SSP FINALS

Wisdom, compassion, and courage are the three universally recognized moral qualities of man.

Try not to become a man of success, but rather try to become the man of values

Morality is the basis of things and truth is the substance of all morality.

Only a life lived for others, is the life worthwhile.

is a problematic situation in which a difficult choice must be made. Most of the time, the consequences of any of the choices or options are perceived to be negative and unappealing to the person involved. The kind of responses or actions taken or made when one is in a quandary serves as a good test of a person's level of moral development.

is related to the sense or a standard that determines what is right and what is wrong. It distinguishes correct from incorrect, or appropriate from inappropriate.

refers to the system of beliefs and values that ensures that individuals will keep their obligations to others in the society and behave in ways that do not interfere with the rights and interests of others

refers to the judgments people make about what courses of action are correct or incorrect in particular situations (Gerrig & Zimbardo, 2002). Reasoning is a cognitive skill, but influences moral development.

came up with the theory of moral development by studying the concept of moral reasoning.

Theory of moral development, This theory is shaped by and tied up to Piaget's

asserts that intellectual development proceeds in stages or levels.

Piaget's stages of intellectual development- The first is the_____ in which the child learns and develops knowledge about his/her environment by relating sensory experiences to motor actions.

Piaget's stages of intellectual development- It is followed by the ____ in which the child learns to use symbols like words or mental images to solve simple problems

Piaget's stages of intellectual development- The third level is the _____ in which the child develops the ability to perform a number of logical operations on concrete objects that are present.

Piaget's stages of intellectual development- The final level is the _____ in which the individual acquires the ability to solve abstract problems in a logical manner.

One other factor which affects the individual's development is

In raising their children, parents use different strategies, called

An expert on parenting, Diana Baumrind (1967), came up with three parenting styles, namely

parents attempt to shape, control, and evaluate the behavior and attitudes of their children in accordance with an absolute set of conduct standards that usually comes from religious or respected authorities. They use harsh discipline and punishment. Obedience becomes a virtue. These parents do not communicate well with their children, and do not explain the rationale behind the rules and the consequences of their actions. They do not listen to the viewpoints of their children and may use force to ensure compliance.

parents direct their children's activities in a rational and intelligent way. They are supportive, loving, and committed; support a give-and-take relationship; discuss their rules and policies with their children; and encourage children to present their viewpoints. They offer explanations for rules and consequences.

parents are less controlling and behave with an accepting and non-punishing attitude towards their children's desires, actions, and impulses. They use reason rather than direct power. They are warm and supportive, but tend not to enforce rules. Because discipline is lacking, children tend to make their own rules even if they can benefit from parental rules.

A fourth parenting style was introduced by Maccoby and Martin in 1983. They coined the term uninvolved or neglectful parents who take on a "___" stand in the affairs of their children.

Effect- are demanding, and their children have less behavioural problems which are easily prevented. However, studies show that children reared under autocratic parents tend to become withdrawn, fearful, and dependent. These children may suffer from low self-esteem. They may carry these traits until adolescence or adulthood. independent,

Effect- have children who are reliable, rationale, and confident. These children generally feel good about themselves.

Effect- rarely impose rules and are non- punishing. Thus, they tend to have children who do not put structure and order in things that they do. For these children, anything goes.

Effect- are detached and indifferent to the needs of their children. As such, children grow up feeling unloved and cannot follow instructions. Some also fall prey or resort to substance abuse as a form of distraction or a way to get attention.

a psychologist, was the proponent of the self-theory. This theory is regarded as humanistic and is a move towards recognizing human potential for psychological growth.

made up of many self-perceptions, abilities, and personality characteristics that are organized and consistent with one another. Rogers (1953) contends that self-concept plays an important role in personality because it influences human behaviors, feelings, and thoughts.

refers to how people see or describe themselves (Plotnik & Kouyoumdjan, 2014). It is the subjective perception of who people are and what they are like, or "the person I think I am or the person I wish to be" (Rogers, 1953). People with a positive self-concept tend to act, feel, and think constructively and optimistically. Overall, they think of themselves in a good light. On the other hand, people who have a negative self- concept will behave, think, and act with pessimism. They do not believe in their ability to do things or carry out certain tasks.

is the image or picture of the self based on a person's actual experiences and represents how he/she really or actually sees himself/herself. It is what one thinks he/she is in terms of personal characteristics and abilities.

the self based on one's hopes and wishes. It reflects how one likes to see himself/herself to be.

is believed to be important for the healthy development of one's self-concept and for successful interpersonal relationships (Liebert & Spiegler, 1994).

includes love, sympathy, warmth, acceptance, and respect which people crave from family, friends, and other significant people

refers to positive regard received as a result of acceptable behavior or living up to the expectations and standards of others. For example, a teacher may reward students for passing the test.

