Unit 5

Question 1

When did Social Psychology of Education emerge as an autonomous discipline?

Answer 1

not until the late 1960s and early 1970s
-> after seconf world war, belief that education is important

Question 2

What can we consider the classroom?

Answer 2

a mini-society
-> defined structure and formal goals
-> “ruler” - teacher of legitimate authority and “citizens” who enact ehir roles and interact with each other
-> citizens must “work” for reaching goal
-> teacher must provide positive learning atmosphere

Question 3

classroom as a society

What does each classroom have?

Answer 3

an informal structure that develops through interactions between students and teachers
-> explicit and implicit norms are formed

Question 4

classroom as a society

what are complex processes of social influence taking place?

Answer 4

1. leadership
2. social classes and roles
3. popularity, prestige, and power

Question 5

Norms, Rules and Expectations

What are social norms?

Answer 5

behavioral standards, they control group members social behavior in defined circumstances
-> reflections of the group
1. values
2. goals
3. culture

Question 6

Norms, Rules and Expectations

How are norms formed and maintained?

Answer 6

through the group
-> control individuals behavior
-> reason why behavior in group becomes predictable

Question 7

Norms, Rules and Expectations

What are most norms?

Answer 7

implicit and hidden

Question 8

Norms, Rules and Expectations

What is the purpose of norms in the classroom?

Answer 8

1. Maintenance of routine life in the classroom.
2. Enable effective academic work and learning.
3. To manage interpersonal relationships.
4. Norms on how to interact with teachers and with school authorities.

Question 9

Norms, Rules and Expectations

What are the 3 types of norms?

Answer 9

• Implicit or explicit: some norms formal and explicit, others informal, implicit and hidden
• Fixed or dynamic: some norms fixed, static and consensually acceptd, others more dynamic and flexible
• Strong or weak: some norms strong and others weak

Question 10

Norms, Rules and Expectations

What is Conformity?

Answer 10

the degree to which norms are kept obediently by group participants
-> normally group members vary in the degree to which they follow norms

Question 11

Norms, Rules and Expectations

What can conformity to normative pressure do?

Answer 11

1. Come from real conviction in their value (through internalization, identification, and attitude change).
2. Be caused by the individual’s need “to fit” in the group and to avoid social pressure, rejection, or punishment.

Question 12

french and raven

What are the bases of social power?

Answer 12

Coercion, Referent, Expertise, Rewards, Legitimacy

Question 13

Teacher as authority

What are the bases of social power?

Answer 13

1. reward power
2. coercive power
3. legitimate power
4. referent power
5. expert powert
6. information power

Question 14

The bases of social powert

What is Reward power?

Answer 14

the perceived ability to provide positive consequences or remove negative ones, and the power to reinforce

Question 15

the bases of social power

what is coercive power?

Answer 15

the power to punish those who do not conform to your ideas or demands

Question 16

the bases of social power

what is legitimate power (organizational authority)?

Answer 16

the perception that someone has the right to prescribe behaviour and control others due to appointment or election to a position of responsibility (also called normative power)

Question 17

the bases of social power

what is referent power?

Answer 17

power resulting from admiration, respect, and identification with the leader

Question 18

The bases of social power

what is expert power?

Answer 18

power results from having distinctive knowledge, expertise, ability or skills that others need. the leader possesses superior knowledge and skills

Question 19

The bases of social power

What is information power?

Answer 19

Similar to expert power. Controlling the information. “Information is power”. The leader possesses needed or wanted information

Question 20

Lewin, Lippit and White

What did Lewin and his colleagues organize for ten- and eleven-year old boys after school?

Answer 20

gatherings where they could enjoy different hobbies
-> met in small groups and were guided by adult male

Question 21

Lewins Hobby-gatherings

which 3 different kinds of leadership behaviors did they look at during these sessions

Answer 21

Authoritarian/Autocratic
Democratic/Participatory
The Laissez-Faire/Let do

Question 22

Lewins hobby-gatherings

How was it with the authoritarian (or autocratic) leader?

Answer 22

• Told the boys what to do without much explanation.
• Took no input from the members in making decisions about group activities.
• Often criticized the boys, arbitrarily paired boys with work partners, and emphasized his authority.

