Social, Emotional, and Moral Development

Self

who we are, what makes us unique, and who we believe ourselves to be; individualization

Self-Concept

• Refers to the knowledge, ideas, attitudes, and beliefs we have about ourselves

• The idea we have of ourselves

Cognitive Appraisal

no external or observable features; cognitive

Social Comparison

the cognitive process of comparing our abilities with others or to social standards; can be for improvement

Self-Esteem

• The level of satisfaction and pride that individuals have in the self

• Defined as subjective evaluation of our worth as a peron

Self-Efficacy

An individual’s sense of being able to manage a task effectively and successfully in a particular domain

Enactive Mastery Experience

valuable experience when successfully performing a task

Vicarious Experience

experience we gain when we see others performing successfully

Social Persuasion

feedback we get from others; powerful persuasive force

Physiological and Affective State

anxiety and stress often act as a cu to learn about our feelings; internal status of the body

Identity

an internal self-structure in which we organize our beliefs, abilities, needs, and self-perceptions

James Marcia

he proposed four stages of identity development during adolescence

Moratorium

• Has exploration + no decision

• No decision but is identifying what they want

Identity Foreclosure

• Has decision + no exploration

• Decision is made for them, thus, no crisis

Identity Diffusion

• No decision + no exploration

• No direction for the future

Pre-Conventional: Stage 1

obedience to the law

Pre-Conventional: Stage 2

self-interest, favorable to self

Conventional: Stage 3

social approval; good interpersonal relationship; Good Boy/Nice Girl

Conventional: Stage 4

social order, law and order; may disrupt society if not followed

Post-Conventional: Stage 5

individual rights may outweigh societal laws

Post-Conventional: Stage 6

universal ethical principle; highest stage

Emotion

a mental or physiological state associated with a variety of feelings, thoughts, and behaviors

Functionalist Perspective

• “What is it for?”

• Maintains that emotions are a central force that directs, shapes, and organizes behavior

Social Constructivist Perspective

• “Why is it existing?”

• Incorporates elements of the functionalist perspective

• It emphasizes on the context in shaping our interpretation of situations

Emotional Competence

both functionalist and social constructivist perspectives suggest that emotions have strong ties to our social functioning and ability to cope with our world

Empathy

The ability to detect others’ emotions, take their perspective, and understand how they feel

Emotional Empathy

affective feelings in response to another person’s emotions

Cognitive Empathy

ability to correctly identify and understand another person’s emotions

Sympathy

the capacity to feel for others