1. 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.

2. 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.

3. 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.

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

5. 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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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

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

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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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

19. 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

20. 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.

21. 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.

22. 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.

23. 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.

24. 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