CRT LEARNING MODULE

Course Code PerDev

Course Title Personal Development

No. of Hours 80 Hours

Module Title Social Beliefs and Judgment of Adolescents

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 College for Research & Technology of Cabanatuan
HOW TO USE THIS DIGITIZED LEARNING MODULE
Welcome to the module in Empowerment Technology. This module contains
training materials and activities for you to complete this module.

Distance students will be graded on their participation based on posts after

each class to the course blog. Generally, writing a paragraph that either poses some
questions, makes a comment on the lecture or class discussion, or otherwise
demonstrates that you have thought about the material discussed is sufficient

You are required to go through a series of learning activities in order to complete

each learning outcome of the module. Each of the learning outcomes is provided with
Modules. Follow these activities on your own and answer the self-check at the end of
each learning outcome.

Talk to your online facilitator and agree on how you will both organize the Training
of this unit. Read each through the module carefully. It is divided into sections, which
cover all the skills and knowledge you need to successfully complete this module.

 Work through all the information and complete the activities in each section.
Read Modules and complete self-check. Suggested references are included to
supplement the materials provided in this module.
 Most probably your facilitator will be your supervisor or manager. Your online
facilitator will support and correct you.
 Your online facilitator will tell you about the important things you need consider
when you are completing activities and it is important that you listen and take
notes.
 You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice new skills during regular work shifts. This way you will
improve both your speed and memory and also your confidence.
 Talk to more experienced workmates and ask for their guidance.
 Kindly the self-check questions at the LMS (EDMODO) to test your own progress.
 When you are ready, ask your online facilitator to watch you online via Zoom or
Google Meet to perform the activities outlined in this module.
 Ask your online facilitator work through the activities: ask for written feedback
on your progress. Your online facilitator keeps feedback/pre-assessment reports
for this reason. When you have successfully completed each element, ask the
facilitator to mark on the reports that you are ready for assessment.

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 When you have completed this module, and feel confident that you have
sufficient practice, your online facilitator will arrange an appointment with
registered assessor’s to assess you. The results of your assessment will be
recorded in your competency Achievement Record.

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 Personal Development

Contents of this Learning Module

No. Module Title Topic Code

10 Social Beliefs Social Belief and Module 10.1
Judgments
and Judgment
of Adolescents Attributions Module 10.2

Prejudice Module 10.3

Aggression Module 10.4

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 MODULE CONTENT

MODULE TITLE : Social Belief and Judgment of Adolescents

MODULE DESCRIPTOR:
Personal development is the process of improving oneself. But you can only improve
yourself if you know who you are. How well do you know yourself? Developing oneself opens
you to new discoveries and new growth. It may take time but it is worth the journey. Starting
to build your life now determines what your future will be.

Number of Hours:
3

LEARNING OUTCOMES:
At the end of this module you MUST be able to:

1. An adolescent’s on what responsible and healthy interpersonal

relationships can help them from better relationships in the future and
effectively manage their current relationship as well.

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 MODULE 10

Social Belief and Judgment of Adolescents

Learning Objective: After reading this MODULE, you should be

able to:

1. Distinguish the various roles of different individuals in society

2. Identify ways to become responsible in a community

10.1 Social Belief and Judgments

How we perceive information, as well as how we process it, is guided by our pre-
and not as how it actually is. Priming can unconsciously affect how people think We
endlessly ask ourselves why things happen the way they do, especially when they are
unexpected or negative. If someone you like smiles at you, would you think that than
you think. A man is more likely to think that someone he likes him too, Social Beliefs
and Judgments as well as how they would act. Think of how the mention of food can
make feel hungry. Perhaps right now you are even craving for something specific, such

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as chocolate or pizza. Preconceptions are powerful, because they influence our
attitudes, our perceptions of others, and others' perception of ourselves.

