Praxis PLT

Question 1

Social Cognitive Theory

Answer 1

Social Cognitive Theory is a framework for understanding learning that emphasizes the importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of others.

For example, in the classroom, a teacher might use social cognitive theory by demonstrating a math problem-solving technique while thinking aloud, allowing students to observe and then practice the technique themselves, thereby learning through observation and imitation.

Question 2

Blooms Taxonomy - Remember 1

Answer 2

Recall facts and basic concepts.

Remember: “Can you list three things that cowboys did in their daily lives?”

Question 3

Negative Punishment

Answer 3

Remove something desirable to decrease the likelihood that the behavior will be repeated.

Question 4

Negative Reinforcement

Answer 4

Remove something undesirable to increase the likelihood that the behavior will be repeated.

Question 5

Analytic Rubric

Answer 5

An analytic rubric is an assessment tool that breaks down student work into distinct criteria, each evaluated separately to provide a detailed, criterion-specific feedback and score.

For example, in a science project presentation, an analytic rubric might separately score aspects such as the clarity of the hypothesis (10 points), the thoroughness of the research (15 points), the accuracy of the data (15 points), the quality of the visual aids (10 points), and the effectiveness of the oral presentation (10 points).

Question 5

Holistic Rubric

Answer 5

A holistic rubric is an assessment tool that evaluates student work as a whole based on overall quality, proficiency, or understanding, rather than through individual components or criteria.

For example, in a creative writing assignment, a holistic rubric might rate a story as “Excellent” if it engages the reader, demonstrates a strong voice, and maintains a coherent structure, without separately scoring the plot, grammar, and character development.

Question 6

Developmental Rubric

Answer 6

A developmental rubric is an assessment tool that measures student progress by outlining stages of development or growth in specific skills or competencies over time.

For example, in a reading comprehension course, a developmental rubric might evaluate students at different levels, such as “Beginning” for identifying basic facts, “Developing” for summarizing main ideas, “Proficient” for making inferences, and “Advanced” for critically analyzing and synthesizing information from multiple texts.

Question 7

Americans with Disabilities Act

Answer 7

The ADA was enacted in Congress in 1990. It prohibits discrimination against people with disabilities.

Question 8

Validity

Answer 8

Most important quality of a good assessment. It is necessary that the assessment accurately measure what it was intended to measure.

Question 9

Social Cognitive Perspective

Answer 9

The social cognitive perspective believes that learning is done through observation and is an internal process. This theory was coined by Albert Bandura.

Question 10

Blooms Taxonomy - Understand 2

Answer 10

Explain ideas or concepts

Understand: “Why did cowboys need to move cattle from one place to another?”

Question 11

Blooms Taxonomy - Apply 3

Answer 11

Use info in new situations.

Apply: “Can you show how a cowboy would lasso a cow using this rope?”

Question 12

Blooms Taxonomy - Analyze 4

Answer 12

Draw connections among ideas.

Analyze: “How are the tools used by cowboys similar to and different from the tools used by farmers?”

Question 13

Blooms Taxonomy - Evaluate 5

Answer 13

Justify a position or decision.

“Do you think being a cowboy was an easy job or a hard job? Why?”

Question 14

Blooms Taxonomy - Create 6

Answer 14

Produce new or original work.

“Can you write a short story or draw a picture about a day in the life of a cowboy?”

Question 15

Blooms Taxonomy - RUAAEC

Answer 15

Remember
Understand
Apply
Analyze
Evaluate
Create

Question 16

Classical Conditioning

Answer 16

associates a naturally occurring reflex with a prior neutral stimulus.

Question 17

Operant conditioning

Answer 17

involves learning from reinforcement or punishment.

An example is Joe, who is rewarded by hugs and smiles from the grandmother whenever he compliments her. It involves learning through engaging in behavior attached to a reward or punishment.

Behaviors that are punished are avoided, and those rewarded are repeated.

Question 18

self-efficacy

Answer 18

associated with ALbert Bandura’s social cognitive theory, belief in ones own ability to produce desired results (what they want) through their actions

Question 19

vicarious learning

Answer 19

Example:

Jose is in a casino. He sees his friends Amy and Sandra win money at a nearby slot machine. Amy and Sandra cheer and clap. Jose wants to feel the same excitement, so he sits down at a slot machine and begins to gamble.

