This week in ECS 200, I was tasked with reading the third chapter of the textbook “Self and Social and Moral Development”. Some main points in this chapter include group trends, Bronfenbrenner’s bioecological model, parenting styles and theories of moral development. I enjoyed reading this chapter a lot more than the previous chapter because I did not know a lot about the topics that they introduced and I found that I learnt quite a lot from this chapter.
One of the first things that I learnt from this chapter was that parenting styles and culture can greatly influence a child’s life and the way that children act. I was surprised that “parenting that is strict and directive, with clear rules and consequences, combined with high levels of warmth and emotional support, is associated with higher academic achievement and greater emotional maturity for inner-city children” (Woolfolk, Winne & Perry, 2013, p. 73).
Another important thing that I learnt from this chapter was that self-concept and self-esteem are two different things. Self-concept is “a belief about who you are” and self-esteem is “an overall, general feeling of self-worth that incorporates [a person’s] self-concepts in all areas of [their] life” (Woolfolk, et al., 2013, p.91). Self-concept is very important to students, especially when they are picking high school classes because it is putting them on a path towards their future (Woolfolk, et al., 2013, p.90) which I can relate to. When I was in high school, I had a high self-concept in my abilities to do math and science and I chose harder math and science classes which led me onto the path to become a math teacher.
The final shocking piece that I read about what that “80-90% of high school and college and university students cheat at some point in school” (Woolfolk, et al., 2013, p.100). I did not realize that this statistic was so high, but it made a lot of sense to me. I remember in high school a lot of my friends or classmates asking around to copy someone’s assignment in order to complete it before it was due. I know a lot of students are under so much pressure to get assignments done and stay committed to everything else in their life that cheating at some point is almost inevitable.
After reading this chapter, I am still left with the question, “How do teachers know when it is the appropriate time to step in when students are having problems with their peers?”
Thank you for reading my blog post!
Woolfolk, A. & Winne, P. & Perry, N. (2013). In O’Donnell C. (Ed.), Educational psychology (Sixth ed.). Upper Saddle River, New Jersey, USA: Pearson Education Inc.