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CAS 325 B > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Approach that emphasis on collaboration

A

Constructivist approach

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2
Q

Critique of the Constructivist Approach

A

Not enough attention to content of discipline, too vague

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3
Q

The process by which children and adolescents socialize their parents, just as parents socialize them

A

reciprocal socialization

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4
Q

two people

A

dyadic

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5
Q

More than 2 people

A

polyadic

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6
Q

Who is more likely to be act as a manager, mothers or fathers

A

mothers

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7
Q

What do parents help adolescents with

A

find information, make contacts, help structure choices, provide guidance

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8
Q

restrictive, punitive style in which the parent exhorts the adolescent to follow directions and to respect work and effort. Firm limits and controls are placed on the adolescent, and little verbal exchange is allowed

A

authoritarian parenting

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9
Q

A style encouraging adolescents to be independent but still placing limits and controls on their actions. Extensive verbal give and take is allowed and parents are warm and nurturant toward the adolescent

A

Authoritative

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10
Q

Varying patterns of behavior that parents display as they interact with the discipline of their children

A

Parenting Styles

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11
Q

What are the two dimensions of parenting styles

A

demandingness/control

responsiveness/acceptance

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12
Q

A style in which the parent is very uninvolved in the adolescent’s life.

A

Neglectful parenting

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13
Q

A style in which parents are highly involved with their adolescents but place few demands or controls on them

A

Indulgent parenting

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14
Q

Parenting style associated with adolescents’ socially incompetent behavior

A

Authoritarian parenting

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15
Q

Style of parenting associated with adolescents’ socially competent behavior

A

Authoritative parenting

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16
Q

Style of parenting that is associated with adolescents’ social incompetence especially a lack of self-control

A

Neglectful parenting

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17
Q

Style of parenting that is associated with adolescents’ social incompetence, especially a lack of self-control

A

indulgent parenting

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18
Q

Style of parenting that has high demandingness and high responsiveness

A

Authoritative

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19
Q

Type of parenting style that has high demandingness and low responsiveness

A

Authoritarian

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20
Q

Type of parenting that has high responsiveness but low demandingness

A

indulgent parenting

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21
Q

Type of parenting that has low responsiveness and low demandingness

A

neglectful

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22
Q

What is the quality that most Americans want to promote in their child

A

independence

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23
Q

What are the limitations of the parenting style research

A

research was conducted with middle-class, white families

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24
Q

What are parents in Latino and Asian cultures influenced by

A

collectivistic goals

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25
Q

What type of parent are Latino, Asian American and African American parents more likely to be classified as

A

authoritarian

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26
Q

What ethnicity is more likely to use physical punishment

A

African American

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27
Q

Why is there more parent-adolescent conflict than in childhood?

A

Because of biological, cognitive and social changes

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28
Q

What percent of teens have high conflict with parents

A

20-25%

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29
Q

What is most conflict over

A

mundane, everyday matters

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30
Q

A study of 64 high school students showed that they had conflict with their parents how often

A

once every 3 days

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31
Q

Who does the adolescent have more conflict with, the mother or the father

A

mother

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32
Q

A persons rank by age among his or her brothers and sisters

A

Birth order

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33
Q

Traits of firstborn children

A

Intelligent, achieving, conscientious

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34
Q

Traits of later born children

A

Rebellious, liberal, agreeable

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35
Q

Traits of only children

A

Achievement orientated and positive personality dimensions

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36
Q

What is the percent of first time marriages that end in divorce

A

40%

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37
Q

How does divorce affect and adolescence adjustment

A

Poor adjustment compared to individuals from non-divorced families

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38
Q

Does the number of divorces affect adjustment

A

Multiple divorces equal greater risk of adjustment problems

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39
Q

Children appraise marital conflict in terms of their sense of security and safety in the family

