Transcript Berns Ch-11 Overview

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
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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
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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
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What you believe and why********
What you believe influences how you
respond
(Ex) Ten commandments
Values, Decisions, and
Consequences
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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)
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Morals
 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
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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 CodePiaget’s Theory
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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.
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Morality, according to Piaget is the
understanding and adherence to rules
through one’s own volition.
Locus of Control
Internal 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
Self-concept
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:
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Amount of accepting treatment for
significant others
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History of successes in performing
tasks, attaining moral standards, and
retaining control over his or her life.
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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
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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
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
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Definition of Self-Esteem
Self-esteem refers to the value
one places on identity, or self
concept.
 Build Confidence:
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 Scholastic
competence
 Athletic competence
 Social competence
 Physical appearance
 Parental warmth, strictness,
and democracy
Parental Characteristics
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The children who were happy, selfreliant, 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.
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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
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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.
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People with low self-esteem
tend to have a high fear of
failure.
Peers
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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
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Hispanic American females:
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African American students in
integrated schools
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having a strong ethnic identity with
group support contributed to high selfesteem.
were likely to have lower self-esteem.
Thus the community can play a
significant role in enhancing selfesteem, 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