伯克毕生发展心理学 第四版 LS4_ch10_rev
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Changes in Moral Views
Flexible moral rules Lying not always bad Truth not always good Clarify link between moral imperative & social convention More respect for conventions with purpose Consider intentions
Learned Helplessness
Controllable factors Can change by working hard
Ability
Mastery
Influences on Achievement-Related Attributions
Parents Too-high standards Believe child incapable Trait statements Teachers Learning vs performance goals Gender SES, Ethnicity
Understanding Individual Rights
Challenge adult authority within personal domain View denials of personal choices as wrong However, place limits on individual choice Typically decide in favor of kindness and fairness
Hierarchical Structure of Self-Esteem in Middle Childhood
Influences on Self-Esteem
Culture Child-rearing Practices Attributions Mastery-oriented Learned Helplessness
Selman’s Stages of Perspective Taking
14 years to adult
Societal
Level 4
10 – 15 years
Third-party
Level 3
7 – 12 years
Self-reflective
Level 2
4 – 9 years
Social-informational
Inferiority Pessimism and lack of confidence in own ability to do things well Family environment, teachers, and peers can contribute to negative feelings
Development Through the Lifespan
Chapter 10 Emotional and Social Development in Middle Childhood
Erikson’s Theory: Industry versus Inferiority
Industry Developing a sense of competence at useful skills School provides many opportunities
Changes in Self-Concept during Middle Childhood
More balanced, less all-or-none descriptions Social comparisons Ideal and real self Reference social groups Cultural variations
Emotional Development in Middle Childhood
Self-conscious emotions more governed by personal responsibility Pride and guilt Emotional Understanding Explain emotion using internal states Understand mixed emotions Rise in empathy Supported by cognitive development and social experience Emotional Self-Regulation Motivated by self-esteem & peer approval Emotional self-efficacy
Coping Strategies
Problem-Centered Coping Situation is seen as changeable Difficulty is identified Decision made on what to do
Emotion-Centered Coping Used if problem-centered coping does not work Internal, private, and aimed at controlling distress when little can be done about outcome
Level 1
3 – 6 yeaΒιβλιοθήκη Baidus
Undifferentiated
Level 0
Development of Distributive Justice
Strict Equality: 5 to 6 yrs Merit: 6 to 7 yrs Equity and Benevolence: around 8 yrs
Generational Changes in Self-Esteem
Achievement-Related Attributions
Reason for Failure
Reason for Success
Ability Can NOT be changed by working hard
External factors
Flexible moral rules Lying not always bad Truth not always good Clarify link between moral imperative & social convention More respect for conventions with purpose Consider intentions
Learned Helplessness
Controllable factors Can change by working hard
Ability
Mastery
Influences on Achievement-Related Attributions
Parents Too-high standards Believe child incapable Trait statements Teachers Learning vs performance goals Gender SES, Ethnicity
Understanding Individual Rights
Challenge adult authority within personal domain View denials of personal choices as wrong However, place limits on individual choice Typically decide in favor of kindness and fairness
Hierarchical Structure of Self-Esteem in Middle Childhood
Influences on Self-Esteem
Culture Child-rearing Practices Attributions Mastery-oriented Learned Helplessness
Selman’s Stages of Perspective Taking
14 years to adult
Societal
Level 4
10 – 15 years
Third-party
Level 3
7 – 12 years
Self-reflective
Level 2
4 – 9 years
Social-informational
Inferiority Pessimism and lack of confidence in own ability to do things well Family environment, teachers, and peers can contribute to negative feelings
Development Through the Lifespan
Chapter 10 Emotional and Social Development in Middle Childhood
Erikson’s Theory: Industry versus Inferiority
Industry Developing a sense of competence at useful skills School provides many opportunities
Changes in Self-Concept during Middle Childhood
More balanced, less all-or-none descriptions Social comparisons Ideal and real self Reference social groups Cultural variations
Emotional Development in Middle Childhood
Self-conscious emotions more governed by personal responsibility Pride and guilt Emotional Understanding Explain emotion using internal states Understand mixed emotions Rise in empathy Supported by cognitive development and social experience Emotional Self-Regulation Motivated by self-esteem & peer approval Emotional self-efficacy
Coping Strategies
Problem-Centered Coping Situation is seen as changeable Difficulty is identified Decision made on what to do
Emotion-Centered Coping Used if problem-centered coping does not work Internal, private, and aimed at controlling distress when little can be done about outcome
Level 1
3 – 6 yeaΒιβλιοθήκη Baidus
Undifferentiated
Level 0
Development of Distributive Justice
Strict Equality: 5 to 6 yrs Merit: 6 to 7 yrs Equity and Benevolence: around 8 yrs
Generational Changes in Self-Esteem
Achievement-Related Attributions
Reason for Failure
Reason for Success
Ability Can NOT be changed by working hard
External factors