
Emotional and Cognitive Socialization Outcomes
Values
beliefs that are viewed as desirable or important
Values also affect how society deals with such deviations
age, experience, cognitive development, and moral reasoning affect values
values clarification—the process of discovering what is personally worthwhile or desirable in life. . This process can help individuals understand their own moral codes, their attitudes and motives, their prosocial or antisocial behavior, their gender roles, and themselves.
Attitudes- beliefs, feelings, and behavior tendencies
attitudes guide behavior
Development of Attitudes
influenced by age, cognitive development, and social experiences
Phase I—awareness of cultural differences, beginning at about age 2½ to 3
Phase II—orientation toward specific culturally related words and concepts, beginning at about age 4
Phase III—attitudes toward various cultural groups, beginning at about age 7
family, peers, media, community, and school all play a role in the development of attitudes
Changing Attitudes about Diversity
techniques used to counter the culturally biased attitudes of second and fifth graders
Increased positive intercultural contact
Vicarious intercultural contact
Perceptual differentiation
all the groups that had been exposed to any of these techniques showed less prejudice than did children in the control groups
Motives and Attributions
intrinsic (doing an activity for inherent satisfaction or enjoyment) vs extrinsic (doing an activity to attain some separable outcome, to get a reward or avoid punishment)
to locus of control—how people attribute their performance, or where they place responsibility for successes or failure. locus of control is internal if one attributes responsibility inside the self; it is external if one attributes responsibility to forces outside the self
Achievement Motivation (Mastery Orientation)
often correlated with actual achievement behavior
The motivation to achieve may manifest itself only in behavior that the child values
. Children with high expectations for success on a task usually persist at it longer and perform better than children with low expectation
Generally, 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.
Locus of Control
relates to one’s attribution of performance, or sense of personal responsibility for success or failure; it may be internal or external
internal locus of control- attribute their success (or failure) to themselves
external locus of control- attribute their success (or failure) to factors outside themselves.
Self-Efficacy- the belief that one can master a situation and produce positive outcomes
self-efficacy beliefs provide students with a sense of personal agency—the realization that one’s actions cause outcomes.
Self-Esteem- the value one places on one’s identity
is related to self-efficacy in that one’s identity, or self-concept, incorporates many forms of self-knowledge and self-evaluative feelings
as high or low
consisting of (1) scholastic competence, (2) athletic competence, (3) social competence, (4) physical appearance, and (5) behavioral conduct, in addition to global self-worth
positive self-concept or negative self-concept
Development of Self-Esteem
as children grow, they begin to understand how they are viewed by others. During the process of socialization, people internalize the values and attitudes expressed by their significant others and, as a result, express them as their own
Significance, competence, virtue and power
influences on the Development of Self-Esteem: family, school, peers, mass media and community