Question 23

Lewins hobby-gatherings

How was it with the democratic (or participatory) leader?

Answer 23

• Made sure that all activities were first discussed by the entire group.
• Let the group make decisions while he provided advice and guidance.
• Encouraged the development of an egalitarian atmosphere, and rarely criticized the students or gave them orders.

Question 24

Lewins hobby-gatherings

How was it with the laissez-faire (let do) leader?

Answer 24

• The leader allowed the students to work in whatever way they wished and rarely intervened in the group activities.
• The group worked without any supervision and the adult functioned primarily as a source of technical information when necessary.
• The leader did not offer information, criticism, or guidance.

Question 25

# Teacher as leader which types of leadership were the most effective? | in which points?

Answer 25

- Democratic leadership: most effective in maintaining a balance between productivity and group satisfaction - Autocratic leadership: productivity but at cost of groups well-being - Laissez-faire leadership: lower producitvity and more chaos

Question 26

# Status and Social classes What are the 3 main dimensions of social status?

Answer 26

1. Popularity: levels of attraction and rejection 2. Social power: distribution of leadership and influence potential 3. Prestige: special roles, competencies or attributes

Question 27

# Social Measurement in classroom What did Moreno state in 1934?

Answer 27

the term "sociometry" -> in order to know about our classroom, you must ask the students themselves and reconstruct the social structure from their reports | -> developed measurement instruments

Question 28

# Social Measurement in classroom according to Moreno, what is the most important index to be studied and measured?

Answer 28

children's emotional reaction to others: attraction and rejection

Question 29

# Sociometric measurement and sociometric structure of the classroom What was the object of measurement?

Answer 29

In the conventional sociometric questionnaire, students are asked to write the names of three students in the classroom whom they like most and find most attractive, and the names of three other students whom they dislike and do not want to be with (rejections)

Question 30

# Typology of sociometric "student types" what are the four distinct types of students?

Answer 30

1. popular student: many liking nominations, no or few disliking ones 2. rejected student: many disliking and no liking ones 3. neglected student: no nominations of any type (virtually "lost") 4. controversial student: many nominations both, positive and negative (focus of attention) -> sometimes the "negative leader)

Question 31

# Classroom climate What is it?

Answer 31

the psycho/ social/ emotional and organizational/ state of the classroom

Question 32

# Classroom climate what does it relfect?

Answer 32

students: * Overall satisfaction: degree of contentedness and the classroom atmosphere and harmony. * Classrooms with HIGH POSITIVE CLIMATE: 1. mutual support 2. much interpersonal attraction and little friction 3. open communication and norms 4. best academic achievements given students abilities

Question 33

# Classroom climate What can social comparison process do? | what does levine claim?

Answer 33

can trigger positive and negative effects -> levine claimed that it can cause damage to children self-esteem and make children adopt unnatural low conceptions of their own abilities

Question 34

# Social Comparison What is the similarity principle?

Answer 34

choosing to compare yourself with the same gender

Question 35

# Social Comparison Who were students most likely to compare themselves with?

Answer 35

people who had better grades -> upward commparison

Question 36

# non-verbal behavior What do liars tend to be?

Answer 36

overly planned, lacking spontaneity, deliberate in their actions -> often exaggerate the expressions of false emotions, attempting to overcompensate for their deceptive behavior

Question 37

# non-verbal behavior What might manifest in liars?

Answer 37

tension and guilt -> observes may pick up on those emotional cues

Question 38

# non-verbal behavior - gender differences What do women tend to exhibit? What skills do they have?

Answer 38

- higher emotional expressiveness through facial expressions compared to men (they smile more often) - they have superior skills in interpreting nonverbal cues -> demonstrate heigthened attentiveness to nonverbal stimuli and show a greater aptitude for detecting deception

Question 39

# non-verbal behavior - gender differences what do men seem to possess an advantage in?

Answer 39

emotional control -> excel in the ability to regulate their emotional displays and inhibit spontaneous expressions of emotion

Question 40

# Child-parent interactions what is a key factor in supporting childrens education?

Answer 40

home learning environment