An individual’s perception that they have no control over their life and the world around them. That outcomes are based on luck, are the fault of others or chance.
Our understanding of how the brain works. Examples include internal versus external locus of control, global versus analytic thinking, reflective versus impulsive behavior, personality dimensions, and thinking styles.
The understanding of one’s learning or knowledge about the process of learning. It is also referred to as “thinking about thinking.”
The concept that an individual’s knowledge is gained through maturation and new experiences that conflict with the individual’s existing knowledge and force them to re-examine what they think they know.
New ideas or information that conflict with beliefs an individual currently holds and forces them to re-examine those beliefs.
Babies who reach out to other babies or adults in a group through clearly demonstrated social expressions. Babies who communicate with others and behave in ways that create a positive emotional climate in a group.
The degree to which a person understands themselves, their own emotions, goals, motivations, and capabilities, allowing them to plan and manage their own life.
The degree to which a person comprehends the emotions, goals, and motivations of others, allowing them to function in social or group-task situations effectively.
A child’s expectations for relationships based on past experiences, which shapes how he or she interacts with caregivers and others.