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Chapter 12 Flashcards

1
Q

Although …% of adolescents in the United States today go on to college immediately after high school, nearly …% drop out of high school before graduating

A

70

10

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2
Q

it takes more than talent to succeed—it also takes desire and determination—what some experts have called “…”

A

grit

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3
Q

As far as success in school or work is concerned, a certain amount of intelligence is necessary

A

t but it’s more important to be determined than to be brilliant.

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4
Q

Perseverance is especially important when schoolwork is …

A

uninteresting

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5
Q

receiving a single marshmallow immediately or waiting 15 minutes to get two of them. This test measured what psychologists call…

A

delay of gratification

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6
Q

marshmallow as preschooler says how successful you’ll be later in life

A

t

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7
Q

who are under strong pressure to do well in school find that it isn’t so much parents’ pressure to do well that creates
mental health problems, but rather, parents’ criticism when …

A

expectations are not achieved

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8
Q

It’s valuable for students to have perfectionistic tendencies

A

t when comes from inside

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9
Q

choices of what classes to take in school are influenced by students’ …

A

beliefs about their abilities.

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10
Q

the achievement gap between males and females in math and science is very small but still worry about girls in school

A

f boys
On average, boys do not do as well in school, are less invested in doing well, are disciplined more often by their teachers, and are more likely to perceive their schools and teachers as unfair

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11
Q

females now far outnumbering males on American college campuses, ethnic dif in this

A

are especially great among Black adolescents

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12
Q

are especially great among Black adolescents why

A

Black parents are more likely to practice authoritative parenting with daughters than with sons

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13
Q

Having a growth mindset about …seems to have particular benefits for young women

A

math

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14
Q

You’ve probably experienced this when you enrolled in a course in which the instructor stressed …. This sort of emphasis brings out the worst in students—literally

A

grades rather than mastery of the material

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15
Q

grades rather than mastery of the material why bad

A

extrinsic motivation

more insecure about their abilities, more hesitant to challenge themselves, and less likely to ask for help

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16
Q

trying to compete with and outperform their classmates hinders performance

A

f improves

motivated mainly by trying to avoid looking stupid (which diminishes their performance)

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17
Q

the home environment are better predictors of adolescents’ academic achievement than are features of the school environment

A

t

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18
Q

parental expectations play an especially important role is …, where traditional views of gender roles may lead adolescent boys and girls to develop very different sorts of self-conceptions

A

mathematics

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19
Q

Parental involvement seems to be an especially strong influence on the achievement of … youth, perhaps because of the importance of the family in Mexican cultur

A

Mexican American

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20
Q

Parental involvement in schooling has a more substantial effect when the adolescent attends a school in which a large proportion of other students’ parents are involved as well (and in low income communities

A

f higher-

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21
Q

although parents’ involvement both affects and is affected by adolescents’ …

A

achievement

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22
Q

how does poverty undermine achieve?

A

It is extremely difficult for a parent under severe economic stress to provide a supportive home environment.
stress of living in poverty also interferes with the development of grit bcs lack of persistence

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23
Q

in schools with fewer high achievers, coming from an unstable family environment matters more

A

f much less

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24
Q

in schools with fewer high achievers, coming from an unstable family environment matters more

A

f much less

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25
Q

social capital vs contribution of adolescents’ family income, their parents’ education, or their household composition?

A

social capital is an important contributor to success in school, above and beyond the

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26
Q

does peer influence work in reverse e.g. When adolescents’ grades go up, they tend to befriend more high-achieving classmates

A

t

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27
Q

the influence of the peer culture on academic achievement is far more positive than negative

A

f negative

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28
Q

Having academically oriented peers is especially beneficial to adolescents from …, where parental involvement in schooling is typically lower

A

single-parent homes

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29
Q

having friends who disparage school success may offset the benefits of authoritative parenting

A

t

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30
Q

having friends who are disengaged from school is especially detrimental to the achievement of students with

A

with more distant relationships at home

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31
Q

in countries like Germany, where there are separate schools for adolescents who are planning to go to college and those who are not), peers and parents are less influential why

A

Peers and parents more strongly influence student achievement in countries where schools serve more heterogeneous groups of students