How we interpret everything is a result of our beliefs. They are so strong, as

shown by a phenomenon called belief perseverance, and they persist despite
contrary evidence. We shut out information threatening our beliefs, having already
examined and explained in our heads the possibility of them being true. Try convincing
an extremist, maybe someone who firmly disbelieves in global warming, that global
warming is real. How would you do it? Explaining the alternative or the opposite (saying
that global warming is real because...) makes people think about the possibilities. Even
our memories are not as reliable as people think. They are constructed as they are
withdrawn, and therefore, are reconstructed through how we feel right now. We
reconstruct our past attitudes and our past behaviors. This leads us to think that we
were not as bad as we actually were and that we were better than we actually were.

We use schemas, emotional reactions, expertise, and unconscious thinking in

how we judge the world and how we decide from those judgments; how this all
happens is partly controlled and partly automatic. Despite our intuitive cognition,
errors in our thinking and our judgment occur. We are overconfident in how right we
are and we only entertain what supports our beliefs. We recall vivid information easily,
even as-suming they are more salient than what is not as familiar. We are influenced
even by illusions of correlation, thinking that two things are related even if they are not,
and illusions of personal control, thinking that we can control circumstantial occurrences
even if we cannot. Moods also color experiences, distracting us from making sound
judgments. Author Ziad K. Abdelnour sums up this effect nicely: "Don't promise when
you're happy, Don't reply when you're angry, and don't decide when you're sad."

10.2 Attributions

We endlessly ask ourselves why things happen the way they do, especially when
they are unexpected or negative, if someone you like smiles at you, would you think
that they are just being friendly or would you rather think that they like you too?
Misattribution, or wrongly attributing an action to an incorrect reason, happens more
than you think. A man is more likely to think that someone he likes him too,
overestimating a woman’s “courtesy smile” in the process.

Attribution theories analyze how we explain and infer from people's actions.
We attribute people's behavior sometimes to internal causes, or dispositional
attributions and sometimes to external causes, or situational attributions. If you

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scored low in an feeling well”) or situational ones ("My professor rigged the exam”)?
Traits are easily- inferred from people's actions (spontaneous trait inference) as
well. Someone else scoring low in an exam could easily be thought of as unintelligent or
lazy.

Three factors influence our attributions, according to Harold Kelley's theory of

attributions: consistency, distinctiveness, and consensus. Inconsistent behavior seeks
an explanation. High distinctiveness and consensus leads to external attributions,
whereas low distinctiveness and consensus leads to internal attributions. Kelley's theory
of attributions is also called the covariation model.

Attributions have three dimensions: stability, locus, and control. We use

stable (permanent) attributions, such as intelligence, and unstable (temporary)
attributions, such as chance or good or bad) luck. We also use internal (dispositional)
and external (situational) attributions; the extent of how internal or how external an
attribution is the locus dimension. We use controllable and uncontrollable attributions
too, based on how much control we have over a situation as well as its outcome. If you
examine your attributions using these dimensions, you can predict how you would
respond to success and failure.

Using our "commonsense” to explain behavior logically (as attributions are

known as “commonsense psychology”), is not always right. People ignore possible
causes of behavior if there are other, more known causes. We underestimate the im-
pact of situations on behavior, as well as overestimate the part dispositions play, such
as attitudes and traits.

Your behavior during an 8:00 a.m. class would be different from your behavior
during a 2:00 p.m. class, even if these classes were the same subject and were taught
by the same teacher. The tendency to write off situations in favor of dispositions is
called the fundamental attribution error, or the correspondence bias. Even if a
particular individual knowing causes another to behave in a certain way, they would still
undermine their influence, assuming that people are how they act.

We make the attribution error because how we observe others is different from
we observe ourselves. Because we know ourselves more than we know others, If you
are upset, the situation is making you upset, but if you see another person upset, you
may assume they have a temper. Spontaneous trait inference occurs when we
watch someone’s actions. The fundamental attribution error influences our

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explanations, and in knowing how they do so, we can ponder on how we process
information about ourselves as well as others.

10.3 Prejudice

Prejudice is a preconceived negative attitude (combination of feelings, beliefs,

and behavior) towards a group and its individual members. Stereotypes are beliefs
about another group that may be accurate, inaccurate, or over generalized. For
instance, Asians are often stereotyped to be good at math. Discrimination is
unjustified, negative behavior towards a group or its members, and often rooted in
prejudicial behavior. Racism and sexism are institutional discriminatory behavior, but
there may be instances that they aren't intentionally prejudiced. For example, a dress
code that says students must not wear anything on their heads may result to
unintentional discrimination towards Muslim students.