A

Emotion security theory

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40
Q

Rate of maternal employment

A

More than one in two mothers of children under five

more than 2 in 3 children between 6 and 17

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41
Q

Benefits of maternal employment

A

Less gender stereotyping and more egalitarian views of gender

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42
Q

A teacher centered approach characterized by teacher direction and control mastery of academic skills high expectations for students and maximum time spent on learning tasks

A

Direct instruction approach

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43
Q

Critiques of direct instruction approach

A

Turn students into passive learners

Limits critical and creative thinking

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44
Q

What type of approach do effective teachers use

A

Combination of both approaches

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45
Q

Mandate that states ensure that all students achieve academic proficiency. Required schools to create and enforce academic standards by annually testing students

A

No Child left behind act 2002

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46
Q

What did advocates of no Child left behind say

A

Improved test performance
High expectations for all students
Identification of poorly performing schools, teachers and administrators

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47
Q

What did the critics of no Child left behind say

A

Use of a single test is too narrow of a view of students skills
Encourages teaching to the test
Actually lowered achievement standards

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48
Q

The circumstance of moving from the top position in elementary school to the lowest position in middle school

A

Top dog phenomenon

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49
Q

What are changes that are documented as students transition to middle school

A

Girls self-esteem declines,
grades and achievement scores declines
motivation and engagement decrease
discipline problems increase

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50
Q

Mismatch between the needs of developing adolescents and the opportunities afforded by school

A

Person environment fit

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51
Q

Four recommendations for improving middle schools

A

Develop smaller communities make it less impersonal
Lower student to counselor ratio
Involve parents and community leaders
Teachers teach team and curriculum blocks

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52
Q

What is the main concern of high school

A

School drop out

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53
Q

What are the three reasons students drop out

A

School related reasons
Personal reasons
Economic reasons

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54
Q

What are the four most effective programs for reducing dropout rates

A

Early reading programs
Tutoring
Counseling
Mentoring

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55
Q

Example of an exemplar program

A

I have a dream program

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56
Q

What is related to teens higher grades and better school attendance

A

High expectations

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57
Q

What is high parental involvement link to

A

Higher likelihood of getting As and lower likelihood of repeating a grade or getting expelled

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58
Q

Compared to schools and higher income areas schools and lower income areas tend to have the following five things

A

Students with low achievement test scores
Low graduation rates
Small percentage of students going to college
Non-qualified teachers
Rely on substitute teachers

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59
Q

A learner-centered approach that emphasizes the adolescent’s active cognitive construction of knowledge and understanding with guidelines from the teacher

A

Constructivist

60
Q

A classroom strategy in which students from different cultural backgrounds are placed in a cooperative group in which, together, they have to construct different parts of a project to reach a common goal

A

jigsaw classroom

61
Q

education that values diversity and includes the perspectives of a variety of cultural groups

A

multicultural education

62
Q

Compared to White students, African American and latino students

A

less likely to be enrolled in college prep programs

more likely to be in remedial and special ed programs

63
Q

Asian american students are more likely to

A

be in advanced math and science classes

64
Q

African American students are more likely to

A

have more school suspensions

65
Q

School bullying is a type of aggression in which

A

the behavior is intended to harm or disturb
the behavior occurs repeatedly over time
imbalance of power

66
Q

What are the 3 types of bullying

A

Physical
verbal
relational

67
Q

What are the ways in which we study bullying

A

surveys
peer nominations
observations
experiments

68
Q

Age difference in bullying

A

Overall, bullying tends to decrease with age

69
Q

When does bullying peak

A

right after middle school transition

70
Q

Psychosocial consequences for victims of bullies

A

depressive symptoms, loneliness, low self-worth, suicidal ideation

71
Q

What are the physical consequences of bullying

A

victims are 2.4 times more likely to report headaches and stomachaches compared to non-victims

72
Q

What are the academic consequences of bullying

A

feel less safe at school, more absences, lower GPA

73
Q

Consequences for bullies

A

Social standing and self-concept are markedly better than victims
in middle school bullying may increase popularity

