Term
| the developmental sequence |
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Definition
autonomous competence:
-(0 to 6 years)
1.effectance motivation ~ intrinsic motivation to master one's environment
2.begin to internalize personal standards of competence
3.at about 3, develops concept of self + achievement orientation
4.begins getting pleasure from "winning" at 3 or so
social comparison period:
-(6 to beginning of adolescence)
1.become more likely to evaluate their competence with reference to performance + standards of others
2.view of ability
Integration (both prior orientation) during adolescence |
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Term
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Definition
2 major personality traits involved:
-need to achieve: measure of strength of person's motive to enter into and achieve success in achievement situations
-motive to avoid failure: disposition to delay or avoid entering into achievement situations |
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Term
| theories of achievement motivation (McCellands) |
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Definition
McCellands Need Achievement Theory
-Protestant Ideology (work ethic)
VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
-Independence Training (on own) and achievement training
VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
-High Need Achievers
VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
-Economic Growth |
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Term
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Definition
-Thematic Apperception Test
-Murray's and Morgan's projective technique
-McClellands scoring system |
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Term
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Definition
Edwards Personal Preference Schedule (EEPs)
-also tied to Murrays need system
-forced choice
Jackson's Personality Research Form
Lynn Need Achievement Scale
-administered in class
-"quick and dirty" measure |
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Term
| Atkinson's Revision of Need Achievement Theory |
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Definition
1.we have motive to achieve success and avoid failure
2.achievement behavior function of..
-valued placed on attaining competence and
-expectencies of success
3.Mini study expectations:
-high achievement motivation individuals will set moderately challenging goals
-low achievement motivation individuals would set either very easy or very difficult goals most of the time (especially if they have high motives to avoid failure) |
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Term
| Weiners Attribution Theory |
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Definition
-persons achievement and behavior depends mostly on how he/she interprets prior successes and failures and whether he/she thinks they can control outcomes
-people make causal attributions about their successes and failures
1.internal causes ~ ability, effect
2.external causes ~ luck, task difficulty
3.optimal strategies ~ self serving bias |
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Term
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Definition
-Internals: feel they are personally responsible for what happens to them
-Externals: believe that their outcomes depend more on luck, fate and actions of others rather than their own efforts |
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Term
| Dwecks Learned Helplessness Theory |
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Definition
-attribute their successes to unstable or temporary factors of luck or hard work and dont experience pride and self esteem that comes from seeing themselves as highly competent
-attribute failures to global stable internal factors, such as lack of ability, and results in low expectation for future successes
-so failures are attributed to such stable internal factors that child thinks he/she cant do much about ----> child becomes frustrated, depressed, stops trying etc |
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Term
| influence of significant others on the development of achievement orientation |
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Definition
familial influences:
-independence training (give responsibility)
-direct achievement training (encourage kid to do well)
-authoritative control practices
-being a model for kids ~ strong effect in sports
-birth order: 1st born over-represented as high achievers, high motivation
-gender diff ~ boys=high ability/girls=hard work
teacher influences
-support
-opportunities for autonomy, responsibility and control
-problem: when students ready for that, they are hit with emphasis on ability assessments |
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Term
| prosocial behavior (defn) |
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Definition
| -acts that have no obvious benfits to person doing them though they might benefit another person and has moral standards |
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Term
| early developmental milestones of prosocial behavior |
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Definition
1.detecting need states
-can tell by emotional reaction to people (10months of age can do this)
2.beginnings of comforting (12-14 months)
-kids hugs someone who is "crying"
-bring them object such as teddy bear etc
3.Offering specific kinds of help (1 1/2-2 years of age)
-parent cuts finger ~ kid gets band aid
-60-70% of kids show this at this age
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Term
| parental practices used most/least with most/least prosocial helpful children |
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Definition
most:
-parents practice what they preach (model)
-explanations for their behavior (Tommy is crying b/c you pushed him)
least:
-unexplained prohibitions (yell, too)
-physical restraint/punishment |
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Term
| Theoretical Explanations of Prosocial Behavior |
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Definition
Freudian Psychoanalytic
-"goodness" is based on guilt and anxiety
-determined by superego
Cog Development (Piaget)
-"goodness" based on maturity
Behavioral/Social Learning
-"goodness" based on warmth and discipline
-high warmth/high discipline:
1.child accepts authority, shows little hostility, well-controlled, responsible
2.RISK: high conformity and low self-confidence
-high warmth/low discipline:
1.child is self-confident, self-reliant, has initiative
2.RISK: does "own thing", low frustration tolerance
-rejection/high discipline:
1.compliance with authority, but with underlying hostility that cant be expressed directly
2.RISK: aggression vs outgroups, authoritarian personality
-rejection/low discipline:
1.weak compliance with rules, strong dependence on peers
