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Ed Psych Chp3
Educational Psychology Review - Personal and Social Development Chpt 3
| Question | Answer |
|---|---|
| Personality | Characteristic ways in which an individual behaves, thinks, and feels |
| Authoritative Parenting | Parent style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision-making, and reasonable opportunities for autonomy |
| Authoritarian Parenting | Parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question |
| Identity | Self-constructed definition of who one thinks one is and what things are important in life |
| Personal Fable | Belief that one is completely unlike anyone else and so cannot be understood by others |
| Imaginary Audience | Belief that one is the center of attention in any social situation |
| Gender Schema | Self-constructed, organized body of beliefs about the traits and behaviors of males and females |
| Clique | Moderately stable friendship group of perhaps 3-10 members |
| Self-Socialization | Tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards |
| Crowd | Large, loose-knit social group that shares common interests and attitudes |
| Social Cognition | Process of thinking about how other people are likely to think, act, and react |
| Perspective Taking | Ability to look at a situation from someone else's viewpoint |
| Social Information Processing | Mental processes involved in understanding and responding to social events |
| Proactive Aggression | Deliberate aggression against another as a means of obtaining a desired goal |
| Reactive Aggression | Aggressive response to frustration or provocation |
| Hostile Attribution Bias | Tendency to interpret others' behaviors as reflecting hostile or aggressive intentions |
| Moral Transgression | Action that causes harm or infringes on the needs or rights of others |
| Conventional Transgression | Action that violates a culture's general expectations regarding socially appropriate behavior |
| Ethnic Identity | Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group |
| Student at Risk | Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world |
| Resilient Student | Student who succeeds in school and in life despite exceptional hardships at home |
| Self-Concept | General assessments of one's own characteristics, strengths, and weaknesses; addresses the question, "Who am I?" |
| Self-Esteem | includes judgements and feelings about one's own value and worth; addresses the question, "How good am I as a person?" |
| Self-Worth | Deals with basic human need to feel competent and worthy; addresses the question, "How good am I as a person?" |
| Self-Efficacy | Deals with understanding of one's likelihood of success at various activities; addresses the question, "How well can I do such-and-such?" |
| Four Types of Identity Formation | 1. Identity Diffusion 2. Foreclosure 3. Moratorium 4. Identity Achievement |
| Identity Diffusion | No commitment to career path or beliefs; no serious exploration |
| Foreclosure | Commitment to career path or beliefs; no serious exploration; choices based on prescriptions of others (esp. parents) |
| Moratorium | No commitment to career path or beliefs; active exploration; "identify crisis" |
| Identity Achievement | Commitment to career path or beliefs after active explor |
| Personality | Characteristic ways in which an individual behaves, thinks, and feels |
| Authoritative Parenting | Parent style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision-making, and reasonable opportunities for autonomy |
| Authoritarian Parenting | Parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question |
| Identity | Self-constructed definition of who one thinks one is and what things are important in life |
| Personal Fable | Belief that one is completely unlike anyone else and so cannot be understood by others |
| Imaginary Audience | Belief that one is the center of attention in any social situation |
| Gender Schema | Self-constructed, organized body of beliefs about the traits and behaviors of males and females |
| Clique | Moderately stable friendship group of perhaps 3-10 members |
| Self-Socialization | Tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards |
| Crowd | Large, loose-knit social group that shares common interests and attitudes |
| Social Cognition | Process of thinking about how other people are likely to think, act, and react |
| Perspective Taking | Ability to look at a situation from someone else's viewpoint |
| Social Information Processing | Mental processes involved in understanding and responding to social events |
| Proactive Aggression | Deliberate aggression against another as a means of obtaining a desired goal |
| Reactive Aggression | Aggressive response to frustration or provocation |
| Hostile Attribution Bias | Tendency to interpret others' behaviors as reflecting hostile or aggressive intentions |
| Moral Transgression | Action that causes harm or infringes on the needs or rights of others |
| Conventional Transgression | Action that violates a culture's general expectations regarding socially appropriate behavior |
| Ethnic Identity | Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group |
| Student at Risk | Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world |