74
Q

What is being a bully linked to

A

low grades, smoking and drinking alcohol

2.5 times more likely to have an offense later in life

75
Q

Consequence of being a bully-victim

A

more physically aggressive
more harshly victimized
least likely to experience parental support, peer friendships, or school success

76
Q

What is the problem with interventions that only target bullies

A

anti-social youth encourage problematic behavior

affiliation among deviant peers facilitates deviance training

77
Q

What is the school wide approach to prevent school bullying

A

includes the role of bystanders
promotes empathy and perspective-taking in the curriculum
increased supervision in hallways, bathrooms, etc

78
Q

Internal motivational factors such as self-determination, curiosity, challenge, and effort

A

intrinsic motivation

79
Q

External motivational factors such as rewards and punishments

A

extrinsic motivation

80
Q

optimal life experience that occurs most often when people develop a sense of mastery and are absorbed in a state of concentration when they are engaged in an activity

A

flow

81
Q

The theory that in their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes

A

attribution theory

82
Q

An outlook in which individuals focus on the task rather than on their ability; they concentrate on learning strategies and the process of achievement instead of the outcome

A

mastery orientation

83
Q

An outlook in which individuals seem trapped when experiencing difficulty and attribute their difficulty to a lack of ability. This orientation undermines performance.

A

helpless orientation

84
Q

An outlook in which individuals are focused on winning rather than their achievement outcome.

A

performance orientation

85
Q

The cognitive view either fixed or growth that individuals develop for themselves

A

mindset

86
Q

The belief that one can master a situation and produce a positive outcome

A

Self-efficacy

87
Q

Students who have a low perceived level of their own skill and a low perceived level of challenge

A

Apathy

88
Q

Students who have a high perceived level of their own skill and a low perceived level of challange

A

Boredom

89
Q

Students who have a low perceived level of their own skill and a high perceived level of challange

A

anxiety

90
Q

Students who have a high perceived level of their own skill and a high perceived level of challange

A

flow

91
Q

What are the 4 frequently inferred causes of failure in attribution theory

A

ability
effort
task ease
luck

92
Q

qualities can not change

A

fixed mindset

93
Q

What is self efficacy linked to

A

persistance

94
Q

Individuals who are usually older and more experienced and are motivated to improve the competence and character of a younger person

A

mentor

95
Q

what is the link between socioeconomic status and ethnicity

A

socioeconomic status predicts achievement better than ethnicity

96
Q

A self-confirming concern that one will be evaluated based on a negative sterotype

A

stereotype threat

97
Q

qualities can change and improve with effort

A

growth mindset

98
Q

individuals who are about the same age or maturity level

A

peers

99
Q

what is the function of peers

A

provide information about the world outside of family

100
Q

What is a common misconception about peer influance

A

that it is negative. It can be both negative and positive

101
Q

When does conformity to peer standards peak

A

8th to 9th grade

102
Q

Why is conformity especially likely among teens

A

unsure of their social identity
low self-esteem and/or high levels of social anxiety
in a transitional period
in presence of someone of perceived higher status

103
Q

Children who are frequently nominated as a best friend and are rarely disliked by their peers

A

popular

104
Q

the extent to which children and adolescents are liked or disliked

A

sociometric status

105
Q

Children who receive an average number of both positive and negative nominations from their peers

A

average children

106
Q

Children who are infrequently nominated as a best friend but are not disliked by their peers

A

neglected children

107
Q

Children who are infrequently nominated as a best friend and are actively disliked by their peers

A

rejected children

108
Q

Children who are frequently nominated both as a best friend and as being disliked

A

controversial children

109
Q

What are neglected children like

A

little peer interaction

described as shy

110
Q

What are rejected children like

A

mare maladjusted than neglected children

especially problematic if agressive

111
Q

Thoughts on social matters

A

social cognition

112
Q

What is social cognition linked to

A

popularity but not academic achievement

113
Q

What does poor social information processing lead to

A

ambiguous situations can be interpreted as hostile and can cause agression

114
Q

Characteristics of cliques

A

small groups that range from 2 to about 12 individuals and average about 5 to 6 individuals
Members are usually of the same sex and are similar in age
can form because of similar interests and also purely from friendship

115
Q

Characteristics of crowds

A

larger than cliques

Adolescents are usually members of a crowd based on reputation and may or may not spend much time together.

