Moral Development
thoughts, feelings, behaviors regarding standards of right and wrong.
Lawrence Kohlberg
defined moral reasoning as judgement about right and wrong
Level 1: Pre-Conventional Reasoning
the lowest level in Kohlberg's theory of moral development.
the individual shows no internalization of moral values -- moral reasoning is controlled by external rewards and punishments.
Stage 1
Punishment and Obedience Orientation
Stage 2
Individualism, industrial purpose, and exchange
Level 2: Conventional Reasoning
the second level
Internalization is intermediate
individuals abide by certain standards (internal), but they are standards of others (external), such as parents or the laws of society
Stage 3
Individualism, instrumental purpose, and exchange
Stage 4
Social System Mortality
Level 3: Post-Conventional Reasoning
the highest level in his theory
Morality is completely internalized
Stage 5
Social contract or utility and individual rights
Stage 6
Universal and individual rights
Justice Perspective
the perspective that focuses on the rights of and the protection of the individual
Care Perspective
the perspective where people view morals in terms of concern for others (plural) vs single individuals
Altruism
unselfish interests in helping another person
Forgiveness
this is an aspect of pro-social behavior that occurs when an injured person releases the injurer from possible behavioral retaliation
Empathy
reacting to another's feelings with an emotional response that is similar to the other's response
Moral Identity
an aspect of personality that is present when individuals have moral notions and commitments that are central to their lives
Moral Character
having the strength of your convictions, persisting, and overcoming obstacles
Values
beliefs and attitudes about the way things should be
morals tend to be universal
values tend to come from certain social groups and or geographical areas
Self Esteem
self worth or self image the global evaluative dimension of self
Narcissism
one very unhealthy extreme where a person is so self centered and self absorbed with nothing but what affects them that they lose touch with reality and with how people really view them
Identity Diffusion
the person has little or no idea of who they are or who they want to be, but continue the search for an identity
Identity Foreclosure
the person has few ideas on who they want to be and assume the identity of another or aspects of identity from several people
Identity Moratorium
the person may have some idea of who they are or who they want to be, but have delayed the acquisition of an identity for the present
Ethnic Identity
where the membership, values, and traditions of the person's ethnic group impact the person's individual identity, and their identifying with their ethnic group
Emotional Competence
the idea that in the same way an adolescent should be competent in a subject such as english, they should also be competent in recognizing and controlling their emotions
Big Five Theory of Personality
Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism
Intrinsic Motivation
internal factors such as internal drives (learned or innate), curiosity, ambition, desire
Extrinsic Motivation
external factors and causes such as material rewards and punishments, the acquisition of material gain and comforts
Mastery Orientation
an outlook in which individuals focus on the task rather than on their ability, have positive affect, and generate solution-oriented strategies that improve performance
Helpless Orientation
individuals focus on their personal inadequacies often attribute their difficulty to a lack of ability, and display negative affect (including bored and anxiety). this orientation undermines performance
Performance Orientation
individuals are concerned with performance outcome rather than performance process. for performance oriented students, winning is what matters
Mind set
the cognitive view, either fixed or growth, that individuals develop for themselves
a positive mindset is very important in both motivation and expectations
Time Management
one of the chief problems that many people have in achieving what they want is a lack of time management
Procrastination
one of the most, if not the most serious, impediments to adolescent achievement
a lack of time management is probably the second one
Procrastination (2)
can set off a vicious cycle of "failure" and self doubt to the point where a person feels helpless and incapable of achieving anything.
giving the looming responsibilities of adulthood quickly approaching and the often poor preparation the adolescent has
Mentors
individuals who are usually older and more experienced and are motivated to improve the competence and character of a younger person
Self Understanding
the individual's cognitive representation of the self; the substance and content of self-conceptions.
identity achievement
adolescence has undergone an identity crisis and made a commitment