Question 20

Bandura’s reciprocal causation model focuses on continuous interaction between which three factors?

Answer 20

Question 21

constructivism

Answer 21

the idea that students should be active in the learning process

also based on the idea that students construct their learning on past knowledge, and that reasoning plays an important role in the learning process.

Question 22

Who was Jerome Bruner?

Answer 22

Developing ideas like scaffolding theory and the spiral curriculum, Jerome Bruner was inspired by Leo Vgotsky who stressed that social environment and interactions in learning.

Question 23

Progressive Education:

Answer 23

Progressive education holds that children learn by doing rather than memorizing.

Dewey believed children need to interact with their environment to adapt and learn, viewing the classroom as more of a laboratory than a lecture hall.

His learner-centered approach focuses on putting the child’s activities at the forefront of curricular design.

Question 24

Interdisciplinary and problem-based learning are associated with what theory of education?

Answer 24

John Dewey’s Progressive Education

Question 25

What theory of learning is John Piaget known for?

Answer 25

the theory of cognitive development

Children progress through four stages.. The stages are sensorimotor, preoperational, concrete operational, and formal operational.

Question 26

What is stage 1 of Piaget’s theory of cognitive development? (age range/main goal)

Answer 26

Sensorimotor
Birth-24 months years old
Goal: object permanence

Could Perform:

Object Permanence: A child can understand that objects continue to exist even when they are out of sight. For example, if you hide a toy under a blanket, the child will look for it under the blanket.

Goal-Directed Actions: A child might push a button to hear a sound or pull a string to move a toy closer.

Could Not Perform:

Deferred Imitation: Early in this stage, a child might not be able to imitate actions they have seen before. For example, they may not be able to replicate a simple sequence of actions they saw someone else do hours earlier.

Question 27

What is stage 2 of Piaget’s theory of cognitive development? (age range/main goal)

Answer 27

Preoperational
2-7 years old
Goal: Development of symbolic thinking
Characterized by egocentrism
perceptual cues

ould Perform:

Symbolic Play: A child can engage in pretend play, using objects to represent something else (e.g., a stick becomes a sword).

Egocentric Thinking: A child understands the world only from their own perspective. They might describe a picture from their viewpoint, assuming you see what they see.

Could Not Perform:

Conservation Tasks: A child cannot understand that quantity remains the same despite changes in shape or appearance. For example, if you pour water from a short, wide cup into a tall, thin cup, they may think the amount of water has changed.

Question 28

What is stage 3 of Piaget’s theory of cognitive development? (age range/main goal)

Answer 28

Concrete Operational
7-11 years old
Goal: Think logically about world, declining egocentrism, understand conservation (capability of recognizing the unchanging characteristic of an object)

Could Perform:

Logical Thinking: A child can solve problems logically as long as they apply to concrete objects or events. For example, they can understand that 5+3 is the same as 3+5.

Conservation Tasks: A child can understand that quantity remains constant despite changes in shape or appearance.

Could Not Perform:

Abstract Thinking: A child cannot think abstractly or hypothetically. They may struggle with concepts that do not have physical, concrete examples. For instance, understanding abstract algebra or theoretical physics concepts is beyond their capacity.

Question 29

What is stage 4 of Piaget’s theory of cognitive development? (age range/main goal)

Answer 29

Formal Operational
11-Adult
Goal: abstract thinking & scienctific thinking.

Could Perform:

Abstract Thinking: A child can think abstractly and reason about hypothetical situations. For example, they can discuss moral dilemmas or theoretical ideas.

Hypothetical-Deductive Reasoning: A child can form hypotheses and systematically test them. They can plan an experiment to test a scientific theory.
Could Not Perform:

Consistent Logical Errors: At this stage, they should not make consistent logical errors in reasoning about abstract concepts. If they do, it might indicate they have not fully transitioned into formal operational thinking.

Question 30

What learning theory is Kohlberg associated with?

Answer 30

stages of moral development, provides insight into the decision-making process when individuals are presented with moral choices.

Question 31

What is the pre conventional stage of Kohlberg’s moral development?

Answer 31

Kohlberg’s preconventional stage refers to moral decisions being made in response to consequence - punishment and reward.

Children in this stage obey authority figures to avoid punishment and encourage reward.

Question 32

Positive Punishment

Answer 32

Add something undesirable to decrease the likelihood that the behavior will be repeated.

