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Internalization
Internalization (or internalisation) has different definitions depending on the field that the term is used in. Internalization is the opposite of externalization. Generally, internalization is the process of consolidating and embedding one's own beliefs, attitudes, and values when it comes to moral behavior. The accomplishment of this may involve the deliberate use of psychoanalytical or behavioral methods.
Internalization of norms might take place following religious conversion, or in the process of the more general moral conversion of the person. Internalization is also often associated with learning (for example, learning ideas or skills) and making use of what has been learned from then on. The notion of internalization therefore also finds currency in applications in education, learning, and training, and in business and management thinking.
== Psychology and sociology ==
(詳細はpsychology and sociology, internalization involves the integration of attitudes, values, standards and the opinions of others into one's own identity or sense of self. In psychoanalytic theory, internalization is a process involving the formation of the super ego.〔Corsini, R. (1999). The Dictionary of Psychology, USA: Taylor & Francis.〕 Many theorists believe that the internalized values of behavior implemented during early socialization are key factors in predicting a child's future moral character. The self-determination theory〔Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behaviour. New York, N.Y: Plenum Press.〕 proposes a motivational continuum from the extrinsic to intrinsic motivation and autonomous self-regulation. Some research suggests a child's moral self starts to develop around age three.〔Emde, R. N., Biringen, Z., Clyman, R. B. & Oppenheim, D. (1991). The Moral Self of Infancy: Affective Core and Procedural Knowledge. Developmental Review, 11, 251-270.〕 These early years of socialization may be the underpinnings of moral development in later childhood. Proponents of this theory suggest that children whose view of self is "good and moral" tend to have a developmental trajectory toward pro-social behavior and few signs of anti-social behavior.
In one child developmental study,〔Kochanska, G., Koenig, J., Barry, R., Kim, S. & Yoon, J. (2010). Children's Conscience During Toddler and Preschool Years, Moral Self, and a Competent, Adaptive Developmental Trajectory. Developmental Psychology. Vol. 46, No. 5, 1320-1332.〕 researchers examined two key dimensions of early conscience – internalization of rules of conduct and empathic affects to others – as factors that may predict future social, adaptive and competent behavior. Data was collected from a longitudinal study of children, from two parent families, at age 25, 38, 52, 67 and 80 months. Children's internalization of each parent's rules and empathy toward each parent's simulated distress were observed at 25, 38 and 52 months. Parents and teachers rated their adaptive, competent, pro-social behavior and anti-social behavior at 80 months. The researchers found that first, both the history of the child's early internalization of parental rules and the history of his or her empathy predicted the children's competent and adaptive functioning at 80 months, as rated by parents and teachers. Second, children with stronger histories of internalization of parental rules from 25 to 52 months perceived themselves as more moral at 67 months. Third, the children that showed stronger internalization from 25 to 52 months came to see themselves as more moral and "good." These self-perceptions, in turn, predicted the way parents and teachers would rate their competent and adaptive functioning at 80 months.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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