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Ed Psy 330-001

by: Jordan Notetaker

Ed Psy 330-001 Ed PSY 330

Jordan Notetaker

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About this Document

These are the notes regarding The Self: Identity, Personality & Temperament
Introduction to Learning and Development
Dr. Jacqueline Nguyen
Class Notes
educational psychology
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This 12 page Class Notes was uploaded by Jordan Notetaker on Friday October 7, 2016. The Class Notes belongs to Ed PSY 330 at University of Wisconsin - Milwaukee taught by Dr. Jacqueline Nguyen in Fall 2016. Since its upload, it has received 2 views. For similar materials see Introduction to Learning and Development in Educational Psychology at University of Wisconsin - Milwaukee.


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Date Created: 10/07/16
10/3/16 Temperament, Personality, & Emotion Regulation Class Overview •  How did we get here? From the brain to emotion •  Distinguishing between identity, personality, & temperament •  What is Temperament? •  Temperament & emotion regulation But first: Theory to Practice projects Review •  What is educational psychology •  The importance of research in education •  Research methodology and design •  Neural development: The Brain •  From the brain to emotion… 1 10/3/16 Today’s readings •  Nat’l Scientific Council on the Developing Child: Children’s emotional dev built into the brain •  Emotional learning (radio program) •  Heitin, Socioemotional programs to manage the classroom Personality vs. Temperament Personality •  The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world •  Identity: Overall sense of who you are •  More on Wednesday 2 10/3/16 (a) (b) What is temperament? Where do the characteristics come from? Temperament •  A set of tendencies to respond in predictable ways, across situations and across time •  9 dimensions à3 temperamental styles •  Easy “winning”à not a •  Difficult temperament •  Slow to warm-up 3 10/3/16 Temperamental styles •  “easy” – positive mood, quickly establishes regular routines in infancy, adapts easily to new experiences (40%) •  “difficult” – reacts negatively and cries frequently, engages in irregular daily routines, slow to accept change (10%) •  “slow-to-warm-up” – low activity level, somewhat negative, displays low intensity of mood (15%) l Are some infants and children more likely to have emotional and behavioral problems? l How do temperament characteristics affect parenting/ educating? 4 10/3/16 Goodness-of-fit •  Goodness-of-fit: effective match between child-rearing environment and the child’s temperament à healthy adjustment •  Different temperaments require different strategies – Difficult infants less likely to receive sensitive care Temperament underlies emotion regulation People regulate their emotions when they influence: -Which emotions they have -When they have emotions -How they experience emotions -How they express emotions Self-Regulation Self-Evaluation and Monitoring Self-observation: Self-Efficacy: Monitoring Goal Setting Outcomes and and Refining Strategic Strategies Planning Self-reaction: Putting a Plan into Action and Monitoring It 5 10/3/16 Self-Regulation • Emotional Learning – Awareness of own emotions and the feelings of others – Skills include: • Self-awareness • Self-management • Social awareness • Relationship skills • Responsible decision making Emotional learning •  Essentially, learning about “empathy, perspective-taking, social problem-solving skills, anger control, self-regulation, and, to be honest, shame and guilt.” (in Heitin, p. 2) Emotion and the self •  How do our emotional and temperamental underpinnings lead to our personality? Our Identity? •  Do they define us? •  Do they inform who we are? To what extent? •  How do we negotiate our emotional selves? How do others? 6 10/3/16 Best Practices and Strategies: Encouraging Students to Be Self-Regulated Learners •  Gradually guide students to become self-regulated learners. •  Make the classroom learning experience challenging and interesting. •  Provide tips about thoughts and actions that will help students engage in self-regulation. •  Give students opportunities to experience activities that will foster self-evaluation. •  Model self-regulated learning. •  Make sure students don’t just self-regulate; combine self- regulation with effective learning strategies. Personality and Identity Personality •  The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world – Not as stable in adolescence as it is in adulthood •  Self-Concept: Perceptions of self •  Self Esteem: Evaluation of self •  Identity: Overall sense of who you are 7 10/3/16 Personality – Conscientiousness found to be key predictor of adjustment and competence Personality in the Classroom •  Extrovert vs. Introvert •  Susan Cain: The Power of the Introvert Erikson’s Theory of Personality Development 8 10/3/16 Identity •  Identity: A well-organized conception of the self made up of values, beliefs, and goals to which the individual is solidly committed – Who, What, Where •  Identity formation: Developmental task to describe self in terms of attributes and in terms of roles/relationships in society Self-concept •  Self-concept: organized cognitive structure (thoughts) that we have about ourselves •  Use of qualifiers – “I’m usually a patient person…” •  Integrated self •  Emphasis on personal goals, morals, and social virtues Self-esteem •  Self-esteem: evaluation of self-concept – Close friendships, romantic appeal, job competence – Significant adults and peers – Self-esteem & identity? 9 10/3/16 Why promote self-esteem? •  Low self-esteem àmultiple negative outcomes •  How to promote self-esteem? Curriculum? – Emotional support – Causes – Coping (with failure, adversity) – Achievement & mastery experiences 10 10/3/16 Discontinuous: 8 stages, 8 crises Strategies for Erikson’s Stages of Development •  Initiative ü Encourage social play ü Have children assume responsibility ü Structure assignments for success •  Industry ü Nourish motivation for mastery ü Be tolerant of honest mistakes •  Identity ü Recognize that identity is multidimensional ü Encourage independent thinking ü Stimulate students to examine different perspectives Erikson’s Influence •  Many other theories on identity development have been derived from Erikson’s original framework: – James Marcia – Identity statuses – Jean Phinney – Ethnic identity development 11 10/3/16 James Marcia •  Clinical interviews to develop “Identity Status Interview” (1966) •  4 statuses of identity formation: –  Diffusion –  Foreclosure –  Moratorium –  Achievement •  Developmental outcomes •  Critiques of the theory 12


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