Question 33

Positive Reinforcement

Answer 33

Add something desirable to increase the likelihood that the behavior will be repeated.

Question 34

What are the five branches of educational psychology? (BCCDSC)

Answer 34

behavioral, cognitive, developmental, social cognitive and constructivist.

Question 35

What is the branch of educational psychology where learning & behavior are described in terms of stimulus and behavior relationships?

Answer 35

Behavioral

Question 36

What is the branch of educational psychology where it is purported the environment influences behavior?

Answer 36

Behavioral

Question 37

What is the branch of educational psychology that focuses on external observable events rather than internal or non-observable states (belief, desire, ideas etc.)?

Answer 37

Behavioral

Question 38

What is the branch of educational psychology that insists that learning must involve a behavioral change?

Answer 38

Behavioral

Question 39

What is the branch of educational psychology that focuses on how people percieve, remember, think, speak and problem solve?

Answer 39

Cognitive

Question 40

Jean Piaget, Lev Vygotsky, Noam Choksky, & Jerome Bruner all held to which branch of educational psycholody?

Answer 40

Cognitive

Question 41

What is the branch of educational psychology that studies change that occurs in learners over the course of a long period of time?

Answer 41

Developmental

Question 42

Jean Piaget, Erik Erikson, Lawrence Kohlberg and james Marcia all held to which branch of educational psycholody?

Answer 42

Developmental

Question 43

What is the branch of educational psychology that holds that learning comes from observing others?

Answer 43

Social-cognitive

Question 44

What is the branch of educational psychology that focuses on how people that holds that learning comes from observation and is an internal process?

Answer 44

Social-cognitive

Question 45

What is the branch of educational psychology that learning is directed to certain behaviors (we have goals and fufill those goals)?

Answer 45

Social-cognitive

Question 46

What is the branch of educational psychology that l insists that observing punishment and rewards can indirectly impact the behavior of the observer?

Answer 46

Social-cognitive

Question 47

What is the branch of educational psychology that proposes the idea that the learner constructs, rather than absorbs, knowledge from his or her experiences?

Answer 47

Constructivism

Question 48

Which educational psychology branch holds these principles to be true:

• The learner is self-directed, creative and innovative.
• The learner is encouraged to learn truths about the environment and the world by arriving at conclusions based on his or her background, culture or worldview.
• The responsibility of learning falls primarily on the learner, while the teacher’s role is that of a facilitator.
• Collaborative learning is also a key component of this perspective.

Answer 48

Constructivism

Question 49

What is an organizational choice & how does it motivate students? Give an example.

Answer 49

Organizational choices are those in which students get to choose methods of forming or shaping their learning experiences. The example above of students choosing their own seating can be an organizational choice. Teachers can also allow organizational choices such as:

• Choosing work partners or groupings
• Choosing where to work in a classroom, such as in a quiet area or at a busy work table
• Choosing where to stand in line, like quietly next to a buddy or near someone less tempting to talk to
• Choosing which materials to put in a desk basket, like number of pencils or sticky notes
• Choosing jobs for the classroom and procedures for getting work finished

Question 50

What is an cognitive choice & how does it motivate students? Give an example.

Answer 50

Cognitive choices are those in which students actively think about aspects of learning and make choices.

Let’s imagine Kelly is teaching her students about the Civil War. She could create an activity in which students brainstorm options that may have solved the problems that led up to the war and debate them with one another. Or she could allow them to design their own project work to show their understanding of the causes of the war.

Question 51

What is an procedural choice & how does it motivate students? Give an example.

Answer 51

Procedural choices in a classroom are those that involve how things are done.

Instead of giving all students a list of 20 spelling words, Kelly could allow students to choose words from a preapproved list. She could let them decide methods of practicing the spelling words instead of assigning the same procedures each week. Instead of writing sentences on Monday and definitions on Tuesday, she could create a list of possible exercises and allow students to choose the method they think will most benefit them.

Question 52

What is intellectual freedom and give an example?

Answer 52

library materials may not be censored based on political or religious objections.

Question 53

What is a student’s right under the Fourth Amendment?

Answer 53

prohibits illegal search and seizure; however, if a school has reasonable suspicion, the courts have ruled that schools may search their belongings.

Question 54

What is the Family Educational Rights & Privacy Act (FERPA)?