| Resilient Student | Student who succeeds in school and in life despite exceptional hardships at home |
| Self-Concept | General assessments of one's own characteristics, strengths, and weaknesses; addresses the question, "Who am I?" |
| Self-Esteem | includes judgements and feelings about one's own value and worth; addresses the question, "How good am I as a person?" |
| Self-Worth | Deals with basic human need to feel competent and worthy; addresses the question, "How good am I as a person?" |
| Self-Efficacy | Deals with understanding of one's likelihood of success at various activities; addresses the question, "How well can I do such-and-such?" |
| Four Types of Identity Formation | 1. Identity Diffusion 2. Foreclosure 3. Moratorium 4. Identity Achievement |
| Identity Diffusion | No commitment to career path or beliefs; no serious exploration |
| Foreclosure | Commitment to career path or beliefs; no serious exploration; choices based on prescriptions of others (esp. parents) |
| Moratorium | No commitment to career path or beliefs; active exploration; "identify crisis" |
| Identity Achievement | Commitment to career path or beliefs after active exploration; after moratorium |
| A slightly inflated self-assessment can beneficial in that it encourages learners to take on new challenges | Why can a slightly inflated self-assessment (typical of young children) be beneficial? |
| An over-inflated sense of self may give some learners an unwarranted sense of superiority over classmates and lead them to bully | What is the problem with an over-inflated sense of self? |
| 1. How children evaluate themselves depends to some extent on how their performance compares to that of others, especially peers 2. Learners' self-perceptions are affected by how others behave toward them | How do the behaviors of others influence a learner's sense of self? |
| Teachers can have high expectations and offer support and encouragement for the attainment of challenging goals | How can teachers influence learners' sense of self positively? |
| Learners are more likely to have high self-esteem if they are members of a successful group | How does group membership affect a learner's sense of self? |
| 1. Define options for leisure time 2. Offer new ideas and perspectives 3. Serve as role models and provide standards for acceptable behavior 4. Reinforce one another for acting in ways deemed appropriate and sanction one another for stepping beyond bou | How do peer relationships help learners define appropriate ways of behaving? |
| Boys - large groups; rough-and-tumble play; organized group games; physical risk-taking activities; competitive; hide emotions; assertive Girls - Affiliative and cooperative; more sensitive to subtle; nonverbal messages; body language; 1-2 close friends | Differences that seem characterize boy and girl social interactions? |
| Popular Students | Peers like them and perceive them to be kind and trustworthy; good social skills; genuine concern for peers |
| Rejected Students | Peers identify them as being an undesirable social partner; few social skills; impulsive or aggressive |
| Controversial Students | Some peers strongly like them and other peers strongly dislike them; may be aggressive but have good social skills |
| Neglected students | Most peers have no strong feelings about them, either positive or negative; quiet and keep to themselves |
| Physical Aggression - action that can potentially cause bodily injury Relational Aggression - action that can adversely affect friendships and other interpersonal relationships | Two Basic Forms of Aggressive Behavior |
| Pre-Conventional Morality | Lack of internalized standards about right and wrong; making decisions based solely on what is best for oneself |
| Conventional Morality | Uncritical acceptance of society's conventions regarding right and wrong |
| Post-Conventional Morality | Thinking in accordance with self-constructed, abstract principles regarding right and wrong |
| -Includes both moral issues and social conventions -Overlooks aspect of helping and showing compassion for/respecting others -Underestimates young children -Overlooks motives, social benefits, and other situational factors | Problems Associated with Kohlberg's Moral Development Theory |
| 1. History of academic failure 2. Emotional and behavioral problems 3. Increasing disinvolvement with school 4. Lack of psychological attachment to school 5. Frequent interaction with low-achieving peers | Five Factors that Characterize Students At-Risk of Dropping Out |
| Externalizing Behaviors Internalizing Behaviors | Two Basic Categories of Emotional and Behavioral Disorders |
| Externalizing Behaviors | Have a direct effect on other people (lying, stealing) |
| Internalizing Behaviors | Primarily affect the student with little or no direct effect on others |
| 1. Sudden withdrawl from social relationships 2. Increasing disregard for personal appearance 3. Dramatic personality change 4. Preoccupation with death and morbid themes 5. Overt or veiled threats 6. Actions that indicate "putting one's affairs in o | Basic Warning Signs that a Student may be Contemplating Suicide |
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zagabeenie
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