2.RISK: Delinquency |
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Term
| Peer and school influences on Prosocial/Helping Behavior |
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Definition
-some countries ~ peers have big influence and not in others
-most in England and least in Russia |
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Term
| Major theoretical perspectives of moral development |
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Definition
1.Psychoanalytic: superego
2.Social Learning: modeling, reinforcement
3.Cog development: Piaget |
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Term
| Piaget's theory of Moral Development |
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Definition
Premoral Period:
-preschool children show little concern for and awareness of rules, by 4-5 they become aware of rules by watching older kids
Stage of Moral Realism: (6-10)
-kid develops strong respect for rules and belief that they must be obeyed at all times
-focus on act's objective consequences rather than intent
-believes in immanent justice
Moral Relativism/Autonomous Morality
-realizes that social rules are arbitrary agreements that can be challenged or changed with consent of people they govern
-feel that rules may be violated in service of human needs
-focuses on intent rather than act's objective consequences
Move from Heteronomous to Autonomous Morality
-decline in egocentrism
-development of role taking skills
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Term
| Kohlbergs Theory Of Moral Development |
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Definition
LEVEL 1 Preconventional
stage 1:Heteronomous (morality derives from power and authority)
-kids cannot consider more than one persons perspective and tend to be egocentric and assume their feelings are shared by everyone
stage 2:Individualism and Instrumental Purpose (morality means looking out for yourself)
-kids understand that people have diff needs and points of view but cant put themselves in the other's place
LEVEL 2 Conventional
stage 3:Interpersonal conformity (morality means doing what makes you liked)
-people can view situations from anothers persepctive
-understand that agreement between people can be more important than each individuals self interest
stage 4:Law and Order (whats right is whats legal)
-people view morality from the perspective of the social system
-individual needs are not considered more important than maintaining the social order
LEVEL 3 Postconventional
stage 5:Social contact (human rights take precedence over laws)
-people take the perspective of all individuals living in a social system
-understand that not everyone shares their own values and ideas but all have equal right to exist
stage 6:Universal ethical principles (morality is a matter of personal conscience)
-people view moral decisions from the perspective of personal principles of fairness and justice |
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Term
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Definition
aggression: intentional injury of another
violence: acts when there is deliberate attempt to do really serious physical harm |
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Term
| reactive vs proactive aggressors |
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Definition
reactive: children who display high levels of hostile, angry b/c they over attribute hostile intent to others and cant control their anger long enough to seek nonaggressive solutions to problems
proactive: highly aggressive children who find aggressive acts easy to perform and who may rely heavily on aggression as a means of solving social problems or achieving personal goals |
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Term
| Instinct theories of aggression |
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Definition
1.Freudian Psychoanalytic: death instinct
2.Lorenz's Ethological theory: helps survival of species
-both hold catharsis position
-these theories more descriptive than explanatory |
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Term
| learning theories on aggression |
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Definition
-frustration-aggression hypothesis
-social learning theory ~ bobo doll experiment (modeling and reinforcement) |
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Term
| Dodge's Social Information-Processing Theory |
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Definition
-focuses on 6 steps children take when deciding how to respond to harm doing or other social problems
1.encode social cues
2.interpret social cues
3.formulate social goals
4.generate problem solving strategies
5.evaluate the likely effectiveness of strategies and select a response
6.enact a response |
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Term
| developmental changes in the form and frequency of aggression |
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Definition
Physical
-2 to 4: peaks
-4 to 8: declines over period, except boy-boy
Verbal
-2 to 4: rare at 2, increases as child verbal skills improve
-4 to 8: larger percentage of aggression in this period is verbal
Form of Aggression
-2 to 4: primarily instrumental
-4 to 8: more hostile
Occasion for Aggression
-2 to 4: most often after conflicts with parents
-4 to 8: most often after conflicts with peers |
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Term
| programs for dealing with youth and school violence |
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Definition
-tend to focus on developing social and emotional competencies/skills and take a prevention emphasis
1.developing relationships/friendships
2.emotional recognition and understanding
3.conflict resolution and interpersonal negotiation
4.some have peer mentoring component
-at organizational level, create awareness and involvement
-Bullies
1.Principles: fostering awareness of problem and getting people involved in dealing with problem
2.Authoritative control practices applied in school setting with sufficient monitoring and surveillance of students
3.subgoals of bullying program: increase awareness, develop clear rules against bullying behavior, provide support and protection for victims |
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Term
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Definition
-males more directly and physically aggressive than females from preschool on (most consistently found sex diff)
-females more likely to engage in relational aggression(aim to damage self esteem, social statuses or friendships) than boys, especially from mid-elementary school through adolescence |
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Term
| Myths and Realities of Aggression |
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Definition
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