Answer 54

protects a student’s right to have educational records kept confidential from those who do not have a legitimate reason to view them.

Question 55

What is the Individuals with Disabilities Education Act (IDEA)?

Answer 55

The Individuals with Disabilities Education Act (IDEA) ensures that students with disabilities have equal access to a free and appropriate public education from age three to twenty-two.

Question 56

How did the U.S. Supreme Court rule in Plyler v. Doe?

Answer 56

It held that undocumented students cannot be denied a free public education.

Question 57

What is the purpose of a CogAT test?

Answer 57

The purpose of the CogAT (Cognitive Abilities Test) is to assess the reasoning and problem-solving abilities of students. It measures three main areas:

1. Verbal Reasoning: Evaluates understanding and use of language, including vocabulary, sentence structure, and comprehension.
2. Quantitative Reasoning: Assesses numerical problem-solving skills and understanding of mathematical concepts.
3. Nonverbal Reasoning: Measures the ability to solve problems using visual and spatial skills, such as recognizing patterns and relationships among shapes and figures.

The CogAT is often used by schools to identify students for gifted and talented programs, guide instructional planning, and understand students’ cognitive strengths and weaknesses.

Question 58

What is a norm-referenced test?

Answer 58

A norm-referenced test is a type of assessment designed to compare a student’s performance to that of a larger group, known as the norm group. The purpose is to rank students and determine where they stand relative to their peers. Key features of norm-referenced tests include:

1. Comparison to Peers: Scores are interpreted based on the performance of the norm group, typically represented by percentiles.
2. Standardization: The test is administered and scored in a consistent, standardized manner to ensure fairness and reliability.
3. Wide Range of Skills: These tests often cover a broad range of skills and knowledge areas.

Examples of norm-referenced tests include the SAT, ACT, and IQ tests. They are commonly used for purposes such as college admissions, placement in special programs, and assessing general academic achievement.

Question 59

What is source evaluation and how might it impact instruction?

Answer 59

Source evaluation is the process of critically assessing the credibility, reliability, relevance, and accuracy of information sources. In instruction, teaching students to evaluate sources can impact learning by enhancing their critical thinking skills, ensuring they use trustworthy and accurate information in their work, and fostering informed decision-making. This practice helps students become more discerning consumers of information, which is essential in research and everyday life.

Question 60

How do you evaluate an assignment based on a bell curve grading system?

Answer 60

Evaluating an assignment using a bell curve grading system involves calculating the mean and standard deviation of the students’ scores, then assigning grades based on their distance from the mean. Typically, scores near the mean receive average grades (C), scores significantly above the mean receive higher grades (A or B), and scores significantly below the mean receive lower grades (D or F). This method ensures a standardized distribution of grades across the class.

Question 61

What are the different functions of portfolios that teachers might use for their students?

Answer 61

Teachers use portfolios to showcase students’ progress and achievements over time, providing a comprehensive view of their learning and development. Portfolios can also be used for assessment purposes, allowing teachers to evaluate students’ skills and understanding in a more detailed and personalized manner. Additionally, they can help students reflect on their learning journey and set future goals.

Question 62

What are the steps involved in experiential learning?

Answer 62

The steps involved in experiential learning are:

1. Concrete Experience: Engaging in a hands-on activity or real-world experience.
2. Reflective Observation: Reflecting on the experience, considering what happened and why.
3. Abstract Conceptualization: Forming theories or concepts based on the reflection and understanding the underlying principles.
4. Active Experimentation: Applying the new knowledge or theories to new situations, testing and refining them.

These steps create a continuous learning cycle, helping students deepen their understanding and apply their learning in practical contexts.

Question 63

What is intelligent adaptation?

Answer 63

Intelligent adaptation refers to the ability of an individual or system to adjust and respond effectively to changing environments or situations using available information and resources. In an educational context, this can mean tailoring teaching methods and materials to meet the diverse needs and learning styles of students, thereby enhancing their learning experience and outcomes.

For example, a teacher might use adaptive learning technologies that customize lessons based on each student’s progress and understanding.

Question 64

What are the different ways assessments may not match learning objectives?

