social cognitive lectures Flashcards
Rotters theory of individual differences
- they expect specific behaviors to lead to specific outcomes in specific situations
- they expect general classes of behaviors to lead to certain outcomes
- they attach subjective value (reinforcement value) to those outcomes
internal locus of control
perceive connection between own behaviors and consequences
external locus of control
do not see connection between own behaviors and consequences (tend to think that external forces control outcomes)
cognitive affective person variables
- competencies
-self-regulatory plans (choice of situations)
-encodings (personal constructs): differences in the way the exact same situation is percieved
self-efficacy extectancies
beliefs about whether one is capable to perform a specific behavior
behavior-outcome expectancies
beliefs about what will happen if certain behaviors are performed
affects
characteristic emotional responses to given situations and thoughts
goal
any thought (unconscious or conscious) of self in the future that directs behavior
value
subjective desirability and priority of outcome
mischel and shodas (CAPS)
cognitive affective personality system
-if…. then…. situation behavior signatures
-transference
positive transference
has a good relationship with something similar
negative transference
has a bad relationship with something similar
implicit ambivalence
idea that partners automatically and simultaneously activate positive and negative emotions
Zaya and shodas (2015)
when the prime was a significant other, both positive and negative stimuli categorization were facilitated. This provides evidence of implicit ambivalence in romantic partner representations
4 possibilities of partner representations
- implicit ambivalence
- implicit univalent positivity
3.implicit univalent negativity - implicit indifference
implicit ambivalence
mixed feelings associated with partner
implicit univalent positivity
only positive feelings associated
implicit univalent negativity
only negative feelings associated
Albert Bandura
social learning, self-efficacy, reciprocal determinism, self-regulation
self regulation process
- self-observation of behavior
- judgmental process
3.self response
self-observation of behavior
observe quality, rate, quantity, originality, ect. of behavior
judgmental process
a. personal standards
b. referential performances
c. valuation of activity
d. performance attribution
self response
a. positive or negative self-evaluation reactions (self satisfaction/condemnation)
b. rewarding or punishing tangible self-applied consequences
c. no self response
mechanisms of moral disengagement
- reconstrue conduct so it isn’t viewed as immoral
- minimize own role in causing harm
- disregard or distort consequences of aggression
- perception of victims as “deserving”
reconstrue conduct so it isn’t viewed as immoral
a. moral justification
b. euphemistic labeling
c. advantageous comparison
minimize own role in causing harm
a. displacement of responsibility
b. diffusion of responsibility
perception of victims
a. dehumanize
b. attribution of blame
study on adolescents results that those high on moral disengagement
a. more prone to both exhibit aggressive thought patterns and engage in behavior
b. less likely to feel both guilty about and compelled to atone for hurting others
strategic optimists in academics
- successful students
- expect to do well
- work hard to succeed
- prefer not to think about how things might go wrong
- tend to self-protectively blame failure on mitigating circumstances
defensive pessimists in academics
- successful student
- set expectations low
- report a lot of anxiety
- utilize anxiety to motivate themselves
- think about how things might go wrong
- make sure things don’t go wrong
- dont blame failure on mitigating circumstances
fixed entity theory/fixed mindset
intelligence is a fixed, uncontrollable entity
incremental theory/growth mindset
intelligence is malleable, increasable, controllable entity
performance/judgment
if you hold this type of goal, you are looking to establish the adequacy of your intelligence by outperforming others
learning/mastery/development
if you hold this type of goal, you are looking to develop and improve intelligence (that is, you’re trying to get smarter)
incremental theory/growth mindset
-concerned with developing and improving your ability
-pursue a learning goal
- revise after failure
-pursue challenging tasks
