Chapter 3:

Personal, Social, and Moral Development

Introduction
This chapter is about personality and social development and explain
how it can influence academic success and success in life after the school
years. This chapter also descripts about psychosocial, identity, and self-
concept development to explain learner behavior.

CHAPTER 3

Personal Moral
Development Development

Social
Development

3.1 Personality Development

3.1.1 Personality
Personality is a comprehensive term that describes our attitudinal, emotional, and
behavioral responses to experiences in our environment.

3.1.2 Personality development

Personality development involves changes in those responses and refers to age-
related changes in people’s personality and the ways that individuals respond to their
environments.
3.1.3 Personality Traits
Researches generally describe personality as being composed of five relatively
independent traits, often described as the “Big Five” or called “OCEAN”.(Barrick,
Mout,&Li,2013)

OCEAN
Openness Conscientiousness

Extraversion Agreeableness Neuroticism

Openness: The extent to which people are curious and seek new experiences, such as
embracing new ideas and having a wide range of interests versus being narrow and
close-minded.
Conscientiousness: The tendency of individuals to follow through on their
commitments and to be organized and responsible, such as reliable and thorough
compared to being shortsighted, scattered, and disorganized
Extraversion: The extent to which individuals are socially outgoing and inclined to
engage in social interaction, as opposed to being shy and withdrawn
Agreeableness: The tendency of people to empathize and get along with others, such
as being warm and compassionate compared to being distant and aggressive.
Neuroticism: The tendency of people to be vulnerable to negative emotions and to view
the world as threatening, such as anxious, tense, and worrisome versus emotionally
stable, positive, and balanced
3.1.4 Temperament
Temperament is generally described as our relatively consistent inclinations to
respond to events in the environment in particular ways. (Shiner et al.,2012)

 Temperament is considered to be primarily genetic.

 Temperament influences overall personality development.

3.1.5 Parenting Styles and Personality Development

Personality development begins in the home, and parents and other immediate caregivers
strongly influence this aspect of development. Research indicates that certain parenting styles,
general patterns of interacting with and disciplining children, promote more healthy development
than others. (Baumrind, 2005)

Authoritative Parents:
• Set high expectations and are warm and responsive. They are firm, caring, and
consistent. They explain reasons for rules and frequently interact with their children.
• Their children tend to be agreeable, open, conscientious, and successful in school.

Authoritarian Parents:
• Have high expectations but tend to be cold and unresponsive.
• They expect conformity, they don’t explain reasons for rules, and they don’t
encourage verbal give-and take.
• Their children tend to be withdrawn, sometimes defiant, and often lack social skills.

Permissive Parents:
• Are warm but hold few expectations for their children, who tend to be immature,
compulsive, and unmotivated.
• Used to getting their own way, the children are sometimes disagreeable and have
trouble relating to their peers

Uninvolved Parents:
• Have few expectations for their children and are cold and unresponsive.
• They have little interest in their children, who tend to acquire negative personality
traits, lack self-control and long-term goals, and can be disobedient and easily
frustrated.
3.1.6 Personality Development and Emotions

Emotions exist in a range from those that are positive, such as happiness,
excitement, hope, pride and contentment, to a number that are negative, such as boredom,
anger, guilt, stress, and depression.

Neuroticism is one of the five personality traits. The tendency of people to

be vulnerable to negative emotions and to view the world as threatening, such
as anxious, tense, and worrisome versus emotionally stable, positive, and
balanced.

Emotions are directly linked to personality development. Researchers have

also identified links between positive emotions and overall health and well-
being.

3.1.7 Personality Development and School Achievement

A. Relation Personality development and academic achievement：

 The traits openness and conscientiousness are linked to academic achievement,
particularly in adolescents.
 Conscientious students set learning goals, regulate their behavior, and persist until
goals are met.
 students open to experiences respect and appreciate knowledge and discovery.

B. Relation personality development and workplace achievement:

 High conscientiousness and low neuroticism are linked to high job performance in
the workplace.
 High extraversion is linked to high workplace satisfaction.
 Schooling is a primary influence on the development of positive personality traits,
such as agreeableness, openness, and conscientiousness, and an important source
of socialization for the world of work.
C. Promoting Positive Personality Traits in Students:
 Learn about our students as people.
 Model positive personality traits.
 Use concrete examples to teach positive personality traits.
 Discuss positive personality traits and their relationships with success and
achievement.
 Use an authoritative classroom management style.