116
Q

In regards to gender what do studies show about peer attachment

A

girls show high peer attachment than boys

117
Q

In regards to gender what do studies show about group size

A

boy are more likely than girls to associate in a large cluster

118
Q

In regards to gender what do studies show about interaction in a same sex group

A

boys engage in competition, conflict, ego displays, and risk taking to seek dominance.
Girls are more likely to engage in collaborative discourse in which they talk and act in a more reciprocal manner

119
Q

A subset of peers who engage in mutual companionship, support and intimacy

A

Friends

120
Q

Familiar partner to spend time with

A

companionship

121
Q

physical and emotional support

A

support

122
Q

Trusting relationship with self- disclosure

A

intimacy

123
Q

What does a lack of friends lead to

A

loneliness and lowered self worth

124
Q

characteristics of friendships during the teen years

A

fewer # of friends

more intimate and intense

125
Q

What is considered intimacy in friendship

A

self-disclosure or sharing of private thoughts

126
Q

The tendency to associate with similar others

A

similarity or homophily

127
Q

Functions of dating

A 
form of recreation
source of status and achievement
socialization process
learn about intimacy
sexual experimentation and exploration
companionship
identity formation and development
mate sorting and selection
128
Q

At what are is same sex activity initiated

A

girls 14 to 18

boys 13 to 15

129
Q

Why are same sex youth more likely to have same sex sexual experiences than they are to have same sex romantic relationships

A

limited opportunities and social disapproval

130
Q

What are the 3 stages of the development of a romantic relationship

A

1) entry into romantic attractions and affiliations
2) Exploring romantic relationship
3) consolidating dyadic romantic bonds

131
Q

Stage of romantic relationship development that has intense interest in romance and dating. Dating usually occurs in a group setting

A

Stage one entry into romantic attractions and affiliations

132
Q

Stage of romantic relationship that has casual dating and tends to be short lived. Dating is in groups and friends may act as facilitators

A

Stage 2 Exploring romantic relationship

133
Q

Stage of romantic relationships where the romantic relationship is more serious, stable and enduring

A

Stage 3 consolidating dyadic romantic bonds

134
Q

Age for stage one of romantic relationship development

A

11-13

135
Q

Age for stage two romantic relationship development

A

14-16

136
Q

Age for stage three romantic relationship development

A

17-19

137
Q

11-13 year olds with romantic relationship experience

A

early bloomers

138
Q

17-19 year olds with no romantic relationship experience or relationships have not lasted more than 4 months

A

late bloomers

139
Q

Love that has a strong sexual and infatuation components also called passionate love or eros. Predominates in the early part of a love relationship

A

romantic love

140
Q

Love in which an individual desires to have another person near and has a deep, caring affection for that person; also called companionate love

A

affectionate love

141
Q

A stereotyped pattern of role prescriptions for how individuals should sexually behave

A

sexual scripts

142
Q

What is a females main reason for being sexually active

A

love, male pressure, to get a boyfriend, curiosity, sexual desire

143
Q

Male sexual script

A

make sexual advances

144
Q

What are the protective factors for sexual activity

A

closeness, support and responsiveness of family and spirituality

145
Q

What are risk factors of sexual activity

A

substance use, attention problems and self-regulation

146
Q

Teens reasons for not using contraception

A

lack of planning
lack of access
lack of knowledge

CAS 325 B (2 decks)

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