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Emotional & Cognitive Socialization Outcomes - Coggle Diagram
Emotional & Cognitive Socialization Outcomes
Some basic societal values
Equal justice for all
Compassion for those in need
Equality of opportunity
Basic personal values
Truth
Love
Knowledge
Attitudes:
Beliefs
Feelings
Behavior tendencies
Values Clarification:
Process of discovering what is personally worthwhile or desirable in life
Prejudice:
Attitude involving prejudgment- Application of previously formed judgement to some person, object, or situation
Development of Attitudes:
Phase 1:
Awareness of cultural variances (begins around age 2.5-3)
Phase 2:
Orientation towards specific culturally related words/concepts (begins around age 4).
Phase 3:
Attitudes toward various cultural groups (begins around age 7)
Influences on attitude development:
Family
Instruction
Modeling
Reinforcement & punishment
Peers
Influence attitudes & behavior
Children compare their characteristics to peers
Media
Source of information & opinions
Source of social stereotypes
Books
Community
Customs & traditions influence attitudes
School
Influence attitude formation
Gender role stereotyping
How does prejudice develop?
Awareness
Identification
Attitude
Preference
Prejudice
How can attitudes about diversity be changed?
Increased positive intercultural contact
Vicarious intercultural contact
Perceptual differentiation
Achievement Motivation:
Socially mediated (extrinsic)
Within-person (intrinsic)
Locus of control: How people attribute their performance of where they place responsibility for successes/failures
Internal:
If attributes responsibility inside of self
One is responsible for their own fate
External:
If one attributes responsibility to forces outside of self
Others or outside forces are responsible for one's fate
One's expectation of success is related to:
One's history of success or failure
One's perception of how difficult the task is
The attributions for one's performance
Self- Efficacy:
Belief that one can master a situation & produce positive outcomes
Provides students with a sense of personal agency
Motivates learning through goal-setting, self-monitoring, self-evaluation.
Improving Children's Self-Efficacy:
Provide instruction within specific learning strategies (highlighting, summarizing, outlining)
Helps students make goals (long and short-term). Guides them to evaluate their progress by regularly providing feedback
Make reinforcement contingent on performance of specific tasks. (reward for mastery of task, instead of just engagement)
Provide encouragement "you can do this"
Provide positive adult/peer role models who can demonstrate efficacious behavior (learning to cope with challenges, set goals, evaluate performance).
Factors that contribute to the development of self-esteem:
Significance: Ways one perceives they are loved/cared for by others
Competence: The way one performs tasks that they view as important
Virtue: How well someone attains moral/ethical standards
Parents of boys with higher self-esteems often have the following characteristics:
Warm: Accepting/affectionate
Strict (but used non-coercive discipline)
Democratic: Allow children to participate in family plans
How can parents/teachers enhance children's self-esteem:
Enable children to feel accepted
Enable children to be autonomous
Enable children to be successful
Enable children to interact with others positively
Enable children to be responsible
Influences on the development of self-esteem:
Family
School
Peers
Mass Media
Community