Prejudice exists in explicit (conscious) and implicit (automatic) forms. People may
retain from childhood an automatic fear or dislike of a group of people, but this may
change as we form new habits through practice.

Prejudice comes in many forms, including

 Race, i.e., when a black man enters a store and nearby shoppers instinctively
hold on tighter to their belongings or he is followed around by a sales clerk

 Religion, i.e., when Americans with strong national identity express disdain for
Muslims post-9/11

 Obesity, i.e., when overweight people are perceived less attractive, intel- ligent,
or self-disciplined

 Sexual orientation, i.e., homophobic bullying or aggressive harassments and

insults

 Gender identity and expression, i.e. when transgender women are not forced
to wear men's workwear.

 Age, i.e., perceptions of elderly people and incompetent and unproductive

 Immigrant status, i.e., the behavior of Americans towards Latin American

immigrants

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 Socially, prejudice stems from unequal status. Groups with social and economical
superiority will often use prejudicial beliefs to justify their privilege and position.
Children may be raised in ways that foster prejudice, and religious communities or
broader society can either sustain or reduce it. Social institutions such as schools,
government, and the media may also support prejudice, intentionally or otherwise. How
does the way we think about the world influence prejudice? Research shows that we
simplify our environment by categorization through stereotyping. Sorting people into
categories exaggerates similarities within groups and differences between them. We
generally like people we see as similar to us and dislike those we see as different; and
the less our familiarity, the more we stereotype. A distinctive person (i.e., the only
minority in a group) makes us more aware of differences; this allows distinctive people
to be noticed but they must work harder to prove them- selves. The just-world
phenomenon is the tendency to believe that the world is just and that people get what
they deserve. Research suggests that this explains why people are indifferent to social
injustice not because they aren't concerned, but because they don't see any injustice.

Prejudice involves preconceived judgments that are self-perpetuating (i.e., when

someone behaves as expected, which confirms our beliefs). It can also undermine
people's performances, such as when someone is placed in a situation where others
expect failure and the person's anxiety confirms the belief (stereotype threat). Stereo-
types, especially when strong, can affect our judgment of individuals.

10.4 Aggression

Aggression is physical or verbal behavior that is intended to cause harm. It

manifests in two ways: hostile aggression which springs from anger with the goal to
injure, and instrumental aggression, which is also meant to injure but as a means to
achieve an end. Most murders are hostile aggression, while most wars and terrorist
attacks are instrumental aggression.

There are three theories on aggression:

1. Instinct Theory and Evolutionary Psychology - Commonly associated with

Sigmund Freud and Konrad Lorenz, it argues that aggression is instinctive (innate,
unlearned, and universal). If not released, it builds up within until it explodes or a
stimulus triggers it, similar to a dam bursting. Aggression is biologically influenced by
genetics (a person's temperament at a young age usually endures), biochemical
influences (alcohol, testosterone, poor diet), and the brain.

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2. Frustration-Aggression Theory - Frustration is anything that prevents us from
attaining a goal, arises from the gap between expectations and attainment, or when we
compare ourselves with others. This causes anger and hostility, and the anger may
provoke aggression. In some cases, people displace or redirect their aggression to
another target that is safer or more acceptable. It's important to note that this theory
only explains hostile aggression.

3. Social Learning Theory of Aggression – Albert Bandura believes that aggression

is learned behavior or watching others act and observing the consequences. Through
this, we sometimes learn that aggression has its rewards. Family, subculture, and the
mass media also influences aggressive behavior.

Factors that Influence Aggression

FACTORS DESCRIPTION

1. Aversive incidents This includes pain, heat or discomfort, and personal attacks
(verbal or physical).

Sexual or otherwise (such as anger), can amplify one another.

2. Arousal When combined with hostile thoughts and feelings , may result in
aggressive behavior

The sight of a weapon, for instance, is an aggressive cue that

increases the likelihood of aggressive behavior. For ex- ample,
3. Aggression cues research has shown that the U.S. has about 200 million privately
owned guns, with half of all murders com- mitted with handguns
in homes.

