Download FAML 430 Week 11 - I

WEEK 11: Emotional and Cognitive Socialization Outcomes
Key Point Summary
-What influences have contributed to how you have come to feel and think
about things?
Men?
Children?
Marriage?
Success?
What’s important?
-What is the difference between values, and attitudes?
I.
Values:
A.
B.
C.
D.
E.
F.
G.
II.
-qualities or beliefs that are viewed as desirable or
important
Certain basic human values are enshrined in the laws of most
civilized societies
1. Example: The Ten Commandments
Other values, societal values, are basic to a particular society
1. Example: the Bill of Rights
Factors such as age, experience, cognitive development, and
moral reasoning affect values.
Values are affected by societal perceptions.
Values are affected by personal perceptions.
Values clarification is the process of discovering what is
personally worthwhile or desirable in life.
Values clarification is influenced by various values derived from:
1. Culture
2. Family
3. Politics
4. Advocacy Groups
Attitudes:
-the tendency to respond positively or negatively to
certain persons, objects, or situations
A. Attitudes are composed of beliefs, feelings, and behavior
tendencies.
B. Prejudice is an attitude involving prejudgment; the application of
a previously formed judgment to some person, object, or
situation.
C. A stereotype is an oversimplified, fixed attitude or set of beliefs
that is held about members of group.
D. The development of attitudes is influenced by age, cognitive
development and social expectations.
E. Prejudices develop in a typical developmental sequence of how
children becoming prejudiced
1. Awareness
2. identification
3. Attitude
4. Preference
5. Prejudice
F. Influences on Attitude Development
1. Family
a. Parents have a large impact on children’s
attitudes and values.
b. Modeling: Children develop attitudes through
role modeling.
c. Instruction
d. Reinforcement and punishment
2. Peers
a. Peers influence attitudes and behavior
3. Mass media
a. Television and movies
b. Books
4. Community
a. Community customs and traditions influence
attitudes.
5. School
a. Schools influence attitude formation.
G. Changing Attitudes about Diversity
1. Several studies have explored educational ways to
change children’s attitudes, especially regarding
diversity.
a. Increased positive intercultural contact
b. Vicarious intercultural contact
c. Perceptual differentiation
III.
Motives and Attributions
A. A motive is a need or emotion that causes a person to act.
1. On what basis do we attribute motive?
-He did it because….
-I did it because…
B. An attribution is an explanation for one’s performance.
1. How important are attributions? Why?
C. According to White (1959), people are motivated to act by the
urge to be competent or achieve.
D. Locus of control refers to one’s attribution of performance, or
perception of responsibility for success or failure; may be
internal or external.
1. What is “locus of control”? How is it fostered?
– Internal locus of control-individuals who believe
they are in control of their world
– External locus of control-individuals who perceive
that others have more control over them than
they have over themselves
Intrinsic and Extrinsic Motivation
E. Achievement Motivation
1. Achievement motivation, also known as mastery
orientation, refers to motivation to achieve mastery of
challenging tasks.
2. Achievement motivation is often correlated with actual
achievement behavior.
3. Parenting practices affect achievement motivation.
4. Achievement motivation is a relatively stable
characteristic of personality.
5. Individuals’ actual achievement behavior depends not
only on their motivation to achieve but also whether or
not they fear failure.
6. One’s expectation of success is related to:
1. One’s history of success or failure
2. One’s perception of how difficult the task it
3. the attributions for one’s performance
-How do people differ in their motivation to achieve?
-How does the motivation to achieve develop?
-What is the relationship between parenting
expectations and achievement motivation?
Relationship of Motives and Attributions to Actual
Performance
F. Locus of Control
1. Internal locus of control refers to the perception that one
is responsible for one’s own fate.
2. External locus of control refers to the perception that
others or outside forces are responsible for one’s fate.
3. Locus of control develops through one’s actions on the
environment and one’s interactions with others.
Internal and External Locus of Control
G. Learned Helplessness
1. Individuals become passive and lose motivation when
placed in situations where outcomes are unaffected by
their behavior.
2. Developmentally, children continually face opportunities
in which they can be encouraged or discouraged to
persist.
H. Self-Efficacy
1. Self-efficacy is the belief one can master a situation and
produce positive outcomes.
2. Related to empowerment
3. Learned helplessness is the belief that “I can’t” while selfefficacy is the belief that “I can.”
4. Personal agency refers to the realization that one’s
actions cause outcomes.
5. The most significant influence on self-efficacy beliefs is
actual experience.
IV.
Self-Esteem
A. Development of Self-Esteem
1. Self-esteem is the value one places on one’s identity.
2. Self-Concept is one’s ideas of one’s identity as distinct
from others
B. Most research on self-esteem is in the context of Euro-American
society, which is individualistic.
1. Children’s ways of evaluating themselves change over
time.
2. Self-esteem can be viewed as multidimensional,
consisting of:
1. Scholastic competence
2. Athletic competence
3. Social competence
4. Physical appearance
5. Behavioral conduct
3. Coopersmith’s (1967) four criteria upon which selfesteem develops include:
1. Significance
2. Competence
3. Virtue
4. Power
C. Influences on the Development of Self-Esteem
1. Family
1. Parental approval particularly critical in determining
self-esteem of children.
2. Parenting practices affect self-esteem.
3. Authoritative parenting typically associated with high
self-esteem in children.
2. School
1. Students with higher self-esteem are more likely to
be successful in school and achieve more than
children with low self-esteem.
3. Peers
1. Peers influence self-esteem, in part by
differentiating by appearance and by perceived
status in relation to the rest of the group.
2. Perceived physical appearance is consistently the
domain most highly correlated with self-esteem from
early childhood through adulthood, with no gender
differences.
4. Mass media
1. Children tend to get their attitudes about ideal body
and personality types from advertisements.
5. Community
1. The 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.
2. The relation between an individual’s social identity
and that of the majority in the neighborhood affect
one’s self-esteem