©2010 Cengage Learning. All Rights Reserved. Chapter 11 Emotional and Cognitive Socialization Outcomes.

©2010 Cengage Learning.All Rights Reserved.

Chapter 11

Emotional and Cognitive Socialization Outcomes


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



Values


Values clarification

• The process of discovering what is personally worthwhile or desirable in life

• Influenced by– Culture– Family– Politics


Attitudes


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


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


Prejudice

• An attitude involving prejudgment• The application of a previously

formed judgment to a person, object, or situation


Development of Prejudice

• Awareness• Identification• Attitude• Preference• Prejudice


Changing Prejudicial Attitudes

• Increase positive intercultural contact

• Vicarious intercultural contact• Perceptual differentiation


Attitude Development• Parents–Modeling– Instruction– Reinforcement and punishment

• Peers• Mass media• Community• School


Motives and Attributions


Achievement Motivation

• Whereas mastery motivation is believed to be inborn, achievement motivation is thought to be learned.

• Often correlated with actual achievement behavior


Achievement Evaluations

• Three stages:– Joy in mastery– Approval-seeking– Use of standards, or averages, for

individual comparison



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.


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.


Locus of control

• One’s attribution of performance, or perception of responsibility for success or failure


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


Learned Helplessness

• Individuals become passive and lose motivation when placed in situations where outcomes are unaffected by their behavior.


Personal Agency

• The realization that one’s actions cause outcomes


Self-Esteem


Self-Esteem• Coopersmith’s four criteria upon

which self-esteem develops– Significance– Competence– Virtue– Power


Self-Esteem

©2010 Cengage Learning. All Rights Reserved. Chapter 11 Emotional and Cognitive Socialization Outcomes.

Documents

cengage learning

learning process

situation slide

microsystem slide

individual comparison

dag hammarskjld slide

culture family politics

high achievement motivation