Chapter 7 Self And Moral Development Middle Childhood Through Early Adolescnce

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academic self-concept

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one of two divisions of childrens general self-concept referring to sense of self as an achiever in school subject.

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nonacademic self-concept

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one of two major divisions of a child's general self concept that includes his view of self in the social emotional and physical domains

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social comparison

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process whereby people observe the performance of others and use it as a basis for evaluating thier own abilities and accomplishments

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self-enhancing bias

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motivation to maintain moderately positive beliefs about oneself, which is reflected in a tendency to make comparisons of oneself to people who are similar

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downward social comparison

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comparing oneself to less competent or less sucessful peers when ones own self esteem is at stake. such as comparison protect the individuals from negative self evaluation

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gender indentity

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awareness of ones' own gender assignment and understanding of its meaning

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individualistic

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1. becoming autonomous and self-relient is important; includes seperating from others and following one's unique course, making choices

2. personal opinions ideas experiences and feelings

3. social relationships serve personal goals

4. acheivement and competitive advantage are closely liknked; indicate abillity and are self-enhancing failure is negative

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collectivist

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1. relatedness rather than autonomy is emphasized; personal choices are subordinated to the needs of the group.

2. perspective taking and indentifying group needs is more valued than self-expression

3. social relationship are more important than personel goals; social harmony with close other is the ultimate value

4. acheivement is an indicator of both hard work and social support; failure provides information about avenues for self-improvement

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identification

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trying to become like another person both imitating the model of behaviors and internalizing her attitudes, standards, and values

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premoral

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piaget theory of moral development characterizes preschoolers who are unconcerned about established rules or standards

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heteronomous

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stages of moral development described by Piaget characterizes children from about age 5 through 8, when they regard rules aas immutable existing outisde the self and requiring strict adherence

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immanent justice

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expectation that misbehavior will eventually be punished even if no one knows about it as though some higher authority is always watching

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autonomy

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ryan and decis self detemination theory one of three basic or universal needs. being in control of oneself or feeling that one's behavior is congruent with one's true self meaning that it is instrinsically motivated

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preconventional morality

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Kohlbergs first stage of moral reasoning characterizing middle childhood in which what is righ is what avoids punishment what conforms to the dictates of authority or what serves ones personal interests

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conventional morality

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Kohlbergs second stage of moral reasoning in which what is right depends on others' approval or on the need to maintain social order

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postconventional morality

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Kohlbergs third stage of moreal reasing acheieved by some adults in whole what is considered righ is defined not by specific rules or laws but by general process such as democratic principles or individual rights

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moral rules

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standards used to address fundamental issues of jsutice welfare and rights such as rules about stealing hurting other or sharing. rules of behavior that are relativerly universal as opposed to being culturally based

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conventional rules

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social rules of conduct that very from one culture to another and are a function of social agreement such as rules about approiriate dress form of address and table manners

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personal rules

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rules about areas of functioning that individuals or families might have standards about such as choices of friend or recreational activities or participation in family life that are not goverened by formal social rules in westerns societies

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morality of justice

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focus on establishing justice when making moral decisions and when evaluating decisions made by others

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morality of caring

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a focus on concern for others when making moral evaluations decision and when evaluating decisions of others

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prosocial behavior altruism

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voluntarily acting in ways that seem intended to benefit someone else

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empathy

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"feeling with" another person recognizing her emotional condition and experiencing what she is assumed to be feeling

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sympathy

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emotion related to empathy that involves feeling for another; that is having concern for the other perosn but not nescessarily sharing the feelings of the other

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needs-based reasoning

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reasoning about other peoples needs in which one must weigh owns personel needs against those of others

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hedonistic

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preschool aged children's tendency to be more concerneed anout thier own needs than those of someones else in need

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needs-oriented

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describes the understanding that another persons need is a good reason for helping usually characteristic of children sometime in the elementary school years

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effortful control

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inhibitions of a compelling response that is dominant or perferred to perform a response that is less compelling. plays a role in regulating or modulating emotional reactions

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antisocial behavior

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behavior characterized by the prescense of aggression or the intent to harm another person. more broadly may include such acts as risky sexual activity and substance abuse, defiance cheating lying and vandalism

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instrumental aggression

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using force or threat to obtain possession of a desired object goal

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relational aggression

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a type of aggression in which relationships are manipulated and or damaged in order to hurt an indiviual

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social information processing

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model used to explain idiosyncratic ways of processing social information such as use of a hostile attributional bias to interpret nuetral social cues

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hostile attributional bias

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a tendency to interpret or percieve what is neutral behavior as threatening. often characterized aggressive individuals

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oppositional defiant disorder

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pattern of hostile negative or defiant behaviors such as arguing with adults spitefulness or throwing tantrums one type of conduct problem typically seen in children or youth

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conduct disorder

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pattern of serious behavior problems that voilate the basic rights of others, such as stealing, aggression, or property distruction. presently this diagnosis requires persistent pattern of aggression in youth

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antisocial personality disorder

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a personality disorder used for adults diagnosis that is characterized by antisocial behaviors of long duration. often proceeded by serious conduct problems in childhood and adolescense

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early starter pathway

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one developmental pathway to antisocial behavior. oppositional behavior begins in early childhood persists and diversifies over time and becomes increasingly more serious

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adolescent onset (late starter)

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development pathway of antisocial behavior that begins in adlocense and is not likely to result in adult criminality. although serious it seems to be reflective of a difficult or exaggrated reaction to the adolescent period

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coercive family interaction

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pattersons description of how children learn to act aggressively. aggressive children respond to paternal demands by behaving aversively parents retreats rewarding the child's noncompliance and parent reinforce with short lived peace and quiet. children are trained in the effectiveness of aggresive noncompliance and learn powerful parental control strategies