Research shows that viewing scenes of sexual violence (ie, a man

overpowering and arousing a woman) can distort perceptions of
4. Pornography and women's response, and increase aggression towards women.
Sexual Violence Evidence suggests that viewing sexual violence also reinforces and
increases the acceptance of the rape myth (the belief that women
would welcome sexual assault and "no" doesn't really mean "no").

Studies have shown that heavy exposure to violence on TV is

5. Television and the correlated with aggressive behavior. Violence has this effect on

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Internet viewers because of the arousal it produces, disinhibits or
activating violence-related thoughts, and evokes imitation.
Cognitively, TV desensitizes viewers to graphic depictions of
violence, implants social scripts or culturally provided mental
instructions on how to act, alters perceptions of reality, primes
aggressive ideas, and drains energy and moods.

Violent video games may increase aggression even more than

6. Video games television because it desensitizes players (i.e., seeing other people
as less human), and the experience involves more active
participation.

7. Group influence The act of diffusing responsibility among groups can amplify
aggressive reaction (.e., youth gangs, rioters)

The catharsis hypothesis says that aggression is reduced when one "releases
aggressive energy either by acting aggressively or fantasizing aggression (i.e, play ing
violent video games to release anger). Expressing aggression to catharsis actually
breeds more hostility. The social learning approach suggests that aggression can be
controlled by counteracting factors that influence or provoke it.
Helping

There are three theories that explain what motivates us to help people:

1. Social-exchange theory - It assumes that the act of helping is motivated by a

desire to maximize rewards. These rewards may be external (.e. helping to boost self-
worth) or internal (your own personal traits or emotional state, such as guilt).

2. Reciprocity norm - The expectation to help those who have helped us. When
people are unable to help back, they may feel demeaned by accepting help, which
explains why people with high self-esteem are often reluctant to ask for help.

3. Social-responsibility norm - An expectation to help others, even if they cannot

reciprocate, such as those who are victims of circumstance (1.e., typhoon victims). If
we feel that their situation is brought about by their own choices, we often say it's the
person's fault so we do not feel compelled to help.

According to evolutionary psychology, there are three types of helping: Selection

of kin (wherein evolution predisposes us to care for our close relatives; reciprocity

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(helping with the expectation of eventually getting help in return); and selection (when
groups are in competition, groups that mutually support each other outlast groups that
don't).

Daniel Batson theorizes that our willingness to help others is influenced by selfish
and selfless considerations. For instance, our feeling of distress over some- one's
suffering either motivates us to escape the situation or by helping the person. When we
feel securely attached to someone, we feel empathy or putting oneself in another's
shoes. This pushes us not to focus on our own distress, and motivates us to help
others.

Why don't bystanders offer help during an emergency? The bystander effect
states that a person is less likely to help when there are other bystanders. As the
number of people aware of the incident increases, any given person becomes less likely
to help. On the other hand, research shows that we are more likely to extend help
when we see that others do. We are also more helpful towards people similar to us, or
when we have the time.

Personality research has shown that some people are consistently more helpful
than others , and that personality influences how people react to certain situations. In
terms of gender, men were shown to be more helpful when the situation was deemed
more dangerous. Women are slightly more likely to help in safer situations, such as
volunteering. Highly religious people are reported to be more charitable, and likely to
volunteer and help a stranger in need.

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Self Check
10.1 Enumerate the following.

Give at least 4 factors that influence aggression.

1.___________________________
2.___________________________
3.___________________________
4.___________________________

Give three theories on Aggression.

1.___________________________
2.___________________________
3.___________________________

Give at least three forms of prejudice.

1.___________________________
2.___________________________
3.___________________________

10.2 Definition of terms.

1. Prejudice
_________________________________________________
_____________________________________________________
2. Aggression
_________________________________________________
_____________________________________________________
3. Attribution
_________________________________________________
_____________________________________________________
4. Stereotype
_________________________________________________
_____________________________________________________

Personal Development
Document No. 001-2020
Social Belief and Developed by:
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