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32
Q

When they enter the labor force, individuals with a college degree earn …as much per year as do individuals with only a high school diploma

A

twice

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33
Q

adolescents from higher income groups have more … in brain regions important to performance on achievement tests as well as measures of working memory, perhaps the most important executive function for scholastic success

A

gray matter

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34
Q

school difficulties as early as … are predictive of poor school performance in adolescence

A

kindergarten

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35
Q

The academic superiority of Asian students, whether American or foreign-born, tends to emerge during the …

A

transition into junior high school and persists

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36
Q

Black and Hispanic students have lower educational aspirations and attitudes

A

f Black and Hispanic students have educational aspirations and attitudes that are similar to those of Asian and White students but significantly poorer academic skills, habits, and behavior

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37
Q

asians suffer for their success

A

f Asian students do not pay a price for their superior achievement in terms of increased anxiety, depression, stress, or social awkwardness more positive moods

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38
Q

mong Asian students more than their peers from other ethnic groups, then, engagement in academics is linked to positive emotion and well-being.

A

t

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39
Q

tudents achieve more when they feel a sense of …2

A

belonging to their school, when they see the connection between academic accomplishment and future success

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40
Q

the gap in educational attainment between … is one of the most important challenges facing American educational institutions.

A

Latinos and non-Latinos

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41
Q

Trends in … (what students know) have not paralleled trends in educational attainment

A

academic achievement

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42
Q

although more students are staying in school longer, they are not necessarily learning more

A

t

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43
Q

the ethnic gap in SAT scores has reduced

A

f the gap in SAT scores between Black and Hispanic students on the one hand, and Asian and White students on the other, remains substantial and virtually unchanged over the past two decades

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44
Q

The relatively poor showing of American adolescents on standardized tests of achievement has been carefully documented in a series of reports based on the …

A

National Assessment of Educational Progress (NAEP)

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45
Q

…% of college freshmen who enroll directly out of high school require some sort of remedial education in order to do college-level work

A

25

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46
Q

more than ..% of college students enrolled in remedial education graduated from high school with a GPA of 3.0 or better

A

80

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47
Q

more than …% of American adolescents graduate from high school on time, there are wide variations in graduation rates as a function of ethnicity and other background characteristics

A

80

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48
Q

… is one of the strongest predictors of dropping out

A

having been held back

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49
Q

dropping out of high school is not so much a discrete decision made during the adolescent years as it is the …

A

culmination of a long process

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50
Q

dropping out early in high school is more likely to be the result of …, whereas dropping out later in high school is more likely to be driven by …

A

disciplinary problems at school

the desire to work

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51
Q

how many leave and never return

A

1/3

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52
Q

evaluations of policies such as the use of high school exit examinations to determine whether students can graduate show that they do not increase the rate of dropping out or differentially affect minority and White students

A

t

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53
Q

impact of work on later occupation

A

have little or no impact on adolescents’ plans or aspirations for adult work, especially among students from nonpoor families

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54
Q

Fast food, restaurant, and retail jobs provide the fewest opportunities to build career-related skills, whereas …2 are among the best

A

office and clerical jobs

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55
Q

he development of occupational plans may not take place until the final years of college, and deciding on a specific career may not even begin until well after college graduation.

A

t

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56
Q

No influence on occupational choice is stronger than …, and as a result, adolescents’ occupational ambitions and achievements are highly correlated with the ambitions and achievements of those around them

A

socioeconomic status

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57
Q

The development of …4 that have to do with performance in evaluative situations.

A

motives, capabilities, interests, and behaviors

58
Q

why ach An important issue during adolescence

A

preparing for work roles, this impacts for life

59
Q

3 Adolescent Development and Effects on Achievement?

A

puberty
cognitive changes
social roles

60
Q

why puberty influence?

A

sex differences amplified

drop in motivation

61
Q

cognitive changes?

A

advanced cognitive abilities allow them to see LT consequences of their choices, consider range of possibilities (hypothetical, logical thinking)

62
Q

social roles?

A

social transition from school to work, selecting uni programs= direct influence on occupation

63
Q

What Motivates

Adolescents to Achieve (Noncognitive factors)?

