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SOCIAL DEVELOPMENT

SOCIAL DEVELOPMENT. Self-Concept : One’s perceptions of one’s unique attributes or traits. Looking-Glass Self :. SOCIAL DEVELOPMENT Must first achieve self recognition before developing a sense of who or what you are (i.e. rouge on nose!)

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SOCIAL DEVELOPMENT

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  1. SOCIAL DEVELOPMENT Self-Concept: One’s perceptions of one’s unique attributes or traits. Looking-Glass Self:

  2. SOCIAL DEVELOPMENT Must first achieve self recognition before developing a sense of who or what you are (i.e. rouge on nose!) Theory of Mind – coherent understanding of your own and others’ rich mental lives. * desire theory of mind * belief-desire theory

  3. SOCIAL DEVELOPMENT • Developmental Changes in Self Descriptions • Mention DECREASES with age for: • actions (e.g. “I can play Twinkle, Twinkle.”) • likes/dislikes (e.g. “I love pizza.”) • physical characteristics (e.g. “I have curly red hair.”) • body image (e.g. “I’m short.”) • gender (e.g. “I’m a girl.”) • possessions (e.g. “I have a gerbil.”) • citizenship/territory (e.g. “I’m an American.”, “I live on Birch Street.”)

  4. SOCIAL DEVELOPMENT • Developmental Changes in Self Descriptions • Mention INCREASES with age for: • age category “I’m almost 18.” • family role “I’m the youngest child”. • interpersonal style “I’m very talkative.” • sense of determination “I’m pretty ambitious and work hard.” • sense of unity “I’m kind of mixed up right now.” • psychic style “I’m a moody person, but really curious about things.” • ideology/personal beliefs “I’m not a Republican/Democrat, etc.”

  5. SOCIAL DEVELOPMENT • Self-Esteem • Self-Esteem: One’s evaluation of one’s worth as a person based on an assessment of the qualities that make up the self-concept. • Origins of Self Esteem

  6. SOCIAL DEVELOPMENT • What Do Low-Self-Esteem Children Need/Want from Adults? • Smith and Smoll (1990) studied 542 Little League players (all boys, 11.12 years) and 51 coaches. • 14-item measure of self esteem • 10 questions on attitude towards baseball (home interview) • Coaches behavior 3+ games observed and coded

  7. SOCIAL DEVELOPMENT • What Do Low-Self-Esteem Children Need/Want from Adults? • Coaches behaviors that were coded: • Coaches Reactive Behaviors • Reinforcement • Nonreinforcement • Mistake-contingent encouragement • Mistake-contingent technical instruction • Punishment • Punitive technical instruction • Ignoring mistakes • Keeping control

  8. SOCIAL DEVELOPMENT • What Do Low-Self-Esteem Children Need/Want from Adults? • Coaches behaviors that were coded: • Coaches Reactive Behaviors • Coaches Spontaneous Behaviors • General technical instruction • General encouragement • Organization • General communication

  9. SOCIAL DEVELOPMENT What Do Low-Self-Esteem Children Need/Want from Adults? Results:

  10. SOCIAL DEVELOPMENT What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves?

  11. SOCIAL DEVELOPMENT • What Can We Do to Enhance the Self-Esteem of Children Who Don’t Have a Very High Evaluation of Themselves? • (Based on the research of Smith & Smoll as well as Harter, Stipek, Dweck and their colleagues 1985, 1987)

  12. SOCIAL DEVELOPMENT Achievement Intrinsic Orientation: Extrinsic Orientation:

  13. SOCIAL DEVELOPMENT Achievement Mastery Orientation: Learned helplessness:

  14. SOCIAL DEVELOPMENT • Home and Family Influences on Mastery Motivation and Achievement • Child is securely attached • Parents provide intellectually stimulating environment • Parents reinforce self-reliant behavior • Parents set high standards and encourage children to do well • (CONTINUED….)

  15. SOCIAL DEVELOPMENT • Home and Family Influences on Mastery Motivation and Achievement • Parents reward successes and are not overly critical of failures • Parents are warm and accepting, but set standards, monitor progress, & provide guidance.

  16. SOCIAL DEVELOPMENT • Weiner’s Attribution Theory • High Achievers • Attribute successes to stable, internal causes (high ability) • Attribute failures to unstable factors (insufficient effort, bad luck)

  17. SOCIAL DEVELOPMENT • Weiner’s Attribution Theory • High Achievers • Attribute successes to • Attribute failures to • Low Achievers • Attribute successes to • Attribute failures to

  18. Fostering a Mastery Pattern of Achievement and Preventing Learned Helplessness • Praise successes and attribute to ability. • Attribute failures to lack of effort. • Provide failure and success experiences and emphasize the need to try harder after failures. • Set individual learning goals that emphasize improvement rather than competitive performance goals. • View mistakes as something to learn from rather than a sign of insufficient ability.

  19. SOCIAL DEVELOPMENT J. Marcia’s Identity Statuses StatusSearchCommitment

  20. SOCIAL DEVELOPMENT • Influences on Identity Formation • Cognitive Influences • Parenting Influences • Scholastic Influences • Social-cultural Influences

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