, on the other hand, refers to the love and acceptance received by a person regardless of who he/she is or what he/she does. For instance, parents may still love and respect their child even if the child flunks an exam.

refer to how a person's sense of self or self-identity, relationships with others, and skills necessary for social interactions evolve.

explains how people describe themselves in terms of values, goals, traits, and perceptions unique to them. It is closely related to self- esteem or how much people value themselves and their worth as persons.

is the level of importance attributed to oneself and one's abilities. One may put a high value or a low value on his/her worth as a person. In many ways, it relates to a person's attractiveness and social competence.

is associated with negative outcomes like depression, anxiety, antisocial behavior, and poor personal adjustment

is distinct from self-concept as the latter refers to the knowledge of oneself or the image of a person's views, perceptions, or descriptions of himself/herself in terms of certain characteristics.

Humans possess an inner drive to grow, improve, and use their potential to the fullest (Plotnik, 2014). The final stage in completed growth is known as ___, a major tenet in humanistic psychology.

According to Abraham Maslow (1943), a_____ person has reached the highest level or peak of his/her personal development and has fully realized his/her potential as a human being. The self-fulfilled person is generally happy, generous with his/her time and effort to help others, and strives for the common good for his/her family, community, country, and even humanity.

At the first level are the ___ for survival comprised of food, water, shelter, clothing, and sleep. People would first be concerned with satisfying these needs over the others.

After satisfying these needs, they can advance to the second level or ___. This stage involves health and well. being, property, social stability, and protection from harm, among others. It is necessary for everyone, but more especially for those who live in dangerous areas.

Addressing ____ make up the third stage. Adults and adolescents who are needs make the third up starting to look for serious relationships are particularly concerned with satisfying the needs at this level. It also includes the need for friendship, intimacy, and a sense of connection with others.

During middle and late adulthood, people are especially concerned with achieving their goals and establishing their careers, thus the needs at the fourth level focus on ____. It contains items such as achievement, competency, approval, recognition, and respect from others.

The final level or the highest needs, as mentioned earlier, are ____. Included in this level are morality, realization of the purpose in life, meaning, inner potential, and the like. This level aims for the full development of one's unique potentials. Only a few individuals reach this level because the process of achieving self-actualization is difficult and challenging.

Maslow also classified these needs into two general categories

refer to the physiological (sleep, food) and psychological (safety, love, esteem) needs

On the other hand, are those at the higher levels (desire for truth, beauty, and justice).

●In an earlier module, it was mentioned that general mental or cognitive abilities contribute to the kind of person one is and one n be. ____believed that intelligence consists of a general mental ability or intelligence quotient (IQ, also called g factor) and domain-specific abilities

is a standardized measure that represents a person's reasoning skills.

●It has been accepted in the psychological community that intelligence is not necessarily a single and generalized characteristic, but is comprised of different specific traits. Thus, researchers have attempted to identify and measure further the different components of intelligence. One of the most famous works in this field is Howard Gardner's theory of __

theory asserts that each person possesses a certain specific intelligence where he/she is most probably good or skilled at.

It is characterized by the ability to think in words and use language to express meaning. Usually, people with this kind of intelligence have occupations as authors, journalists, speakers, or poets.

It refers to the ability t carry out mathematical operations; the ability to handle capacity long chains of reasoning; and the sensitivity and to discern logical or numerical patterns. Most people with this skill become scientists, engineers, accountants, or mathematicians.

It implies the ability to think in images, pictures, or three-dimensional figures, as well as the capacity to perceive the visual-spatial world accurately and perform transformations on one's initial perceptions. People with this skill often work as architects, artists, sailors/navigators, or sculptors.

. It is the ability to be physically adept at manipulating objects, controlling one's bodily movements, and handling objects skilfully. Most people with this type of intelligence include surgeons, crafts people, artisans, dancers, or athletes.

It refers to the sensitivity to pitch, melody, rhythm, and tone; the ability to produce and appreciate rhythm, pitch, and timbre; and the appreciation of the forms of musical expressiveness. People with musical intelligence usually end up as composers, musicians, or sensitive listeners.

It refers to the ability to understand and interact effectively with others, as well as the capacity to discern and respond appropriately to the moods, temperaments, motivations, and desires of others. People with this type of intelligence often work as teachers or mental health professionals.