3.1.8 Identity and Self-Concept

 Identity describes individuals’ sense of self, who they are, what their existence
means, and what they want in life.
 Identity combines with people’s self-concept, a cognitive assessment of their
physical, social, and academic competence, to influence they way they respond to
learning activities and their environments in genera.

3.1.9 Erikson’s Theory of Psychosocial Development

Erikson’s theory was strongly influenced by his search for his own identity, and
he believed, as he described it, that he experienced a crisis of identity.

Erikson also believed that people instinctively want to affiliate with others, and
because he integrated identity and social factors in his theory of development, it is
described as a psychosocial theory. Erikson assumed that:

People have the same basic needs.

The development of the self is a response to those needs.
Each stage of development is characterized by a psychosocial challenge, called a
crisis, that presents opportunities for development.
Different stages reflect differences in the motivation of the individual.
No one permanently resolves a crisis.
 People do not remain at a stage if the crisis isn’t permanently resolved.
Less than ideal resolutions of crises at particular stages leaves individuals with
personality “glitches.”
The effectiveness of the resolution of crises determines emotional health.

3.1.10 Erikson’s Stages of Psychosocial Development

STATE DESCRIPTION
Trust vs. Mistrust - Trust in the world is developed through continuous love and
(0-1 year) support.
- Some experts, for example, suggest that skin-to-skin contact
between new-born and their mothers is essential.
Autonomy vs. Shame - Independence is fostered by successful experiences formed by
and Doubt support and structure.
(1-3 years) - Such as letting young children feed themselves and slip on
their own shoes.
Initiative vs. Guilt - An exploratory and investigative attitude results from meeting
(3-6 years) and accepting challenges.
- Such as letting young children open and close doors, push
elevator buttons and “help” dad mow the lawn.
Industry vs. Inferiority - Enjoyment of mastery and competence comes through success
(6-12 years) and recognition of accomplishment.
- Successful learning experiences are important for the
development of industry.
Identity vs. Confusion - Personal, social, sexual, and occupational identity comes from
(12-18 years) success in school and experimentation with different roles.
- Adult support in helping students struggle to establish an
identity is essential.
Intimacy vs. Isolation - Openness to others and the development of intimate
(Young Adulthood) relationships result from interaction with others.
 - Social experience is particularly important at this stage.
Generativity vs. - Productivity, creativity, and concern for the next generation
Stagnation are achieved through success on the job and a growing sense of
(Middle Adulthood) social responsibilities.
- Successful resolution of the psychosocial challenges at earlier
stages establishes a framework for generativity.
Integrity vs. Despair - Acceptance of one’s life is achieved by an understanding of a
(Old Age) person’s place in the life cycle.
- Integrity is achieved by a productive and fulfilling life.

3.1.11 Contemporary Views of Identity Development

Contemporary perspectives view identity development not so much as a crisis, but
rather a gradual process of experimenting with different potential life directions and
ultimately deciding on a course of action.

STATE DESCRIPTION
Identify diffusion - Individuals fail to make clear choices and confusion is common.
- Choices may be difficult, or individuals may not be
developmentally ready to make choices.
Identity foreclosure - Individuals prematurely adopt ready-made positions of others,
particularly parents.
- Decisions are based on the identities of others
Identity moratorium - Individuals pause and remain in a holding pattern.

- Long-range commitment is delayed.

Identity achievement - Individuals experience a period of crises and decision making.

- A commitment to a goal or direction is made.

3.1.12 Sexual Identity
Sexual Identity, people’s definitions of who they are with respect to gender
orientation, is another important element of identity formation.

Sexual orientation, the gender to which an individual is romantically and sexually

attracted, is an important dimension of sexual identity.

3.1.13 Development of Self-Concept

Self-Concept Self-Esteem (self-worth)

 A cognitive assessment of our  An emotional reaction to the self.
physical, social, and academic  People who have high self-esteem
competence. believe that they are inherently
worthy people and feel good about
themselves.

