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Essentials Chapter 7
Educational Psychology
| Question | Answer |
|---|---|
| sense of self | Perceptions, beliefs, judgements, and feelings about oneself as a person. |
| personality | Characteristic ways in which an individual behaves, thinks, and feels. |
| temperament | Genetic predisposition to respond in particular ways to one's physical and social environments. |
| authoritative parenting | Parenting 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. |
| identify | Self-constructed definition of who one thinks one is and what things are important to accomplish 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 or females. |
| self-socialization | Tendency to integrate personal observations and others' input into self-consructed standards for behavior and to choose actions consistent with those standards. |
| peer pressure | Phenomenon whereby age-mates strongly encourage some behaviors and discourage others. |
| clique | Moderately stable friendship group of perhaps 3 to 10 members. |
| crowd | Large, loose-knit social group that shares certain common interests and attitudes |
| subculture | Group that resists the ways of dominant culture and adopts its own norms for behavior. |
| gang | Cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups. |
| popular student | Student whom many peers like and perceive to be kind and trustworthy. |
| rejected student | Student whom many peers identify as being an undesirable social partner. |
| controversial student | Student whom some peers strongly like and other peers strongly dislike. |
| neglected student | Student about whom most peers have no strong feelings, either positive or negative. |
| social cognition | Process of thinking about how other people are likely to think, act, and react. |
| perspective talking | Ability to look at a situation from someone else's viewpoint. |
| theory of mind | Self-constructed understanding of ones own and other peoples mental and psychological states (feelings, thoughts, etc.). |
| recursive thinking | Thinking about what other people may be thinking about ones self, possibly through multiple iterations. |
| social information processing | Mental processes involved in making sense of and responding to social events. |
| aggressive behavior | Action intentionally taken to harm another person either physically or psychologically. |
| physical aggression | Action that can potentially cause bodily injury. |
| relational aggression | Action that can adversely affect interpersonal relationships. |
| proactive aggression | Deliberate aggression against another as a means of obtaining a desired goal. |
| reactive aggression | Aggressive response to frustration or provocation. |
| bully | Child or adolescent who frequently threatens, harasses, or causes injury to particular peers. |
| cyberbullying | Use of wireless technologies or the Internet to transmit hostile messages, broadcast personally embarrassing information, or in other ways cause an individual significant psychological distress. |
| hostile attributional bias | Tendency to interpret others' behaviors as reflecting hostile or aggressive intentions. |
| prosocial behavior | Behavior directed toward promoting the well-being of another person. |
| morality | One's general standards for behaviors that preserve other people's rights and welfare. |
| 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. |
| guilt | Feeling of discomfort about having caused someone else pain or distress. |
| shame | Feeling of embarrassment or humiliation after failing to meet certain standards for moral behavior. |
| empathy | Experience of sharing the same feelings a someone in unfortunate circumstances. |
| sympathy | Feeling of sorrow for another person's distress, accompanied by concern for the person's well-being. |
| moral dilemma | Situation in which two or more people's rights or needs may be at odds and the morally correct action is not clear-cut. |
| ethnic identity | Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group. |
| preconventional morality | Lack of internalized standards about right and wrong behavior; decision making based primarily on what seems best for oneself. |
| conventional morality | Uncritical acceptance of society's conventions regarding right and wrong behavior. |
| postconventional morlaity | Thinking in accordance with self-constructed, abstract principles regarding right and wrong behavior. |
| goodness of fit | Situation in which classroom conditions and expectations are compatible with students' temperaments and personality characteristics. |
| induction | Explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another. |
| 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. |
| emotional and behavioral disorders | Emotional states and behavior patterns that consistently and significantly disrupt academic learning and performance. |
| externalizing behavior | Symptom of an emotional or behavioral disorder that ha a direct effect on other people. |
| internalizing behavior | Symptom of an emotional or behavioral disorder that adversely affects the student with the disorder but has little or no direct effect on others. |
| autism spectrum disorder | Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality; extreme forms often associated with significant cognitive and linguistic delays and high unusual behaviors. |
| peer mediation | Approach to conflict resolution in which a student (acting as a mediator) asks peers in conflict to express their differing viewpoints and then work together to identify a reasonable resolution. |
Created by:
dkern
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