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CAS 325 B > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

all of the characteristics of a person

A

Self

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2
Q

The individuals cognitive representation of the self

A

Self-understanding

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3
Q

The global evaluative dimension of the self

A

Self-esteem

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4
Q

Domain specific evaluations of self

A

Self-concept

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5
Q

What individuals might become, what they would like to become, and what they are afraid of becoming

A

Possible Self

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6
Q

Self-Esteem Trajectory

A

Declines duringlife transitions

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7
Q

Who a personbelieves heorsheis,representinga synthesis and integration of self-understanding

A

Identity

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8
Q

a period of identity development during which the adolescent is choosing among meaningful alternatives

A

Crisis(/Exploration):

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9
Q

the part of identity development in which adolescents show a personal investment in what they are going to do

A

Commitment

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10
Q

adolescents have not yet experienced an identity crisis or made any commitments

A

Identity diffusion:

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11
Q

adolescents have made a commitment but have not experienced an identity crisis (or exploration)

A

Identity foreclosure:

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12
Q

Adolescents who are in the middle of an identity crisis, but have not made a clear commitment to an identity

A

Identity moratorium

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13
Q

an adolescent who has undergone an identity crisis and made a commitment

A

Identity achievement:

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14
Q

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

A

Reciprocal Socialization

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15
Q

Parent-Adolescent Conflict

A

More conflict in adolescence than childhood nespecially early adolescence

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16
Q

can be stronger socializing agents than parents or peers

A

Siblings

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17
Q

source of support for social and academic problems

A

Older siblings:

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18
Q

linked to behavior problems and lower grades among teens

A

Parent’s negative work conditions

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19
Q

Leads to less gender stereotyping and more egalitarian views of gender

A

Maternal employment

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20
Q

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

A

Constructivist Approach

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21
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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22
Q

Critiques of Direct instruction approach

A

turns students into passive learners limits critical and creative thinking

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23
Q

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

A

Person-Environment Fit

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24
Q

Why do Students Drop Out?

A

School-related reasons

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25
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

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26
Q

Individuals focus on the task rather than on their ability

A

Mastery Orientation

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27
Q

Individuals seem trapped when experiencing difficulty and attribute the difficulty to a lack of ability

A

Helpless orientation

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28
Q

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

A

Performance Orientation

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29
Q

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

A

Mindset

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30
Q

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

A

Stereotype threat

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31
Q

frequently liked, rarely disliked

A

Popular

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32
Q

average number of liked and disliked

A

Average

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33
Q

infrequently liked, infrequently disliked

A

Neglected

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34
Q

infrequently liked, frequently disliked

A

Rejected

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35
Q

Nominated as both liked and disliked

A

Controversial

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36
Q

small groups; range from 2 to 12 individuals
usually of same sex and similar in age
can form because teens engage in similar activities and/or purely because they spend time together and enjoy it

A

Cliques

37
Q

larger group structure and less personal

may or may not spend time together ¤based on reputation (e.g., jocks, druggies)

A

crowds

38
Q

self-disclosure or sharing of private thoughts

A

Intimacy

39
Q

The tendency to socialize with similar others

A

Similarity

40
Q

The 8 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
41
Q

Stage of romantic development that occurs around the ages of 11 to 13 and includes intense interest in romance and dating usually occurs in a group setting

A

Stage 1: Entry into romantic attractions and affiliations

42
Q

Stage of romantic development that occurs around the age of 14 to 16 and includes casual dating that tends to be short lived and dating in groups

A

Stage 2. Exploring romantic relationships

43
Q

Stage of romantic development that occurs around the age of 17 to 19 and includes more serious romantic relationship. relationships are stable and enduring

A

Stage 3 3. Consolidating dyadic romantic bonds

44
Q

Love that has strong sexual and infatuation components

A

Romantic Love

45
Q

Love occurring when an individual desires to have another person near and has a deep, caring affection for that person

A

Affectionate love

46
Q

a difference between males and females based mainly on biological factors

A

Sex difference:

47
Q

characteristics of people as males or females

A

Gender

48
Q

A set of expectations that prescribes how females and males should think, act and feel

A

gender roles

49
Q

Pubertal change intensifies sexual gender attitudes and behaviors
• Freud and Erikson – individual’s genitals influence gender behavior
• anatomy is destiny