A

Achievement Motivation

Fear of failure

64
Q

T: differences in striving for success

A

Achievement Motivation

65
Q

…4 also linked to success in school and work during adolescence

A

Self-control, persistence, grit, and conscientiousness

66
Q

intelligence is also necessary

A

t

67
Q

… important for success during adolescence

A

Motivation

68
Q

why is perseverance so important

A

when things are boring and uninteresting to help self in the long run

69
Q

marshmallow study tests

A

Delay of gratification

70
Q

T: repels against situations that require achievement

A

Fear of failure

71
Q

weak fear of failure is bad

A

f good they approach it

72
Q

fear of failure Often manifested by feelings

of …

A

anxiety.

Interferes with successful performance.

73
Q

when do you dread challenge who

A

low ach mo

high fear of failure= low achievers

74
Q

T: procrastination, joking in class to protect self and enhance self presentation

A

self-handicapping strategies

75
Q

Underachievers due to anxiety vs. other reasons?

A

self handicapping

76
Q

Individual differences in hanidicapping?

A

don’t see themselves as having the capacity to be successful= justify (can be based o external factors like discrimination)

77
Q

Two types of motivation are affected by adolescents’ beliefs about their abilities:

A

Mastery motivation

 Performance motivation

78
Q

T: intrinsic motivation, the pleasure out of learning

A

Mastery motivation

79
Q

T: extrinsic motivation based on grades ect

A

Performance motivation

80
Q

Drop in mastery motivation during transition into secondary school why?

A

teachers become more performance oriented

parents influence

81
Q

why mastery important

A

persist in face of failure

82
Q

Beliefs about …have implications in achievement situations.

A

abilities and chances for success/failure

83
Q

T: gender or racial beliefs influence performance

A

Influenced by stereotype threat (believe these features make them inherently less able than others for success)

84
Q

strength of stereotype threat can change over time

A

t e.g. female in science

85
Q

the way adol think about intelligence in general is what distinction

A

Growth mindset

86
Q

T: weather you belief intelligence is fixed vs changing

A

Growth mindset

87
Q

Three factors interact to predict students’ behavior in

school

A

Beliefs about intelligence, performance vs. mastery, and confidence (self efficacy)

88
Q

Importance of context on ach? 3 influences?

A

Teachers, parents, classmates

89
Q

individuals attribute their performance to a combination of 4 factors:

A

internal: (1) ability or (2) effort

 external: (3) task difficulty or (4) luck

90
Q

How students interpret their successes and failures is also important. which best

A

internal and effort

91
Q

external: (3) task difficulty or (4) luck leads to

A

Learned helplessness

92
Q

how is internal explan for failure a good thing

A

I didn’t do well because I didn’t put in enough effort= try harder next time vs I cant success

93
Q

T: students who are led to believe their efforts don’t contribute to success

A

Learned helplessness

94
Q

Drop in Motivation during the Transition into Secondary School why 3

A

 Parents (autonomy from them= associated in drop in feeling obligated)
 Teachers Mastery orientation to performance-oriented (asses this way)
older adolescents are more likely to view intelligence as stable and to endorse dysfunctional attributions

95
Q

Additionally, older adolescents are more likely to view intelligence as in achievement endorsing ways

A

f stable and to endorse dysfunctional attributions for success and failure. don’t attribute failure to lack of effort

96
Q

Aspects of the … are better predictors of academic achievement than the school environment

A

home

97
Q

example of when context overtake individual influences

A

teachers dealing with crime, deviance, drug problems

98
Q

3 aspects of home enviro?

A

 parents’ values and expectations
 parents’ general approach to parenting
 quality of the home environment provided

99
Q

Parents’ and adolescents’ expectations influence each other over time. how

A

self fulfilling

100
Q

family values also important with academic success.

A

more likely to be involved in child edu (e.g. be involved in school, help with homewo`rk ect)

101
Q

T: warm, firm, and fair

 linked to school success during adolescence

A

Authoritative Parenting

102
Q

Punitive, harsh, over-controlling, or inept parenting contribute to …2

A

lower school engagement

 diminished achievement

103
Q

Quality of the home environment is more strongly correlated with academic achievement than is the quality of the physical facility of the school students attend but not the teachers

A

f (as well as teachers).

