Term
|
Definition
| Our common, everyday explanations for the causes of behavior--our answers to the question, "why did i do that" |
|
|
Term
|
Definition
| Attribute their faliures, not their successes, to ability. when they succeed they are more likely to conclude that ecternal factors, such as luck, are responsible. Furthermore, unlike their mastery-oriented counter-parts, they hold a fixed view of ability. |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| Resolved positively when experiences lead childrenn to develop a sense of competence at useful skills and tasks |
|
|
Term
| Selmans Perspective Taking |
|
Definition
|
|
Term
| Equality/Merit/Benevolence |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| 5 things families provide |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Normal vs. Problematic Sexual Behaviors |
|
Definition
|
|
Term
| Achievement-related attributions |
|
Definition
| Adult communication can affect this, parents who set high standards yet believe their child is very capable and has to work much harder than others to succeed. |
|
|
Term
|
Definition
| It cannot be changed, they dont think that competence can be improved by trying hard. |
|
|
Term
|
Definition
| An intervention that encourages learned-helplessness children to believe that they can overcome failure by exerting more effort. |
|
|
Term
|
Definition
|
|
Term
| Immediate and long-term consequences of divorce |
|
Definition
|
|
Term
| Hierarchical structure of self-esteem |
|
Definition
|
|
Term
|
Definition
| refers to likability--the extent to which a child is viewed by a group of agemats, such as classmates or a worthy social partner |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Single parent vs. dual parent families |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Mastery-oriented attributions |
|
Definition
| crediting their successes to ability--a characteristic they can improve through trying hard and can count on when faced with new challengs. |
|
|
Term
| Incremental view of ability |
|
Definition
| Influences the way mastery-oriented children interpret negative events. they attribute failure to factors that can be changed and controlled, such as insufficent effort or a difficult task. |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
