Chapter 7

Learning Objectives
FIGURE 7.1

General
self-concept

Academic Academic
Nonacademic
English mathematics
self-concept
self-concept self-concept

Physical Physical Peer Parent General

Reading Mathematics
ability appearance relationships relationships school

Students have many separate but sometimes related concepts of themselves. The overall sense of self appears to be divided into
separate, but slightly related, self-concepts.
TABLE 7.1

Cognitive Scholastic competence Scholastic Scholastic competence

competence competence

Intellectual ability Intelligence Cognitive abilities

Creativity

Job competence Job competence Job competence Job competence

Physical competence Athletic competence Athletic competence Athletic competence Athletic competence

Physical appearance Physical appearance Physical appearance Physical appearance Physical appearance Physical appearance

Peer acceptance Peer acceptance Peer acceptance Peer acceptance Sociability

Close friendship Close friendship Close friendship Relationships with

friends

Romantic Romantic relationships Intimate relationships

relationships

Relationships with Family relationships

parents

Behavioral conduct Behavioral conduct Conduct/morality Morality Morality Morality

Sense of humor Sense of humor

Nurturance Nurturance
Household management Personal, household
management

Adequacy as a provider Adequacy as a provider

Leisure activities
Health status
Life satisfaction
Reminiscence

Global self-worth Global self-worth Global self-worth Global self-worth Global self-worth
MyLab Education
Video Example 7.1
FIGURE 7.2

4.10

4.00

3.90 Men
Women
3.80

3.70

3.60
Self-Esteem

3.50

3.40

3.30

3.20

3.10

3.00

2.90

2.80
9–12 13–17 18–22 23–29 30–39 40–49 50–59 60–69 70–79 80–90
Age
TABLE 7.2

Becoming autonomous and self-reliant is important; this includes separat- Relatedness rather than autonomy is emphasized; personal choices are sub-
ing from others and following one’s unique course, making one’s own ordinated to the needs of the group.
choices.

Personal opinions, ideas, experiences, and feelings are important; their Perspective taking and identifying group needs are more valued than
open, articulate expression is valued. self-expression.

Social relationships serve personal goals. Social relationships are more important than personal goals; social harmony
with close others (in-group) is the ultimate value.

Achievement and competitive advantage are closely linked; they indicate Achievement is an indicator of both hard work and social support; failure pro-
ability and are self-enhancing; failure is negative. vides information about avenues for self-improvement.
FIGURE 7.3

TRUE
SELF

Self as Self with

Student Parents
Self as Self with
Student Parents

TRUE SELF

Self with
Self with
Romantic
Friends
Other
Self with Self with
Friends Romantic
Other

Western Self Eastern Self

MyLab Education Self-Check 7.1.

TABLE 7.3

Preschool
Child is unconcerned about rules; makes up her own
rules.

5 to 8 or 9 years
Child is a Rules are determined by authori- Child obeys to avoid punishment and because authority
ties; are unalterable, moral absolutes; must be obeyed. is assumed to be superior or right. Rules are interpreted
Violations always punished. literally; no judgment is involved.

8 or 9 to 11 or 12 years
Social rules are arbitrary, and promote cooperation,
equality, and reciprocity; therefore, they serve justice.
They can be changed by agreement or violated for a
higher purpose.
Child follows rules to serve own interests. Others’ inter-
ests may also need to be served, so follow the principle
of fair exchange, e.g., “You scratch my back, I scratch
yours.”

13 to 16 years
Shared feelings and needs are more important than
self-interest. Helpfulness, generosity, and forgiveness
are idealized.

Late adolescents/young adults

The social order is most important now. Behaviors that
contribute to functioning of the social system are most
valued, e.g., obeying laws, hard work.

Some adults
The social contract now is most valued. Specific laws
are not most valued, but the process that they serve is,
e.g., democratic principles, individual rights.

Some adults
Certain abstract moral principles are valued over any-
thing else, e.g., above specific laws. Social order is also
highly valued, unless it violates highest moral principles.
(Theoretical; Kohlberg’s subjects did not achieve this
stage.)

MyLab Education
Video Example 7.2
FIGURE 7.4

100

80
Value Title

60

40

20

0
2 4 6 8 10 12 14 16
Age in Years
MyLab Education
Video Example 7.3
FIGURE 7.5

4. RESPONSE
5. RESPONSE DECISION
ACCESS OR
• response evaluation
CONSTRUCTION
• outcome expectations
• self-efficacy evaluation
• response selection
DATA BASE
3. CLARIFICATION • memory store
OF GOALS • acquired rules 6. BEHAVIORAL
• arousal regulation • social schemas ENACTMENT
• social knowledge
PEER
2. INTERPRETATION
EVALUATION
OF CUES
AND
• causal attributions 1. ENCODING RESPONSE
• intent attributions OF CUES
• other interpretative processes (both internal
-evaluation of goal and external)
attainment
-evaluation of past performance
-self-evaluations
-other-evaluations
MyLab Education
Video Example 7.4
FIGURE 7.6

2nd 3rd 4th 5th 6th

Grade Grade Grade Grade Grade
Children experiencing low levels of victimization
Children experiencing high levels of victimization

MyLab Education Self-Check 7.2.