Answer 64

Assessments may not match learning objectives in several ways:

1. Content Mismatch: The assessment may test topics or skills that were not covered by the learning objectives, leading to an inaccurate measure of students’ understanding.
2. Skill Level Mismatch: The assessment might be too difficult or too easy, not aligning with the expected level of mastery outlined in the learning objectives.
3. Format Mismatch: The type of assessment (e.g., multiple-choice, essay, practical) might not appropriately measure the specific skills or knowledge the learning objectives aim to develop.
4. Focus Mismatch: The assessment might emphasize memorization rather than critical thinking or application skills intended by the learning objectives.

Question 65

What is the difference between an educational and a student record?

Answer 65

An educational record encompasses all the documents and materials related to a student’s academic history and progress maintained by an educational institution. This can include grades, transcripts, class schedules, assessments, and disciplinary records. Educational records are used for administrative purposes, academic tracking, and compliance with educational regulations.

A student record, while often used interchangeably with educational record, typically refers to the more comprehensive collection of information that includes personal details, health records, attendance records, and any other relevant information about the student maintained by the school. Student records provide a complete overview of a student’s experience and needs within the educational environment.

Question 66

What are the different types of questions on an assessment? What might each be used to assess?

Question 67

What is wait time 1? What is the optimum length of wait time 1?

Answer 67

Wait Time 1 is the pause a teacher gives after asking a question and before calling on a student to answer. This pause allows students time to think about the question and formulate their responses.

The optimum length of Wait Time 1 is generally considered to be about 3 to 5 seconds. Research has shown that this duration improves the quality of student responses, increases participation, and enhances overall classroom engagement.

Question 67

What is wait time 2? What is the optimum length of wait time 2?

Answer 67

Wait Time 2 is the pause a teacher gives after a student responds to a question and before the teacher or another student reacts or comments. This pause allows time for the student’s answer to be processed and considered by both the teacher and other students, encouraging deeper thinking and discussion.

The optimum length of Wait Time 2 is also around 3 to 5 seconds. This duration provides sufficient time for reflection and can lead to more thoughtful and elaborated responses from students.

Question 68

What is a brain based teaching method? Provide an example.

Answer 68

A brain-based teaching method is an instructional approach that incorporates principles from neuroscience about how the brain learns and processes information. This method aims to create a learning environment that aligns with the natural functioning of the brain, enhancing student engagement and retention.

Example: Using Active Learning Strategies

One example of a brain-based teaching method is incorporating active learning strategies, such as collaborative group work, hands-on activities, and discussions. These strategies engage multiple areas of the brain, fostering deeper understanding and retention of information.

Question 69

What is a maker space activity? Provide an example.

Answer 69

A maker space activity is a hands-on, creative project that encourages students to design, experiment, build, and invent as they deeply engage in science, engineering, art, and other STEAM subjects. Maker spaces provide the tools and materials needed for students to turn their ideas into tangible objects, fostering creativity, critical thinking, and problem-solving skills.

Example: Building a Simple Robot

Question 70

What is the blended learning approach? Provide an example.

Answer 70

The blended learning approach combines traditional face-to-face classroom instruction with online learning activities and digital tools. This method allows for a more personalized learning experience, giving students greater flexibility and control over the pace, place, and path of their learning.

Example: Flipped Classroom

In a flipped classroom, a common blended learning model, students first learn new content online by watching video lectures or completing interactive modules at home. Then, they come to class to engage in hands-on activities, discussions, and problem-solving exercises that reinforce and apply what they learned.

Question 71

What are the different types of information transfer?

Question 72

What is high road vs low road transfer?

Answer 72

High road and low road transfer refer to different ways in which knowledge and skills learned in one context are applied to another.

Low Road Transfer:

Definition: This occurs when a skill or knowledge learned in one situation is directly applied to a similar situation without much thought. It relies on automaticity and is often seen in routine tasks.

Example: A student learns to type on a computer keyboard in one class and is able to use the same typing skills in another class to write an essay. The situations are very similar, so the transfer is straightforward and automatic.

High Road Transfer:

Definition: This involves conscious, deliberate application of abstract knowledge or strategies learned in one context to a different, often more complex, situation. It requires deeper thinking and the ability to see connections between seemingly unrelated situations.

Example: A student learns the scientific method in a biology class and later applies the same logical reasoning process to solve a problem in a history project. The student has to think about how the method can be adapted to a new and different context.

Question 73

What is negative transfer?

