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Personal, Social, and Moral Development
Glossary
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- Aggressive behavior.
- Action intentionally taken to hurt another, either physically or psychologically.
- Attachment.
- A strong, affectionate bond formed between a child and another individual (e.g., a parent); usually formed early in the child’s life.
- Authoritative parenting.
- A parenting style characterized by emotional warmth, high expectations and standards for behavior, consistent enforcement of rules, explanations of the reasons behind these rules, and the inclusion of children in decision making.
- Clique.
- Moderately stable friendship group of perhaps three to ten members.
- Conventional morality.
- Acceptance of society’s conventions regarding right and wrong; behaving to please others or to live up to society’s expectations for appropriate behavior.
- Culture shock.
- A sense of confusion that occurs when a student encounters a culture with very different expectations for behavior than the expectations with which the student has been raised.
- Empathy.
- Experiencing the same feelings as someone in unfortunate circumstances.
- Ethnic identity.
- Awareness of one’s membership in a particular ethnic or cultural group, and willingness to adopt certain behaviors characteristic of that group.
- Gang.
- A cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups.
- Guilt.
- The feeling of discomfort that individuals experience when they know that they have caused someone else pain or distress.
- Hostile attributional bias.
- A tendency to interpret others’ behaviors (especially ambiguous ones) as reflecting hostile or aggressive intentions.
- Identity.
- A self-constructed definition of who a person thinks he or she is and what things are important in life.
- Imaginary audience.
- The belief that one is the center of attention in any social situation.
- Induction.
- A method for encouraging moral development in which one explains why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another.
- Moral dilemma.
- A situation in which there is no clear-cut answer regarding the morally correct thing to do.
- Neglected students.
- Students whom peers rarely select as people they would either really like or really not like to do something with.
- Norms.
- Society’s rules for acceptable and unacceptable behavior. (Note that we will use the term differently when we talk about assessment in Chapters 15 and 16.)
- Peer pressure.
- A phenomenon whereby a student’s peers strongly encourage some behaviors and discourage others.
- Personal fable.
- The belief that one is completely unlike anyone else and so cannot be understood by other individuals.
- Perspective taking.
- The ability to look at a situation from someone’s else viewpoint.
- Popular students.
- Students whom many peers like and perceive to be kind and trustworthy.
- Postconventional morality.
- Behaving in accordance with one’s own, self-developed, abstract principles regarding right and wrong.
- Preconventional morality.
- A lack of internalized standards about right and wrong; making decisions based on what is best for oneself, without regard for others’ needs and feelings.
- Proactive aggression.
- Deliberate aggression against another as a means of obtaining a desired goal.
- Prosocial behavior.
- Behavior directed toward promoting the well-being of someone else.
- Reactive aggression.
- An aggressive response to frustration or provocation.
- Rejected students.
- Students whom many peers identify as being undesirable social partners.
- Roles.
- Patterns of behavior acceptable for individuals having different functions within a society.
- Self-concept.
- One’s perceptions of, and beliefs about, oneself.
- Self-efficacy.
- The belief that one is capable of executing certain behaviors or reaching certain goals.
- Self-esteem.
- Judgments and beliefs about one’s own general value and worth.
- Shame.
- A feeling of embarrassment or humiliation that children feel after failing to meet the standards for moral behavior that adults have set.
- Social cognition.
- Considering how other people are likely to think, act, and react.
- Socialization.
- The process of molding a child’s behavior to fit the norms and roles of the child’s society.
- Social skills.
- Behaviors that enable a person to interact effectively with others.
- Subculture.
- A group that resists the ways of the dominant culture and adopts its own norms for behavior.
- Sympathy.
- A feeling of sorrow or concern for another person’s problems or distress.
- Temperament.
- A genetic predisposition to respond in particular ways to one’s physical and social environments.
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