Unit 5 Flashcards
When did Social Psychology of Education emerge as an autonomous discipline?
not until the late 1960s and early 1970s
-> after seconf world war, belief that education is important
What can we consider the classroom?
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
classroom as a society
What does each classroom have?
an informal structure that develops through interactions between students and teachers
-> explicit and implicit norms are formed
classroom as a society
what are complex processes of social influence taking place?
- leadership
- social classes and roles
- popularity, prestige, and power
Norms, Rules and Expectations
What are social norms?
behavioral standards, they control group members social behavior in defined circumstances
-> reflections of the group
1. values
2. goals
3. culture
Norms, Rules and Expectations
How are norms formed and maintained?
through the group
-> control individuals behavior
-> reason why behavior in group becomes predictable
Norms, Rules and Expectations
What are most norms?
implicit and hidden
Norms, Rules and Expectations
What is the purpose of norms in the classroom?
- Maintenance of routine life in the classroom.
- Enable effective academic work and learning.
- To manage interpersonal relationships.
- Norms on how to interact with teachers and with school authorities.
Norms, Rules and Expectations
What are the 3 types of norms?
- 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
Norms, Rules and Expectations
What is Conformity?
the degree to which norms are kept obediently by group participants
-> normally group members vary in the degree to which they follow norms
Norms, Rules and Expectations
What can conformity to normative pressure do?
- Come from real conviction in their value (through internalization, identification, and attitude change).
- Be caused by the individual’s need “to fit” in the group and to avoid social pressure, rejection, or punishment.
french and raven
What are the bases of social power?
Coercion, Referent, Expertise, Rewards, Legitimacy
Teacher as authority
What are the bases of social power?
- reward power
- coercive power
- legitimate power
- referent power
- expert powert
- information power
The bases of social powert
What is Reward power?
the perceived ability to provide positive consequences or remove negative ones, and the power to reinforce
the bases of social power
what is coercive power?
the power to punish those who do not conform to your ideas or demands
the bases of social power
what is legitimate power (organizational authority)?
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)
the bases of social power
what is referent power?
power resulting from admiration, respect, and identification with the leader
The bases of social power
what is expert power?
power results from having distinctive knowledge, expertise, ability or skills that others need. the leader possesses superior knowledge and skills
The bases of social power
What is information power?
Similar to expert power. Controlling the information. “Information is power”. The leader possesses needed or wanted information
Lewin, Lippit and White
What did Lewin and his colleagues organize for ten- and eleven-year old boys after school?
gatherings where they could enjoy different hobbies
-> met in small groups and were guided by adult male
Lewins Hobby-gatherings
which 3 different kinds of leadership behaviors did they look at during these sessions
Authoritarian/Autocratic
Democratic/Participatory
The Laissez-Faire/Let do
Lewins hobby-gatherings
How was it with the authoritarian (or autocratic) leader?
- 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.
Lewins hobby-gatherings
How was it with the democratic (or participatory) leader?
- 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.
Lewins hobby-gatherings
How was it with the laissez-faire (let do) leader?
- 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.
Teacher as leader
which types of leadership were the most effective?
in which points?
- 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
Status and Social classes
What are the 3 main dimensions of social status?
- Popularity: levels of attraction and rejection
- Social power: distribution of leadership and influence potential
- Prestige: special roles, competencies or attributes
Social Measurement in classroom
What did Moreno state in 1934?
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
Social Measurement in classroom
according to Moreno, what is the most important index to be studied and measured?
children’s emotional reaction to others: attraction and rejection
Sociometric measurement and sociometric structure of the classroom
What was the object of measurement?
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)
Typology of sociometric “student types”
what are the four distinct types of students?
- popular student: many liking nominations, no or few disliking ones
- rejected student: many disliking and no liking ones
- neglected student: no nominations of any type (virtually “lost”)
- controversial student: many nominations both, positive and negative (focus of attention) -> sometimes the “negative leader)
Classroom climate
What is it?
the psycho/ social/ emotional and organizational/ state of the classroom
Classroom climate
what does it relfect?
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
Classroom climate
What can social comparison process do?
what does levine claim?
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
Social Comparison
What is the similarity principle?
choosing to compare yourself with the same gender
Social Comparison
Who were students most likely to compare themselves with?
people who had better grades
-> upward commparison
non-verbal behavior
What do liars tend to be?
overly planned, lacking spontaneity, deliberate in their actions
-> often exaggerate the expressions of false emotions, attempting to overcompensate for their deceptive behavior
non-verbal behavior
What might manifest in liars?
tension and guilt
-> observes may pick up on those emotional cues
non-verbal behavior - gender differences
What do women tend to exhibit? What skills do they have?
- 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
non-verbal behavior - gender differences
what do men seem to possess an advantage in?
emotional control
-> excel in the ability to regulate their emotional displays and inhibit spontaneous expressions of emotion
Child-parent interactions
what is a key factor in supporting childrens education?
home learning environment