A

Biological influences on gender

50
Q

gender differences mainly result from contrasting roles of females and males

A

Social Role Theory

51
Q

an individual’s attention and behavior are guided by an internal motivation to conform to gender-based sociocultural standards and stereotypes

A

Gender Schema Theory:

52
Q

socialize daughters to be more obedient and responsible

A

Mothers socialization strategies

53
Q

more attention, activities and intellectual development tasks with sons

A

Fathers socialization strategies

54
Q

emphasizes that children’s and adolescent’s gender
development occurs through:
• observation and imitation of gender behavior
• rewards and punishment they experience for gender-
appropriate and gender-inappropriate behavior

A

Social cognitive theory of gender

55
Q

Broad categories that reflect our impressions and

beliefs about females and males

A

Gender Stereotypes

56
Q

language of conversation, establishing connections and negotiating relationships

A

Rapport talk:

57
Q

the presence of desirable feminine and masculine characteristics in the same individual

A

Androgyny:

58
Q

most widely used to measure androgyny

• classifies as one of four gender-role orientations

A

Bem Sex role inventory

59
Q

What are the four gender role classifications in the Bem sex role inventory

A

Androgynous
Feminine
Masculine
Undifferentiated

60
Q

High feminine and High Masculine

A

Androgynous

61
Q

High feminine low masculine

A

Feminine

62
Q

High masculine and low feminine

A

Masculine

63
Q

low masculine and low feminine

A

Undifferentiated

64
Q

The belief that, when an individual’s competence is at issue, it should be conceptualized not on the basis of masculinity, femininity or androgyny, but rather, on a person basis

A

Gender-Role Transcendence

65
Q

Studies that compare a culture with one or more other cultures

A

cross cultural studies

66
Q

emphasizes values that serve the self and gives priority to personal goals, not group goals

A

Individualism

67
Q

emphasizes values that serve the group by subordinating personal goals to preserve group identity

A

Collectivism

68
Q

Ceremonies or rituals that mark an individual’s transition from one status to another

A

Rites of passage

69
Q

Refers to a grouping of people with similar occupational, educational, and economic characteristics

A

Socioeconomic status

70
Q

2015 poverty threshold

A

$24,250 family of four

71
Q

Defined by economic hardship

A

Poverty

72
Q

Study of Canadian and Chinese youth outcome

A

Canadian youth said that taking credit for a good deed was a good thing and falsely denying that you did the good deed was a bad thing

Chinese youth said that taking credit for a good deed is a good thing but it is also ok to lie about it or be modest.

73
Q

Term reflecting the fact that far more women than men live in poverty

A

Feminization of poverty

74
Q

Poverty in adolescence

A

More aware of social disadvantage and associated stigma (than children)
• try to hide poverty status

75
Q

Unjustified negative attitude toward an individual because of the individual’s membership in a group

A

Prejudice

76
Q

Components of Prejudice

A

Beliefs, emotions and predisposition to act

77
Q

attitudes we are unaware of (unconscious), yet still influence behavior

A

Implicit prejudice

78
Q

attitudes that we are aware of holding toward a group

A

Explicit prejudice

79
Q

Emphasizes that problems develop through an interaction of biological, psychological, and social factors

A

The biopsychosocial approach

80
Q

emotional conditions that develop when individuals turn problems inward

A

Internalizing problems:

81
Q

behavior that occurs when individuals turn problems outward

A

Externalizing problems:

82
Q

managing taxing circumstances expending effort to solve life’s problems, and seeking to master or reduce stress

A

Coping

83
Q

drugs that slow down the central nervous system, bodily functions and behavior

A

Depressants

84
Q

Alcohol use trends

A

declines in recent years

85
Q

Having 5+ drinks in a row in the last two weeks

A

binge drinking

86
Q

Drugs that increase the activity of the central nervous system

A

Stimulant

87
Q

The developmental period occurring from approximately 18 to 25 years of age. Transitional period between adolescence and
adulthood characterized by experimentation and exploration

A

Emerging adulthood

88
Q

The five features that make emerging adulthood distinct

A

age of identity explorations, the age of instability, the self-focused age, the age of feeling in-between, and the age of possibilities

CAS 325 B (2 decks)

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