Hawthorn Effect A term referring to the tendency of some people to work harder and perform better when they are participants in an experiment. Individuals may change their behavior due to the attention they are receiving from researchers rather than because of any manipulation of independent variables.

Chapter 11 Learning Objectives 1. A value and how values influence and are influenced by socialization. 2. An attitude and how attitudes influence and are influenced by socialization. 3. Ways in which socializing agents impact the motivation to achieve. 4. Locus of control and its relationship to achievement and motivation. 5. Self-efficacy and self-esteem, and describe the influence of socializing agents in the development of both.

Dr. Bill Sanders Value Added Gain Scores reporting can provide critical insights into the work done by schools and teachers the nation's foremost expert on value-added analyses of student achievement data more reliable measures of learning can be developed and far more reliable predictions of student performance can be made.

Emotional: AFFECTIVE And COGNITIVE SOCIALIZATION OUTCOMES Chapter 11 Emotional: AFFECTIVE And COGNITIVE SOCIALIZATION OUTCOMES

Values VALUES are qualities or beliefs that are viewed as desirable or important. Values Clarification is understanding what is personally worthwhile or valuable in life What you believe and why******** What you believe influences how you respond (Ex) Ten commandments

Values, Decisions, and Consequences Values clarification involves making decisions-choosing among alternatives. Sometimes the process is difficult because values may conflict……….such as……. Human Values and Societal Values are part of our cultural heritage. Many of the decisions we make are based on such learned values.

Morals (Chapter 12 new book) involves feeling, which includes empathy and guilt. involves reasoning, which includes the ability to accept rules, distinguish right from wrong, and take another person’s perspective.

Morality Finally, morality involves behaving, which includes prosocial and antisocial acts, as well as self-control of impulses. Children acquire self-control over impulses from family and culture via reinforcement for obedience and sanctions for wrong doing.

Developing A Moral Code- Piaget’s Theory When one believes that he or she is subject to his or her own law or internal control, Piaget would describe them as having a autonomous morality. Morality, according to Piaget is the understanding and adherence to rules through one’s own volition.

Locus of Control Internal locus of control External locus of control Individual sense of responsibility individuals develop a sense of control Things that happen to them are contingent upon their actions External locus of control individuals perceive that others have more control over them than they have over themselves

Learned Helplessness Learned Helplessness when people become passive and lose motivation when placed in situations where outcomes are unaffected by their behavior

Self-Efficacy Self-Efficacy belief that one can master a situation and produce positive outcomes.

Self-concept and Self-esteem one’s idea of one’s identity as distinct from others. Self-esteem the values one places on one’s identity.

Development of Self-Esteem Self-Esteem develops based on: Amount of accepting treatment for significant others History of successes in performing tasks, attaining moral standards, and retaining control over his or her life. Learned responses to valuations about himself or herself.

Attitudes Attitudes: the tendency to respond positively or negatively to certain persons, objects, or situations. Attitude Development: the development of attitudes is influenced by age and cognitive development.

Attitudes Attitudes are composed of beliefs, feelings and behaviors tendencies. How one thinks Stereotypes are fixed attributes or a set of beliefs. How one responds (ex) Prejudice generally implies prejudgment.

Attitudes It is influenced by cognitive development and age. Children’s actual achievement behavior depends on Motivation to achieve Expectancy to achieve History of success and/or failure.

Achievement Motivation is correlated with actual achievement behavior Motivation to Achieve develops in 3 stages: Stage 1 - Joy in Mastery Stage 2 - Approval Seeking Stage 3 - Use of Standards

Definition of Self-Esteem Self-esteem refers to the value one places on identity, or self concept. Build Confidence: Scholastic competence Athletic competence Social competence Physical appearance Parental warmth, strictness, and democracy

Parental Characteristics The children who were happy, self-reliant, and able to directly meet challenging situations had parents who exercised a good deal of control over their children and demanded responsible, independent behavior from them. Democracy leads to confidence in the ability to express opinions and assert oneself. The opportunity to participate in family discussions enables children to better understand other people’s views.

School: American Culture The more positive children feel about their ability to succeed, the more likely they are to exert effort and feel a sense of accomplishment when they finish a task. People with low self-esteem tend to have a high fear of failure.

Peers Adolescents’ self-esteem dependent upon their perceived popularity among their friends. Girls are more negatively affected by failure than are boys. This sensitivity tends to limit their willingness to take risks for more challenging opportunities.

Community Hispanic American females: having a strong ethnic identity with group support contributed to high self-esteem. African American students in integrated schools were likely to have lower self-esteem. Thus the community can play a significant role in enhancing self-esteem, by providing opportunities for members to do worthwhile and responsible things.

How Parents and Teachers Can Enhance Children’s Self-esteem Enable children to: 1. feel accepted 2. be autonomous 3. be successful 4. interact with others positively 5. be responsible