Final 5

Question 1

What is industry (Eriksons theory)?

Answer 1

Developing a sense of competence at useful skills and tasks. School provides many opportunities. Cooperation and moral responsibility.

Question 2

What is Inferiority (Eriksons theory)?

Answer 2

Pessimism and lack of confidence in own ability yo do things well. Family environments, teachers, and peers, can contribute to negative feelings.

Question 3

What is self-understanding?

Answer 3

Stable psychological internal dispositions.

Question 4

What is self-concept like in middle childhood?

Answer 4

More refined self-concept. Social comparisons on appearance, abilities and behaviour. More emphasis on competencies, both positive and negative.

Question 5

Cognitive development affects _________ of self-concept.

Answer 5

Structure.

Question 6

In middle childhood, they adopt perspective-taking, what is this?

Answer 6

Adopting a view of self that resembles others attitudes toward oneself. Leads to use of traits.

Question 7

What do social and cultural development affect?

Answer 7

Content of the self-concept.

Question 8

What is the real self?

Answer 8

“How I measure up to expectations”

Question 9

What is the ideal self?

Answer 9

“What expectations from others and self, I internalize”

Question 10

What are two influences on self concept?

Answer 10

Cognitive - Reasoning, experiences, behaviours.
Social - Parental support, peer social groups, look for more extra-familial expectations.
Cultural - varies between cultures.

Question 11

How do different cultural values influence self-concept?(asian, western, collectivist cultures)

Answer 11

Asian - harmonious interdependence.
Western - independence and self-assertion.
Collectivist cultures - group social traits

Question 12

What is self-esteem like in middle childhood?

Answer 12

Hierarchically structured. Separate areas and general self-esteem. Perceived physical appearance is an important factor.

Question 13

What factor is correlated with self esteem in middle childhood?

Answer 13

Perceived physical appearance.

Question 14

What is self-esteem like in middle childhood?

Answer 14

Drops in the first few years in school, then rises. In preschool - they hear that they are the “best.” At grade 4 - starts to balance sources of information: strength and weaknesses.

Question 15

What leads to personal relevance? (development of self-esteem)

Answer 15

Gradual strengthening of positive relationships among self-esteem, valuing of certain activities and success at those activities. This leads to personal relevance.

Question 16

What leads to well-adjusted, sociable and conscientious children?

Answer 16

High self-esteem.

Question 17

How does culture influence self-esteem?

Answer 17

Soem encourage more social comparison which leads to lower self esteem.

Question 18

How does gender-stereotyped beliefs influence self-esteem?

Answer 18

Some are stronger (e.g., stereotype threat can damage self esteem.)

Question 19

How do child-rearing practices influence self-esteem?

Answer 19

Authoritative parenting builds self-esteem. Controlling parenting harms self-esteem.

Question 20

What are attributions? (attribution theory)

Answer 20

Common everyday explanations for causes of behaviour. (luck, ability, effort)

Question 21

What are components (2) of attributions of achievement?

Answer 21

Mastery-oriented, learned helplessness.

Question 22

What is the mastery-oriented attribution?

Answer 22

Attribute success to ability. Incremental view of ability and can improve by trying or changing. Focus on learning.

Question 23

What is the learned helplessness attribution?

Answer 23

Attribute failure to low ability, success and luck. Fixed view of ability and it cannot be changed. Focus on performance goals.

Question 24

What values affect children’s development of learned helplessness?

Answer 24

Culture. Asian parents attend more to failure than success (needing correction). American parents focus more on success.

Question 25

How can you prevent learned helplessness?

Answer 25

Select meaningful and appropriate tasks, communicate warmth and confidence in the child’s ability, make evaluations private, offer small classes with individualized support, accommodate individual and cultural learning differences, emphasize individual progress.