©2010 cengage learning. all rights reserved. chapter 11 emotional and cognitive socialization...
TRANSCRIPT
©2010 Cengage Learning.All Rights Reserved.
Chapter 11
Emotional and Cognitive Socialization Outcomes
©2010 Cengage Learning.All Rights Reserved.
What gives life its value you can find—and lose. But never possess. This holds good above all for “the truth
about life.”Dag Hammarskjöld
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Values clarification
• The process of discovering what is personally worthwhile or desirable in life
• Influenced by– Culture– Family– Politics
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Attitudes• Composed of beliefs, feelings, and
behavioral tendencies• The development of attitudes is
influenced by– Age– Cognitive development– Family, peers, and others in the
microsystem
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AttitudesStage Attitudes toward
specific cultural groups
Age
Phase I Awareness of cultural differences
2 ½- 3 years
Phase II Orientation toward specific culturally related words and concepts
4 years
Phase III Attitudes towards various cultural groups
7 years
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Prejudice
• An attitude involving prejudgment• The application of a previously
formed judgment to a person, object, or situation
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Development of Prejudice
• Awareness• Identification• Attitude• Preference• Prejudice
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Changing Prejudicial Attitudes
• Increase positive intercultural contact
• Vicarious intercultural contact• Perceptual differentiation
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Attitude Development• Parents–Modeling– Instruction– Reinforcement and punishment
• Peers• Mass media• Community• School
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Achievement Motivation
• Whereas mastery motivation is believed to be inborn, achievement motivation is thought to be learned.
• Often correlated with actual achievement behavior
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Achievement Evaluations
• Three stages:– Joy in mastery– Approval-seeking– Use of standards, or averages, for
individual comparison
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Achievement Motivation
• Children with high achievement motivation have parents who provide–Warmth.– Developmentally appropriate timing of
achievement demands.– High confidence in child’s abilities.– Supportive, affective family
environment.– Highly motivated role models.
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Persistence• Children with high expectations for
success on a task usually persist at it longer and perform better than children with low expectations.
• Caring, supportive teachers who emphasize the learning process over performance outcomes, as well as give feedback, help motivate children achieve and expect success.
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Locus of control
• One’s attribution of performance, or perception of responsibility for success or failure
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Locus of control• Internal locus of control– The perception that one is responsible
for one’s own fate
• External locus of control– The perception that others or outside
forces are responsible for one’s fate
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Learned Helplessness
• Individuals become passive and lose motivation when placed in situations where outcomes are unaffected by their behavior.
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Personal Agency
• The realization that one’s actions cause outcomes
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Self-Esteem• Coopersmith’s four criteria upon
which self-esteem develops– Significance– Competence– Virtue– Power