Chapter 12
Social and Behavioral
Socialization Outcomes
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All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts.
William Shakespeare
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Self-Regulation
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Self-Regulation
• Can be observed in children
beginning about age 2 and
increasing with age
• Refers to
– the ability to delay gratification
– sustain attention to a task
– plan and self-monitor a goal-directed
activity
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Emotional Regulation
• Antisocial Behavior
– Any behavior that harms other people,
such as aggression, violence, or crime
• Prosocial Behavior
– Any behavior that benefits other people,
such as altruism, sharing, and/or
cooperation
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Emotional Regulation
• Aggression
– Unprovoked attack, fight, or quarrel
• Altruism
– Voluntary actions that are intended to
help or benefit another person or group
of people without the actor’s
anticipation of external rewards
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Aggression: Theories
• Biological
– Evolution
– Genetics
• Social Cognitive
– Learning theory
– Modeling
– Media
– Parenting style
– Information processing
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Aggression: Theories
• Sociocultural
– Peers
– Community
• Ecological
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Inhibiting Aggression
• Organize the environment
• Establish standards and
consequences for behavior
• Provide alternative ways of solving
problems
• Provide positive role models
• Encourage discussion
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Altruism: Theories
• Biological
• Social Cognitive
– Learning theory
– Instruction
– Learning by doing
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Altruism: Theories
• Cognitive Developmental
– Perspective-taking and reasoning
• Social Interaction
– Communication
– Parenting Style
• Sociocultural
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Morality
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Morality
• Moral code develops through social
interaction
• Reflects one’s level of intellectual
development as well as attitudes
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Morality
Thought
Morality
Behavior
Feeling
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Piaget
• Heteronomous Morality
– Children think of rules as moral
absolutes that cannot be changed.
• Autonomous Morality
– Children realize that rules are arbitrary
agreements that can be changed by
those who have to follow them.
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Kohlberg
Stage
Substage
Classification
Level I: Preconventional
Stage 1
Heteronomous morality
Stage 2
Individualism,
instrumental purpose,
and exchange
Stage 3
Mutual interpersonal
expectations,
relationships, and
interpersonal conformity
Stage 4
Social system and
conscience
Stage 5
Social contract or utility
and individual rights
Stage 6
Universal ethical
principles
Level II: Conventional
Level III:
Postconventional
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Gilligan
• Justice moral perspective
– Emphasizes the rights of the individual;
When individuals conflict, equitable
rules of justice must prevail.
• Care moral perspective
– Views people in terms of their
connectedness to others; Others’
welfare is intrinsically connected to
one’s own.
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Moral Development
• Is influenced by
– Temperament
– Self-control
– Self-esteem
– Age/intelligence
– Education
– Social interaction
– Emotions
– Family variables
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Gender Roles
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Sex Typing
• Classification into gender roles based
on biological sex
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Theories
• Psychoanalytic
– How one comes to feel like a male or
female
• Social Cognitive
– How one comes to behave like a male or
female
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Theories
• Cognitive-Developmental
– How one comes to reason about oneself
as a male or female
• Gender Schema
– How one comes to process information
about oneself as a male or female by
perceiving and interpreting genderlinked information
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Influences
•
•
•
•
•
Family
Peers
School
Community
Mass Media
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Gender Role Identity
Family
Mass
media
Peers
Gender
Role
Identity
Community
School
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