104
Q

why Quality of the Home Environment so important 3

A

 Cultural capital
 Effect of SES
 Social capital

105
Q

T: the amount you expose adol to art, music, lit ect

A

Cultural capital

106
Q

parental encouragement and involvement and in turn culture and social capital are undermined by…

A

economic stress

107
Q

T: the amount of social support, encouragement, involvement

A

social capital

108
Q

What adolescents do in school on a daily basis is more affected by their friends (e.g.,…2).

A

homework, effort in class

109
Q

kids can get social capital from other sources from home

A

t can offset in face of economic adversity

110
Q

Affiliation with peers = …

A

performance. grades change in parallel with friends grades

111
Q

By …adolescents are increasingly worried

about their friends’ reactions to school success.

A

.middle school,

112
Q

as grades go up friends performance go down

A

f their friends shift toward high achieving friends

113
Q

Context Matters on ach how

A

The family environment has an effect on adolescents’ choice of friends, which, in turn, influences school achievement.

114
Q

Educational achievement is defined in one of three ways:

A

Educational attainment
Academic achievement
School performance

115
Q

T: the grades you get

A

School performance

116
Q

T: performance on standardized test

A

Academic achievement

117
Q

T: number of years of schooling completed

A

Educational attainment

118
Q

IQ highly correlated with …

A

Academic achievement

119
Q

grades in school influenced by…

A

wider range of factors not just abilities

120
Q

Different factors predict these three different aspects of educational achievement

A

t e.g. for inner city youth IQ less important than beliefs (feel they have less occupational expectations or those with discrimination)

121
Q

Effects of early intervention on low-ses? when most effective

A

preschool and effect gets smaller from here

122
Q

High SES vs Low SES change over time

A

reducing but still large gap across ethnicities and globally

123
Q

Individual Differences in Educational Achievement?

A

SES

ethnicity

124
Q

Educational attainment
Academic achievement
School performance which most predictive of school performance and health

A

Educational attainment (how many years did it take you to get a degree)

125
Q

High SES vs Low SES effects?

A

middle class+= higher grades, more school, ect

126
Q

High SES vs Low SES why?

A
  • post sec even if not the highest achievement
  • better healthcare and support = higher IQ scores
  • parents more likely to be involved in their edu and in academic policies
127
Q

why preschool intervention so important

A

internalize more of SES factors as they get older

128
Q

can interventions offset low SES

A

yes

129
Q

order the ethnicities in performance

A

asian, white, black and hispanic

130
Q

T: differences in academic outcomes of foreign-
born adolescents and children of immigrants, aspiration and motivation similar for immigrants but not for second third gen

A

”immigrant paradox”

131
Q

the ethnic differences are due to lack of achievement motivation

A

f fear of failure

132
Q

Ethnic differences in beliefs (e.g., Asian backgrounds associated with…

A

mastery motivation

133
Q

What is most important is students achieve more when they feel a …

A

sense of belonging to their school, when they see the connection between academic accomplishment and future success, when their friends and parents value and support educational achievement, and when their parents are effective monitors of their children’s behavior and schooling.

134
Q

sense of belonging to their school, when they see the connection between academic accomplishment and future success, when their friends and parents value and support educational achievement, and when their parents are effective monitors of their children’s behavior and schooling cant account for ethnic differences

A

f they can with these= no dif in ach

135
Q

Educational attainment is a powerful predictor of adult occupational success and earnings what is the problem with this

A

high school dropouts

136
Q

High school dropouts at risk for: 5

A 
 Poverty
 Unemployment
 Dependence on govern-subsidized income maintenance
programs
 Becoming a teen parent
 Delinquent and criminal activity
137
Q

Although many adolescents might leave high school before graduation don’t ever receive diploma

A

f a fair number return to school in young adulthood to earn their diploma.

138
Q

Occupational plans develop in parallel, or even as part of, the …

A

identity development process.

139
Q

the work adol preform during adol is relevant to future careers

A

f

140
Q

occupational Plans follow a sequence that involves: 4

A

 Examination of one’s traits, abilities, and interests.
 Experimentation with different work roles.
 Involves an integration of influences from one’s past with one’s hopes for the future.
 Influenced by social environment.

141
Q

all steps on occupational plan influenced by enviro

A

t, if you cant afford to have this process extended into adol= less time for exploration

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