©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
©2010 Cengage Learning. All Rights Reserved.
©2010 Cengage Learning. All Rights Reserved. Values
©2010 Cengage Learning. All Rights Reserved. Values clarification The process of discovering what is personally worthwhile or desirable in life Influenced by – Culture – Family – Politics
©2010 Cengage Learning. All Rights Reserved. Attitudes
©2010 Cengage Learning. All Rights Reserved. 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
©2010 Cengage Learning. All Rights Reserved. Attitudes StageAttitudes toward specific cultural groups Age Phase IAwareness of cultural differences 2 ½- 3 years Phase IIOrientation toward specific culturally related words and concepts 4 years Phase IIIAttitudes towards various cultural groups 7 years
©2010 Cengage Learning. All Rights Reserved. Prejudice An attitude involving prejudgment The application of a previously formed judgment to a person, object, or situation
©2010 Cengage Learning. All Rights Reserved. Development of Prejudice Awareness Identification Attitude Preference Prejudice
©2010 Cengage Learning. All Rights Reserved. Changing Prejudicial Attitudes Increase positive intercultural contact Vicarious intercultural contact Perceptual differentiation
©2010 Cengage Learning. All Rights Reserved. Attitude Development Parents – Modeling – Instruction – Reinforcement and punishment Peers Mass media Community School
©2010 Cengage Learning. All Rights Reserved. Motives and Attributions
©2010 Cengage Learning. All Rights Reserved. Achievement Motivation Whereas mastery motivation is believed to be inborn, achievement motivation is thought to be learned. Often correlated with actual achievement behavior
©2010 Cengage Learning. All Rights Reserved. Achievement Evaluations Three stages: – Joy in mastery – Approval-seeking – Use of standards, or averages, for individual comparison
©2010 Cengage Learning. All Rights Reserved.
©2010 Cengage Learning. All Rights Reserved. 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.
©2010 Cengage Learning. All Rights Reserved. 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.
©2010 Cengage Learning. All Rights Reserved. Locus of control One’s attribution of performance, or perception of responsibility for success or failure
©2010 Cengage Learning. All Rights Reserved. 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
©2010 Cengage Learning. All Rights Reserved. Learned Helplessness Individuals become passive and lose motivation when placed in situations where outcomes are unaffected by their behavior.
©2010 Cengage Learning. All Rights Reserved. Personal Agency The realization that one’s actions cause outcomes
©2010 Cengage Learning. All Rights Reserved. Self-Esteem
©2010 Cengage Learning. All Rights Reserved. Self-Esteem Coopersmith’s four criteria upon which self-esteem develops – Significance – Competence – Virtue – Power
©2010 Cengage Learning. All Rights Reserved. Self-Esteem Self Esteem FamilySchoolPeers Mass Media Community