Answer 73

Negative transfer occurs when previous learning interferes with the learning or performance of a new task. This happens because the learner applies knowledge or skills from one context inappropriately to a different context, resulting in errors or reduced efficiency.

Example: If someone learns to drive a car with an automatic transmission and then struggles when trying to drive a car with a manual transmission, the habits and skills from driving the automatic car may interfere with learning to operate the clutch and gear shift of the manual car. The previous experience negatively impacts the new learning situation.

Question 74

What is an example of a student’s motivation based in persistence?

Answer 74

An example of a student’s motivation based on persistence is a student who continually practices solving difficult math problems, even after experiencing several failures. Despite initial struggles and lower grades, the student remains determined to improve, seeking extra help from the teacher, studying additional materials, and practicing regularly. Their persistence is driven by the motivation to master the subject and achieve a better understanding, ultimately leading to improved performance over time.

Question 75

What is an example of a student’s motivation based in effort?

Answer 75

An example of a student’s motivation based on effort is a student who dedicates extra time and energy to studying for a challenging science exam. Even though the material is difficult, the student spends hours each day reviewing notes, completing practice problems, and participating in study groups. Their motivation is evident in the consistent effort they put into understanding the content and preparing thoroughly for the exam, regardless of the difficulty.

Question 76

What is an example of a student’s motivation based in choice of task?

Answer 76

An example of a student’s motivation based on choice of task is a student who eagerly selects a challenging book for an independent reading project because they are genuinely interested in the topic. Despite knowing that the book is more difficult than others, the student’s interest and curiosity about the subject matter drive them to engage deeply with the text, conduct further research, and complete related assignments with enthusiasm and diligence. This motivation stems from their personal interest and the satisfaction they gain from exploring a topic they are passionate about.

Question 77

Under what conditions is a peer assessment most useful?

Answer 77

Peer assessment is most effective for assignments that involve complex, subjective, and creative outputs where multiple perspectives can enhance the evaluation process.

Question 78

When a teacher is focusing on the affective domain, what are they trying to achieve?

Answer 78

When a teacher is focusing on the affective domain, they are trying to achieve the development of students’ attitudes, values, feelings, and emotional responses. The goal is to foster a positive learning environment that encourages students to engage emotionally and develop social and emotional skills.

Question 79

What is a word mark up?

Answer 79

A word markup refers to annotations, comments, and revisions made directly on a document using a word processing software’s features. This tool is commonly used for editing, reviewing, and collaborating on documents.

Question 80

When a teacher is focusing on the cognitive domain, what are they trying to achieve?

Answer 80

Cognitive Domain: This domain involves mental skills and knowledge acquisition. It includes the development of intellectual abilities and encompasses processes such as remembering, understanding, applying, analyzing, evaluating, and creating.

An example would be solving math problems or understanding scientific concepts.

Question 81

When a teacher is focusing on the psychomotor domain, what are they trying to achieve?

Answer 81

Psychomotor Domain: This domain involves physical movement, coordination, and the use of motor skills. It includes activities that require physical coordination and the development of skills through practice and repetition.

Examples include playing a musical instrument, typing, or performing a sport.

Question 82

What is Erik Erikson’s theory of psychosocial development?

Answer 82

The theory outlines eight stages of development that individuals go through from infancy to adulthood. Each stage presents a unique developmental challenge or crisis that individuals must resolve to develop a healthy personality and acquire virtues important for the next stage.

Question 83

What is the first step in Erik Erikson’s theory of psychosocial development?

Answer 83

Trust vs. Mistrust (Infancy): Developing trust in caregivers and the environment.

Question 84

What is the 2nd step in Erik Erikson’s theory of psychosocial development?

Answer 84

Autonomy vs. Shame and Doubt (Early Childhood): Developing a sense of independence and self-control.

Question 85

What is the 3rd step in Erik Erikson’s theory of psychosocial development?

Answer 85

Initiative vs. Guilt (Preschool Age): Gaining the ability to initiate activities and interact socially.

Question 86

What is the 4th step in Erik Erikson’s theory of psychosocial development?

Answer 86

Industry vs. Inferiority (School Age): Developing a sense of competence and achievement through schoolwork and activities.

Question 87

What is the 5th step in Erik Erikson’s theory of psychosocial development?

Answer 87

Identity vs. Role Confusion (Adolescence): Forming a strong sense of personal identity and direction.