Educational Psychology: Windows on Classrooms - Chapter 3

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Comprehensive term that describes our

attitudinal, emotional, and behavioral re-
Personality
sponses to experiences in our environ-
ment.
Changes in the responses which impact
Personality Development
personality.
The extent to which individuals are so-
Extraversion
cially outgoing and inclined.
The tendency of people to empathize
Agreeableness
and get along with others.
The tendency of individuals to follow
Conscientiousness
through on their commitments.
The tendency of people to be vulnera-
Neuroticism ble to negative emotions and to view the
world as threatening.
Our relatively consistent inclinations to
Temperament
respond to events in the environment.
General patterns of interacting with and
Parenting Styles
disciplining children.
High expectations. Firm, caring, and con-
Authoritative Parents
sistent.
High expectations, but cold and unre-
Authoritarian Parents
sponsive.
Permissive Parents Warm, but hold few expectations.
Few expectations and are cold, unre-
Uninvolved parents
sponsive.
Feelings that are often short-live, in-
Emotions
tense, and specific.
Processes people use to influence per-
Emotional Self-Regulation
sonal emotions.
Ability to perceive, understand, and man-
Emotional Intelligence age emotions in ourselves and others
while enhancing cognition.

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Educational Psychology: Windows on Classrooms - Chapter 3
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Our ability to adapt our work with our stu-

Goodness to Fit dents in order to make them more willing
to respond.
Self-constructed definitions of a person,
Identities
their meaning, and desires.
Cognitive assessments of physical, so-
cial, and academic competence, to influ-
Self-Concepts
ence the way they respond to school and
life in general.
People's definitions of who they are with
Sexual Identity
respect to gender orientation.
The gender to which an individual is ro-
Sexual Orientation
mantically and sexually attracted.
An individual's sense of belonging to an
Ethnic Identity
ethnic group.
Emotional reaction to, or an evaluation
Self-Esteem / Self-Worth
of, the self.
Individuals' perceptions of the relative
Collective Self-Esteem
worth of the groups to which they belong.
The advances we make in our ability to
Social Development
interact and get along with others.
The ability to use cues to understand
Social Cognition
social interactions.
People's ability to use vocal and nonver-
Social Referencing bal cues to evaluate ambiguous events
and regulate their behaviors accordingly.
The ability to understand other people's
Perspective Taking
thoughts, feelings, and actions.
Ability to attribute mental states such as
Theory of Mind intentions and emotions to oneself to oth-
er persons.
The ability to resolve conflicts in ways
Social Problem Solving
that are beneficial to all involved.

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 Educational Psychology: Windows on Classrooms - Chapter 3
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The advances in people's conceptions of

right and wrong, as well as the develop-
Moral Development
ment of prosocial traits such as honest
and respect.
Basic principles of right, wrong, and jus-
Moral Domains
tice.
Addresses societal norms and ways of
Conventional Domain
behaving in specific situations.
Decisions that aren't socially regulated
Personal Domain
and don't harm or violate other's rights.
Rules viewed as fixed, permanent, and
External Morality
enforced by authority figures.
Stage where individuals develop rational
ideas of fairness and see justice as a
Autonomous Morality
reciprocal process of treating others how
they want to be treated.
Ambiguous, conflicting situations that re-
Moral Dilemmas
quire a person to make a moral decision.
Egocentric orientation that focuses on
Preconventional Morality
the consequences of actions for the self.
Making decisions based off getting
Punishment-Obedience
caught and punished.
Reasoning that an act is morally justified
Market Exchange
if it results in a returned favor.
Reasoning is linked to acceptance of so-
Conventional Level of Morality ciety's concepts of right and wrong to
create an orderly world.
Decisions made based off loyalty, living
Interpersonal Harmony up to the expectations of others, and so-
cial conventions.
Following laws and rules for their own
Law and Order
sake.
Views moral issues in terms of abstract
Preconventional / Principled Morality
principles of right and wrong.
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Educational Psychology: Windows on Classrooms - Chapter 3
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Decisions made based on socially

Social Contract
agreed upon principles.
Individual's moral reasoning is based
Universal Principles on abstract, general principles that tran-
scend society's laws.
Painful emotion aroused when people
Shame recognize they have failed to act in ways
they believe are good.
Uncomfortable feelings people get when
Guilt they know they've caused someone
else's distress.
Ability to experience the same emotion
Empathy
someone else is feeling.
Belief by students that adults and peers
School Connectedness in the school care about their learning
and them as individuals.
Action aimed a gaining an object or priv-
Instrumental Aggression
ilege. Most common.
Physical Aggression It describes itself.
Intent to hurt someone through words/ru-
Relational Aggression
mors.
Proactive Deliberately initiating aggressive attacks.
Aggressive behavior in response to frus-
Reactive
tration or perceived aggressive attack.
Peer Aggression which involves a sys-
Bullying
tematic or repetitious abuse of power.
Cyber bullying Bullying through the internet.

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