Module 7 Flashcards
(26 cards)
1
Q
Erikson’s crisis: Industry V Inferiority
A
- look up image
- children entering schooling, trying out new activities and tasks
2
Q
Self-concept
A
- Self-concept becoming increasingly detailed, evaluative
- Often based on social comparisons
- Related to cognitive development – perspective-taking
- Form an “ideal” self: discrepancy-based processing in relation to actual self -> size of discrepancy influences self-esteem
3
Q
Structure and changes - self-esteem (image)
A
Structure
- 4 domains: academic competence, social competence, physical/athletic competence, physical appearance
- Harter (2012) adds behavioural competence: being well-behaved & not getting in trouble
Changes in self-esteem
- Early childhood: unrealistically high
- Approx 8 yrs: decreases to more realistic level due to social comparisons
4
Q
What influences self-esteem
A
- cultural influences
- parenting influences
- achievement-related attributions
5
Q
Cultural influences on self-esteem
A
Gender stereotyping & cultural emphasis on appearance
6
Q
Parenting influences on self-esteem
A
Authoritative parenting related to higher self-esteem
Indulgent: artificially inflated self-esteem
7
Q
Achievement-related attributions
A
Mastery-oriented attributions: credit success to ability, failures to external sources, lack of effort, ability is dynamic
Learned helplessness: success due to luck/external influences; ability is static
8
Q
Learned helplessness
A
- Learned helplessness is associated with: inferiority, passivity, lack of initiative & perseverance, self-defeating attitudes,
- focus on obtaining positive evaluations & avoiding negative ones, poor self-regulation & metacognition, poor learning strategies, higher likelihood of dropping out, esp. females
9
Q
Achievement-related attributions are influenced by
A
- Parent and teacher messages
- Dweck (2006) “The perils and promise of praise”
- > Praising students’ intelligence (person praise) gives them a short burst of pride, followed by a long string of negative consequences.
- > Influences the child’s “mindset”
10
Q
Child mindset - fixed mindset
A
- focus on how others judge them (smart/dumb)
- Effort makes them feel dumb- “If you have the ability, you should not have to exert effort”
- With age, increasing tendency to cheat
- Person praise fosters fixed mindset
11
Q
Child mindset - growth mindset
A
- focus on learning/development
- Correct mistakes
- See effort as positive, opportunity for growth
- See ability as malleable
- Process praise fosters hardy motivation
12
Q
Emotional development
A
- Self-conscious emotions: pride & guilt become increasingly internalised
- Appreciation of mixed emotions & contradictory cues
- Understanding/ability to disguise negative emotions
- Influenced by parents’ emotional communication
13
Q
Emotion regulation
A
2 strategies emerge by 10yrs:
- Problem-focused coping: take action directly to change/address the issue
- Emotion-focused coping: internal, aimed at managing feelings about a problem
Emotional self-efficacy: confidence in ability to manage own emotions
- Influenced by how parents have responded to emotions earlier
14
Q
Moral development
A
- Have now internalised moral rules
- Due to cognitive development, can process moral dilemmas, think through situations
- Increased appreciation for context & intention; less rigid application of morality
15
Q
Friendships
A
By 8 years, friendships increasingly characterised by:
- > Mutuality, loyalty, sharing, & intimacy
- > Trust
- > Shared interests & demographics
- > Smaller circle
- > More stability in high quality friendships
16
Q
Friendships and gender differences
A
9 - 10 years: -> 1 best friend, esp. girls -> strong sex- segregation 11 - 12 years: -> girls interested in boys 13 - 15 years: -> boys interested in girls
17
Q
Peer relationships
A
- Increasingly important context for development
- Peer groups: collectives of children that generate standards of behaviour, form a social structure & group identity
- Rejection can lead to isolation, anxiety; opportunity to acquire social skills declines
18
Q
Peer acceptance: sociometric status
A
*look up image
19
Q
Peer sociometric status - positive
A
- Positive: many positive votes
- Popular pro-social: academic + social competence
- > Leaders, confident, good emotional development, advanced TOM, moral development
- > Sensitive, friendly, cooperative communication
- Popular anti-social: athletic competence, no academic competence (boys); defy authority
- > Relationally aggressive
- > Likability decreases with age
20
Q
Peer sociometric status - negative
A
- Rejection: Many negative votes
- Rejected-aggressive: conflict, physical & relational aggression, hyperactive, inattentive & impulsive
- > Immature, poorly developed social cognition, social skills
- > High risk to become bullies (increases during adolescence)
- Rejected-withdrawn: passive, socially awkward
- > Aware of rejection; loneliness & low self-esteem
- > Risk of being victimized
21
Q
Peer sociometric status - controversial: blend of positive and negative
A
- > Attention seeking, high activity levels
- > Pro-social & anti-social behaviour; engage in relational aggression
Neglected children
- > Low rates of interaction, but socially skilled; shy & withdrawn
- > Can cooperate well & form friendships; prefer adult companionship
- > Do not report loneliness, unhappiness
- > Can increase popularity in a new school
22
Q
Family influences - divorce
A
- Crude divorce rate: # of divorces per 1000 ppl
- Australia: 1950 = 0.9; 1976 = 4.6; 1980 = 2.7; 1995 = 2.8; 2012 = 2.2
- Marriages that end in divorce: 8.7 yrs to separation, 12.2 yrs to divorce
- > Approx 50% involve children
- 10% of families in Aust single-parent (2011) -> 84% women
- Divorce rates higher for each subsequent marriage
- Effects of marital discord present years before divorce
23
Q
Immediate consequences of divorce
A
- Financial stress, moving house, high maternal stress/depression
- Contact with non-custodial father may decrease
- > Fathers with infrequent contact likely to be permissive indulgent
- Punishment may become harsh & inconsistent
- 20-25% of children display severe problems (vs 10% of non-divorced)
- > Mainly externalising: aggression, non-compliance, poor school performance, anti-social behaviour
- > Some internalising: depression, anxiety, social problems
24
Q
Mediating and moderating factors of divorce
A
- Children’s age: younger children more likely to blame themselves
- Older children greater cognitive understanding; behaviour problems & delinquent peers esp if high parental conflict & low supervision
- High quality parenting and strong parental relationships
- Low interparental conflict
- Father involvement if safe/adequate parenting and non-violent
25
Long-term consequences of divorce
- Most adjust within 2 yrs
- > Slight differences in academic achievement, self-esteem, social competence, emotional/behaviour problems
- > Increased risk of early sexualised behaviour & parenthood
- Effective parenting has major positive influence on long-term adjustment
- Remaining in intact but high-conflict family is worse
26
Adjusting divorce rates: role of parents
- Authoritative parenting style
- Protect children from conflict
- Ensure predictability, continuity & familiarity
- Promote positive & continuous r’ship with both parents
- Effective co-parenting
- Increased paternal contact associated with better outcomes if conflict can be reduced and absent serious parenting issues
