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Psychology
409b, Generation 19
September 30,
2003
Presenter:
Michelle Sagucio
e-mail: mchelle_87@yahoo.com
By: August Flammer
I. 3
purposes for the developmental analysis of control beliefs (p. 69)
A.
to
find out how control beliefs function (genetic approach)
B.
to be
able to understand strange behavior
C.
knowing
normal paths would help with promoting further development
A.
terms
(p. 69)
1.
controlling: “the actual regulation of a process”
2.
control: “the potential to control or to regulate a process if
necessary”
3.
control belief: “the subjective representation of one’s
capabilities to exercise control”
B.
importance
(p. 69)
1.
prerequisites
for planning, initiating, and regulating goal-oriented actions
2.
as
part of the self-concept
C.
composition
(p. 69)
1.
contingency beliefs: “beliefs of the probability with which a certain
action will lead to a certain outcome”
2.
competence beliefs: “the ability to produce these actions oneself”
D.
development
in 3 different dimensions (p. 70)
1.
ontogenetic
development of the structure of control beliefs; long-term, structural
development
2.
ontogenetic
development of the individual differences in the strength of control beliefs;
long-term, quantitative development
3.
microgenesis
of a given control belief; actual or short-term emergence of a specific control
belief
A.
not
present at birth; gradually constructed during lifetime (p. 70)
B.
precognitive
prerequisites of control beliefs (p. 71)
1.
that
effects happen at all (most basic)
2.
effects
produce prebehaviorally by living systems at a purely physical or biochemical
level
3.
physical
and chemical effects produced by behavior that is conceived of as mere reflexes
and instincts
C. levels (pp. 73-82)
|
Level 1: Functional experience: the
event schema |
-
connected with one’s own activities -
learning takes place through habituation, classical conditioning,
instrumental conditioning -
behavior-event contingency, interval between action and its effects should be
under 6 seconds |
|
Level 2: Elementary action towards an
effect: The causal schema |
- located
in the secondary circulating reactions -
initiation of the production of an effect -
cognitive schema that is gradually constructed •
2+: playing with causal schema - create
variations in the effect(s) or to produce a specific new effect |
|
Level 3: Doing by oneself:
attribution of internal causes |
-
distinction of “me” and “others” as causal agents |
|
Level 4: Success and failure, a
personal achievement |
- “a
success is a personal achievement that matches a personal standard” - pride
or shame as indicators of success and failure, respectively |
|
Level 5: Distinguishing different
causes: The control belief |
-
attributions for past outcomes (ability, effort, task difficulty, luck) •
5a: the global ability concept - concept
of ability = ability, effort, visible outcome, objective feedback, social
feedback •
5b: the effort concept - effort (intensity
and length of work or training) as the cause of success or failure - cannot
distinguish effort from ability and task difficulty •
5c: the concepts of ability and task difficulty - begin
to consider personal limits independent of effort •
5d: the concept of compensation of effort and ability -
structure of functional control belief achieved, but not necessarily in all
domains of life - not
much attention to concept of luck |
Level 6: self-esteem
|
-
explicit belief in personal agency to produce (nontrivial, valued) effects |
|
Level 7: contemplating and
prioritizing values |
- possess
more control they can be exerted |
|
Level 8: confrontation with
decrease in control |
- gradual
shift from primary (to change environment to fit goals) to secondary control
(change aspirations to fit environment) |
A.
strength
of control and of control beliefs over the lifespan (p. 83)
1. physical conditions,
psychological competencies, social skills enable control in more domains
2. compare personal strength of control with that of
similar people
B.
overestimation
of control beliefs (p. 85)
1. “persons with high social power and
responsibility have a higher risk of cardiovascular diseases if they are not
able to cope adequately with their challenges”
2. “overestimating one’s own share of control
seems to be healthier than realistically estimating one’s own
control”
C.
in
children
1.
young ones grossly overestimate their capacities
a. confuse desires and expectations
b. only beginning to consider the
effect of effort
c. rely heavily on social feedback
2. underestimate tasks and
become more realistic in middle elementary school years
D.
in adolescents, adults, and older adults
1.
those directly affected by changes have higher control beliefs
2.
most
aging adults adapt their control beliefs to their objective reality
3.
self-serving
optimism (p. 90)
4.
control
illusions (p. 90)
A.
educational
practice
1. warm, sensitive, supporting, responsive behavior à positive attitude and behavior
2.
especially true for achievement motives and social attachment
B.
infancy
and preschool age
1.
interactive contingent responsiveness by caregivers à high control beliefs
2. overly controlling behavior and hostility from parents
à produce more belief in external control
C.
school
age
1. repeated
failure in controlling outcomes à helplessness
2. some
factors affecting students’ beliefs in their academic efficacy
a. modeling
b. attribution feedback
c. positive incentives for
accomplishments
d. social comparisons with peer accomplishments
3. schooling decreases
overestimation of control beliefs, can raise low control beliefs; fosters
accurate self-evaluation
D.
personality
factors (some possible factors)
1.
physical appearance
2.
intelligence
3.
temperament
E.
ecological
and cultural factors
1.
relationship between school climate and self-efficacy beliefs
2. little
is known about cultural differences
A.
“When
people are confronted with a concrete difficult task, why do they come to
believe that they are able or not able to solve it?
1.
past
experiences can lead to faulty self-assessment because of its organization in
memory
2.
different
mood states
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