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.

©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.

©2010 Cengage Learning.
All Rights Reserved.

• 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.

Stage
Phase I
Phase II
Phase III
Attitudes toward specific cultural groups
Awareness of cultural differences
Orientation toward specific culturally related words and concepts
Attitudes towards various cultural groups
Age
2 ½- 3 years
4 years
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.

• Awareness
• Identification
• Attitude
• Preference
• Prejudice
©2010 Cengage Learning.
All Rights Reserved.

• Increase positive intercultural contact
• Vicarious intercultural contact
• Perceptual differentiation
©2010 Cengage Learning.
All Rights Reserved.

• Parents
– Modeling
– Instruction
– Reinforcement and punishment
• Peers
• Mass media
• Community
• School
©2010 Cengage Learning.
All Rights Reserved.

©2010 Cengage Learning.
All Rights Reserved.

• 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.

• 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.

• 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.

• 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.

• 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.

©2010 Cengage Learning.
All Rights Reserved.

• Coopersmith’s four criteria upon which self-esteem develops
– Significance
– Competence
– Virtue
– Power
©2010 Cengage Learning.
All Rights Reserved.

Family
Community
Self
Esteem
School
Mass
Media
©2010 Cengage Learning.
All Rights Reserved.
Peers