FIGURE 7.7

Children’s low
self-esteem

Children’s self- Adults’ desires to

validation goals boost self-esteem

Adults provide
person praise &
inflated praise
TABLE 7.4

Yes. One sees things positively and one sees Yes. If one didn’t pay attention.
things negatively.

Yes. Could get a different meaning. Yes. Talking too fast.

Yes. A knife and fork—one says both silverware Yes. One sees something like a small design that
and the other says one has one prong and the the other doesn’t see.
other has four.
TABLE 7.5
1. School community promotes core values as
foundation of CE.
2. School defines character to include thinking,
feeling, and doing.
3. School uses an intentional, comprehensive,
and proactive approach.
4. School creates a caring community.
5. School provides students with opportunities
for moral action.
6. School offers meaningful and challenging
academic curriculum.
7. School fosters student self-motivation.
8. School staff adhere to the same core values
that guide students.
9. School fosters shared leadership in the CE
initiative.
10. School engages family and community
members in character-building effort.
11. School assesses its climate, staff function-
ing, and student performance on a regular
basis.
e.g., respect, perseverance, honesty
e.g., discussing, caring about, and acting on
core values are all emphasized
e.g., infusing CE into all aspects of school life
e.g., support for caring relationships among
students, staff, and parents across grades and
levels
e.g. allowing students to engage in projects
and activities that promote in-school common
good
e.g., provides a curriculum that is meaning-
ful and meets the needs of diverse student
body; promotion of thinking skills, attitudes and
behaviors that support success
e.g., fostering intrinsic motivation by emphasiz-
ing the innate benefits of good character rather
than privileging material rewards
e.g., all teachers, support staff, paraprofes-
sionals, and administrators take ownership for
the development of CE strategies and help to
sustain the program
e.g., school members provide guidance and
long-range support for initiatives
e.g., parents are made aware of the CE initia-
tive, are recruited and trained for leadership
positions
e.g., schools engage in self-reflection and
requests for feedback about how well they
meet the goals of CE
Including values in school mission statement and
PR materials
Discussing importance of values and acting on
values, i.e., peer mentoring, expressing apprecia-
tion for others (e.g. school custodial staff)
Inclusion of values into curricular areas, school
rules, and procedures
Use of educational practices like cooperative
learning and processes like class meetings that
foster inclusion and reduce bullying
Service learning, cross-grade tutoring, responsible
student government, caring for environment, etc.
Promoting student engagement and motivation
for learning through curriculum; identification and
responsiveness to student needs; support for critical
thinking, self-management, collaboration, etc. within
academic curricular areas and in student advisories
Emphasis on personal honor, integrity, and positive
comments that recognize acts of character and
offer opportunities to improve rather than coercive
forms of management; use of behavioral principles
with logical consequences for misbehavior
All participate as members of an ethical learning
community, model core values and engage in
continuing education about them within a caring,
collaborative environment
CE team plans for school activities; student lead-
ers are included in planning and implementation
of initiatives
Programs and activities in the larger community,
including businesses, youth organizations, etc. are
encouraged to participate and volunteer in school-
based initiatives
Data is obtained from students and staff about
quality and outcomes of CE using a variety of
approaches (surveys, grades, artifacts, etc.)
MyLab Education
Video Example 7.5
TABLE 7.6
• When child refuses to do what parent asks them to do 8 out of 10
times
• When a teacher or day care provider reports child has a problem with
aggression toward peers and has difficulty making friends
• When parents feel they aren’t successful in helping child reduce
aggression
• When child has developmental problems making it difficult for him or
her to learn social skills

FIGURE 7.8

Externalizing liability
(trait impulsivity)

Level of
analysis

ADHD ODD CD SUD ASPD

symptoms symptoms symptoms symptoms symptoms

Preschool Early childhood Middle school Adolescence Young adulthood

Approximate developmental period
FIGURE 7.9
Parent asks child to turn off TV.

Child whines, cries, argues, or has tantrum.

Parent threatens or repeats command.

Child screams, refuses, escalates tantrum.

Parent relents and withdraws request.

Negative reinforcement of child's tantrums

Parent backs off, allowing child to watch TV.

Positive reinforcement of child's noncompliant behavior