The relationship between social self-concept and achievement is

complex.

 Believing that we’re socially skilled doesn’t necessarily relate to achievement.

 A link between social competence and academic achievement exists, beginning in
early elementary school.

3.1.13 Supporting Identity and Self-Concept Development in Our

Students

 Support autonomy and initiative in your students.

 Maintain high expectations and provide students with evidence of increasing
competence.
 Create a safe and caring learning community in your classroom.
 Communicate that students’ ethnic backgrounds are valued and contribute to
learning.
3.2 Social Development

3.2.1 Social
Social is an informal social gathering, especially one organized by the members
of a particular club or group.

3.2.2 Social development

 A strong link exists between social development, school success, and success in
later life.
 Children who have well-developed social skills achieve at higher levels, have
higher self-esteem and fewer behavioral problems.
 They attend school more regularly, and are more satisfied with their school
experiences.

• the ability to use cues to understand

Social social interactions, is at the heart of social
development.(Hughes, Ensor, &Marks,
Cognition 2010)

• people’s ability to use vocal and

Social nonverbal cues to evaluate ambiguous
events and regulate their behaviors
Referencing accordingly.(Pelaez,Virus-Ortega, 2013)
3.2.3 Influences on Social Development

3.2.4 Parents and Siblings

Social development begins in the home. Through their interactions with parents and
siblings, young children learn how to use social interaction to get what they want.

PARENTS SIBLINGS
 Parents who talk to their children  Children frequently interact with
about other people’s thoughts, brothers and sisters.
feelings, and motives promote young
children’s social cognition.
 Children learn social skills by  Competition, negotiation, and
observing their parents interact with compromise in interactions with
others. siblings provide experiences that
promote social development.

3.2.5 Peer’s Influence on Social Development

As children grow older, peers - friend and classmates – play ab increasingly
prominent role in social development. Their influence exists in three areas.

Attitudes and
Value

Opportunities to
Emotional support
practice social skill
3.2.6 Social Problem Solving
Social Problem solving is the ability to resolve conflicts in ways that are
beneficial to all involved. Social problem solving is linked to emotional intelligence, and
students who are good at it have more friends, fight less, and work, more efficiently in
groups than those who are less skilled.

3.2.7 Steps in Social Problem Solving

STEPS DESCRIPTION

1. Observing and Such as recognizing that someone is upset.

interpreting social cues
2. Identifying social goals Deciding that everyone must contribute to complete a
task, for instance.
3. Generate strategies Such as allocating tasks that come as close as possible
to satisfying everyone.
4. Implementing and Such as deciding to change people’s roles the next
evaluating the strategies time they have a project.

3.2.8 Promoting Social Development in Our Students

Model social skills

Use classroom Applying An

management to Understanding of Explicitly teach social
promote social skills
Social Development
development.
with Students

Discuss social skills and their

relationships with school
success.
3.3 Development of Morality, Social Responsibility, and Self-
control

3.3.1 Moral Development

Moral Development involves advance in people’s conception of right and wrong,

as well as the development of prosocial traits such as honesty and respect for others. The
combination od cognitive and emotional aspects od moral development can lead to
improvements in both moral reasoning and moral behavior.

3.3.2 Distinctions between Moral, Conventional, and Personal Domains

Moral domains
deal with basic principles of right, wrong, and justice.

Conventional in contrast, addresses societal norms and ways of behaving in

domains specific situations.

Personal refers to decisions that are not socially regulated and do not
domain harm or violate others’ rights.
3.3.3 Piaget’s Theory of Moral Development
Two forms of development in much the same way – by observing children,
presenting them with problems, and asking questions to probe their thinking.

• – children view rules as fixed, permanent, and

External enforced by authority figures. That parents and
teachers who stress unquestioned adherence to
morality adult authority retard moral development and
unintentionally encourage students to remain at
this level.

• – children develop rational ideas of fairness and

Autonomous see justice as a reciprocal process of treating
others as they would want to be treated.
morality
3.3.4 Kohlberg’s Theory of Moral Development
Moral reasoning at this stage is based on concern for others, or the opinions of
others. An act is moral if others demonstrate similar acts, or it helps or is approved of by
others. Moral reasoning as occurring at three levels.

