Educational Psychology, 7 th edition Jeanne E. Ormrod 3-1 © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing Personality Biological

Educational Psychology, 7th editionJeanne E. Ormrod 3-1

© 2011 Pearson Education, Inc. All rights reserved.

Factors Influencing Personality Biological

temperament Environmental

parenting culture



Parents’ Behaviors Attachment

strong, affectionate bond between child and caregiver

Parenting style authoritative authoritarian permissive neglectful or abusive



Cultural Expectations & Socialization Children learn behaviors and

belief systems of a long-standing social group Who influences culture?

Cultures endorse different values and behaviors culture shock



Personality Traits: The “Big 5” OCEAN

Openness Conscientiousness Extraversion Agreeableness Neuroticism



Sense of self



Self-assessment Self-concept

Self-esteem

Self-efficacy



Factors Influencing Sense of Self Hmmm…what factors influence

how we feel about ourselves?



Developmental Progression Childhood

describe physical, concrete characteristics positive sense of self, high self-efficacy

Early adolescence describe abstract traits self-esteem often drops imaginary audience, personal fable

Late adolescence multifaceted sense of self, identity



Erikson: Stages of Psychosocial Development



Identity Status Based on patterns of behavior

(Marcia) diffusion foreclosure moratorium identity achievement



Diversity in Development Gender

How has a higher self-esteem girls or boys

Culture and ethnicity group vs individual identity

ethnic identity



Peer relationshipsand

interpersonal understanding



Peers/ Friends



Larger Social Groups Cliques

exclusive in nature 3 to 10 members

Crowds larger than cliques, not as exclusive share activities, attitudes, or background can take form of subculture

Gangs cohesive group characterized by initiation rites,

distinctive clothing, & other markers



Romantic Relationships Usually evolve from crush to real

love Often based on attractiveness,

social status Benefits?

May be confusing in adolescence



Popularity & Social Isolation Popular students

Rejected students

Controversial students

Neglected students



Social Cognition Ability to think about how other

people are likely to think, act, and react



Development of Theory of Mind

Childhood

Early adolescence

Late adolescence



Aggression Actions intended to harm others

physical vs. relational proactive vs. reactive

Factors influencing aggression?



Technology & Peer RelationshipsHelpful or harmful….you be the

judge



Moral and prosocial development



Moral & Prosocial Development Prosocial behavior

Morality



Kohlberg’s Theory Children construct standards for

right & wrong Moral dilemma: In Europe, a woman was near death

from a rare form of cancer. There was one drug that the doctors thought might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about half of what the drug cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said no. So Heinz got desperate and broke into the man's store to steal the drug for his wife. (Kohlberg, 1984, p. 186)



Level & Stage Age Range ExamplesPreconventionalStage 1: Avoidance of punishmentStage 2: Exchange of favors

Preschool – elementary; some junior high; few high school students

Stage 1: “I would cheat if I knew I wouldn’t get caught.”Stage 2: “I’ll let you copy mine if you do my homework.”

ConventionalStage 3: Good child Stage 4: Law and order

Few older elementary children, some junior high, many high school students(Stage 4 does not typically appear until high school)

Stage 3: “I’m not going to tell because I want her to like me.”Stage 4: “You can’t do that because the teacher said no.”

PostconventionalStage 5: Social contractStage 6: Universal ethical principle

Rarely seen before college (stage 6 is extremely rare)

Stage 5: “In this case, the rule may be wrong.”Stage 6: “You shouldn’t lie because it violates the Golden Rule.”



Weaknesses in Kohlberg’s Theory

Moral issues (e.g., causing harm) conflated with social conventions (e.g., having rules to help society run smoothly)

Helping and showing compassion for others overlooked

Underestimation of young children’s abilities

Importance of situational factors overlooked



Factors Affecting Moral Development

Level of moral reasoning

Guilt, perspective taking, empathy

Personal motives

Self-perceptions



Diversity in Development

Gender girls more likely to experience guilt,

shame, empathy care vs. justice orientation (C.

Gilligan) Culture & ethnicity



Culture and Ethnicity Culture

Ethnic group



Navigating Different Cultures

Cultural mismatch different cultural norms at home and

school Why would this be a problem?



Examples of Diversity Language and

dialect When to talk,

when to be quiet Emotional

expressiveness Eye contact Personal space Responding to

questions

Waiting vs. interrupting

Private vs. public performance

Views about teasing Cooperation vs.

competition Family relationships

& expectations Conceptions of time Worldviews



Culturally Inclusive Classrooms

Identify your cultural lens and biases. Learn about students’ backgrounds. Incorporate perspectives & traditions of many

cultures into the curriculum. Adapt instructional strategies to students’

preferred ways of learning & behaving. Work to break down stereotypes of particular

ethnic groups. Bring cultural diversity to culturally

homogeneous classrooms. Foster democratic ideals, & empower students

to bring about meaningful change.



Gender differences



Cognitive & Academic Abilities Differences are small; gap is

decreasing Similar on tests of general

intelligence Girls

Better at…. Boys

Better at…



Motivation in Academic Activities

Girls more engaged more motivated to do well in school

& go to college Boys

more willing to take academic challenges and risks

less concerned about failure



Sense of Self

Self-worth similar until puberty consistent with stereotypes boys overestimate abilities; girls

underestimate



Interpersonal Behaviors Girls

Boys



Classroom Behavior

Boys more likely to misbehave more participatory

Girls less likely to volunteer answers more likely to lead in same-sex groups

than in mixed groups



Socioeconomic differences



Socioeconomic Differences Socioeconomic status (SES)

What is it? Academic achievement is

correlated with SES lower SES students are at greater risk

for dropping out of school



Fostering Resilience

Be a dependable source of academic and emotional support.

Build on students’ strengths. Identify and provide missing

resources and experiences important for successful learning.



Students at risk



Defining “At-Risk”

At-risk student: High probability of failing to acquire minimal academic skills necessary for success.



Characteristics of Students At Risk

History of academic failure Emotional and behavioral

problems Lack of psychological

attachment to school Increasing lack of involvement

with school



Why Students Drop Out Little family or peer

encouragement Extenuating life circumstances Dissatisfaction with school Pessimism about ability Lack of teacher support



Supporting Students at Risk

Identify at-risk students as early as possible

Create a warm, supportive atmosphere

Make long-term, systematic efforts to engage students in the academic curriculum

Encourage and facilitate identification with school

Documents

Educational Psychology, 7 th edition Jeanne E. Ormrod 3-1 © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing Personality Biological