It is characterized by the ability to understand oneself; the knowledge of one's own strengths, weaknesses, desires, and intelligences; as well as the understanding of one's own feelings and the ability to discriminate among them and draw upon them to guide behaviour. People with this intelligence eventually become theologians, psychologists or persons with detailed and accurate self-concepts.

It is described as the ability to observe patterns in nature and understand natural and human-made system; sensitivity to the differences among diverse species and ability to interact subtly with living creatures

is the force that moves people to behave, think, and sustained (Gerrig & Zimbardo, 2002). It may be said that aside and feel the way they do. Motivated behavior is energized, directed, from heredity and environment, motivation is also a significant concept of motivation by putting forward theories that seek to influence in personality development. Psychologists approach the explain the levels of motivations of individuals, some of which are as follows :

According to this theory, the motivation for sex, achievement, aggression, and other behaviors is rooted in the organisms' evolutionary past (Buss, 2000). Thus, if a species is highly competitive, it is because such competitiveness has improved its chances of survival, and it is then passed down through genes from generation to generation.

This theory explains that organisms are driven by physiological needs. A need energizes one's drive to eliminate or reduce the deprivation. For example, if one feels hungry, hunger is the motivator for him/her to look for food and eat it to reduce the drive and satisfy the need. This theory stresses the idea that as drive becomes stronger, the individual becomes more motivated to reduce it. However, people tend to behave in ways that increase, rather than reduce, the drive; thus, this theory did not hold much for a comprehensive framework.

●The Yerkes-Dodson Law states that performance is at its highest under conditions of moderate arousal rather than high or low arousal. With a low arousal, one might be too lazy or unwilling to perform the task. With a high arousal, one might not be able to concentrate on performing the task. For example, when taking an exam with a very high arousal, a student may not be able to concentrate. On the other hand, if the arousal is too low, he/she may not work fast enough to finish the test. Thus, moderate arousal is often the best in dealing with tasks. At times, the level of arousal may also depend on the kind of task on hand. For example, in solving a mathematics problem, a lower level of arousal is preferred because one spends more time to solve it even if the process takes longer. In contrast, a task to push a button exactly at a specified time requires a high level of arousal.

The of an individual also influence level of motivation. Some individuals seek may stimulation in their lives and enjoy the thrill of engaging in risky behaviors

is the motivation to experience varied, novel, complex, and intense feelings and experiences. The characteristics of high-sensation seekers (more than low-sensation seekers) as found by Zuckerman et al. (1972).

The two aspects of cognitive approach to motivation are

refers to internal factors like self-determination, curiosity, challenge, and effort.

involves outside factors such as rewards and punishment.

is the type of intelligence that refers to the abilities to perceive, appraise, understand, and express emotions accurately and appropriately; the use of emotions and emotional knowledge to facilitate thinking; and the regulation of one's emotions to promote both emotional and intellectual growth.

a cognitive or intellectual skill, is one way to determine if a choice is the "best" from among several options.

is A mental I process that involves using and applying knowledge to solve problems, make plans or decisions, and achieve one's goals.

Reasoning is of two types:

begins with making a general assumption that is known or believed to be true, and then drawing specific conclusions based on this assumption. It is reasoning that helps one make a particular conclusion from a general assumption. For example, a general assumption is that only a person who is drunk will gleefully walk under a strong rain even if he/she is dressed in expensive suit and shoes. Thus, if you see a man doing this, you will conclude that he must be drunk. The formula is: If an assumption or statement is true, there is only one conclusion to make.

is the process in which a conclusion is determined based on a number of true facts or premises. Given the same example above, instead of assuming that the man is walking under the rain because he is drunk, asking him some specific questions such as, "Did you have a drink today?" "Do you have a job?" "Do you have children?" "Are you married?" "Are you sick?" "Did you have lunch today?" will minimize the possible reasons for his manner, and possibly lead to the correct conclusion. This means that one has to know all the facts first before coming up with conclusions. Researchers use inductive reasoning when they use past experiences or observations to form a general hypothesis.

is a statement that must be tested by gathering data. It is an expectation of what is going to happen. The data will confirm or negate the hypothesis or the expectation.

refers to the act of jumping to conclusion before even knowing all the facts (Levy, 1997). Sometimes, people tend to look for information that confirms their decisions and beliefs. It is because they want to prove to themselves and to others that they are correct

is the tendency to look for information that supports one's decisions and beliefs while ignoring disconfirming information.