Level 1 Preconventional Ethics

• Stage 1 : Punishment – Obedience
• Stage 2 : Market Exchange

Level 3 Conventional Ethics

• Stage 1 : Interpersonal Harmony
• Stage 2 : Law And Order

Level 3 Postconverntional Ethics

• Stage 1 : Social Contract
• Stage 2 : Universal Principles
3.3.5 Gender Differences in Moral Reasoning
 Critics of Kohlberg’s work argue that it fails to adequately consider ways in
which gender influences morality.
 Early research suggested that men were more likely to base their judgments on
abstract concepts, such as justice, rules, and individual rights.
 Women were more likely to base moral decisions on interpersonal connections
and human needs.
 According to Kohlberg, these differences suggested a lower stage of moral
development in women.

3.3.6 Emotional Factors in Moral Development

Emotions, such as guilt, shame, and empathy are related to moral development.

 To advance moral development, we should teach children to experience guilt, the

uncomfortable feelings people get when they know they’ve caused someone
else’s distress.
 Guilt can be remedied by changing behavior.
 Shame, on the other hand, is an unhealthy emotion, particularly in young children,
because it can lead to the conclusion, “I am a bad person.”
 Empathy, the ability to experience the same emotion someone else is feeling, is
also an advance in moral development.

3.3.7 Promoting Moral Development in Our Students

The following guidelines can provide a framework for us as we attempt to
promote this essential form of development:

 Model ethical thinking, behavior, and emotions in interactions with students.

 Use moral dilemmas as concrete reference points for examining moral issues.
 Use discussions to help students understand and respect the perspectives of others.
 Use classroom management as a vehicle for promoting moral development
3.4 Obstacles to Healthy Development

Obesity

Alcohol and
Drugs Cyberbullying

Child Abuse Bullying

Peer School
Aggression Violence

3.4.1 Obesity
 One of six school-aged students is obese, and obese students experience rejection
and negative perceptions.

3.4.2 Alcohol and Drugs

 More than 4 of 10 high school students reported using alcohol.
 Nearly half have used marijuana.
 Twenty percent of high school students have taken a prescription drug, such as
Oxycodone, without a doctor’s prescription.
 Nearly 1 of 5 high school students report current use of cigarettes (Johnston et al.,
2012).

3.4.3 Child Abuse

 Three quarters of a million students are abused or neglected, and the number is
higher in a weak economy.
3.4.4 Peer Aggression
 Physical or relational actions aimed at gaining an advantage over a peer.
 Bullying, a form of peer aggression that involves a systematic or repetitious abuse
of power between students, is common in schools.

3.4.5 School Violence

 Extreme form of aggression that involves serious bodily injury or death.
 The publicity surrounding school violence combined with the threat of violence
has left students feeling less safe in school.
 Learning and development suffer whenever student don’t feel safe.

3.4.6 Bullying
 A form of peer aggression that involves a systematic or repetitious abuse of power
between students, is much more common.
 Bullying can exist as either physical or relational aggression, and its victims are
typically different in same ways.

3.4.7 Cyberbullying
 A form of bullying that occurs when students use electronic media to harass or
intimidate other students, has also become a growing problem.
 The anonymity of the internet is what distinguishes cyberbullying from other
types, and it can make bullies even less sensitive to the hurtful nature of their
bullying actions.
 Hard to measure because victims often don’t report the problem to adults.

3.5 Summary
Personality development is composed of five relatively independent traits that
include openness, conscientiousness, extraversion, agreeableness, and neuroticism, and
personality development describes improvements with respect to these traits.
Temperament, determined largely by genetics, describes relatively consistent inclinations
to respond to events in the environment in particular ways.

Social development describes the advances children make in their ability to

interact and get along with others. A number of factors influence social development,
including parents, siblings, and peers. Peers influence social development through theirs
attitudes and values, through opportunities to practice social skills, and through their
emotional support.
 Moral development represents individuals’ progress from external morality, the
enforcement of rules by authority figures, to autonomous morality, the perception of
morality as rational and reciprocal. Moral development also based on people’s response
to moral dilemmas.

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