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PSY3105-Psych of Adolescence > Week 5 - school and work > Flashcards

Week 5 - school and work Flashcards

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1
Q

Do schools serve as social institutions that directly impact adolsecents?

A

YES

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2
Q

Schools atmospheres do not vary . true or false?

A

False –> can be big/small , lenient/strict, etc…

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3
Q

Why did “comprehensive” schooling come into play during the 20th century?

A
  • climbing enrolments
  • more diverse student body
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4
Q

What were the critics to “comprehensive schooling”?

A

based on
- wealth
- status of students’ parents

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5
Q

What are the benefits to larger schools?

A
  • highly trained teachers
  • more resources
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6
Q

What are the benefits to smaller schools?

A
  • more personalized experiences
  • less feelings of alienation
  • greater attachment to school and their teachers
  • more enthusiastic
    -safer
    -better attendance
  • higher averages
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7
Q

What is the best size high schools to have in regards to the number of students?

A

400-900 students

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8
Q

What matters most about school systems?

A

the CLIMATE that is created!!
- supportive, foster development, and be accessible

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9
Q

What school transitions are there in adolescence?

A
  • going from elementary —> middle school —> high school
  • creates a lot of stress
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10
Q

What is one downside to the transition of schools and development process of adolescence?

A

new school environment is clashing with changing social and cognitive abilities of young adolescents

  • trying to learn how to reason, consider alternatives, and experience autonomy but school is enforcing RULES and CONTROL
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11
Q

Is it known for grades to go down the first year you transition to a new school?

A

YES!!

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12
Q

Entering high school can have what kind of impact on adolescent?

A
  • evaluate envrnmnt more negatively
  • weaker sense of belonging
  • perceive less teacher and peer support
  • lower self-esteem
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13
Q

What is the difference between mastery and performance orientation?

A

mastery orientation:
- focus on LEARNING and MASTERING TASKS
- focus on PERSONAL DEVELOPMENT
- aka task-goal oriented

Performance orientation:
- focus on COMPETITIVE SUCCESS
- tendency to interpret outcomes as a sign of ability or lack of ability
- aka ability-goal oriented

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14
Q

What can mastery orientation lead to?

A
  • cooperative learning (focus on learning rather than getting the right answer, with whole class)
  • learn more
  • stronger sense of self-efficacy
  • more interest
  • better sense of belonging
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15
Q

What can performance orientation lead to?

A
  • being competitive
  • friendship problems
  • less likely to ask for help
  • self-handicapping (placing struggles in one’s performance to avoid having to attribute failure to ability)
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16
Q

What is the issue of “tracking” in schools?

A
  • practice of assigning students to a particular curriculum or set of courses on the basis of their presumed abilities (university, college classes)
  • racialized youth and those who are lower SES = more likely to be placed in low-ability and non-uni prep courses
  • lower ability courses = lower teaching skills, lower expectations
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17
Q

What is “school climate”?

A
  • the general atmosphere of the school
  • includes;
    1. attitudes of students/staff
    2. orders and disciplines
    3. student participation
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18
Q

What is the best school climate option?

A
  • demandingness
  • responsiveness
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19
Q

What is “stage - environment” fit?

A

how well does the structure of a child’s environment match the child’s level of development?

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20
Q

What is “school membership”?

A

the sense that students have of being connected and committed to their school and its positive functioning

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21
Q

If someone has higher educational aspirations, how will this affect the attitudes of classmates ?

A

more likely to be engaged
have positive self-concepts

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22
Q

If someone has lower educational aspirations and dislike school, how will this affect the attitudes of classmates ?

A
  • reinforce similar attitudes
  • negatively affects school climate
23
Q

Why have indigenous peoples been impacted by having low achievement scores in schools?

A
  • history of marginalization
  • residential schools
  • discrimination
24
Q

What impacts a classroom climate?

A
  • teacher’s beliefs, attitudes, and practices
25
Q

What makes a teacher put more effort into their relationships with students and communicate high expectations?

A

strong self-efficacy

26
Q

What makes a teacher give up quickly in the face of difficulty and have low expectations?

A
  • lack of confidence
27
Q

What is the gold standard of being a teacher (hint: known as the “pedagogy of kindness” )?

A

-being AUTONOMY SUPPORTIVE!

28
Q

What characteristics are included in a teacher who is “autonomy supportive”?

A
  1. encourage choice, self-initation, and participate in decision making
  2. provide constructive feedback
  3. refraining from using language that gives off pressure towards certain behaviours
  4. creating a sense of relatedness with students
28
Q

A teacher who is autonomous supportive creates what type of student?

A

autonomous academic motivation

28
Q

What does it mean for a teacher to be “autonomy supportive”?

A
  • interpersonal sentiment and behaviour teachers provide to identify, nurture, and develop students’ inner motivational resources
29
Q

What is attribution theory?

A

an approach to achievement that focuses on the causes people see as responsible for their successes and failures/learned experiences

29
Q

What are the 4 causal factors central to achievement attributions?

A
  1. ability
  2. effort
  3. task difficulty
  4. luck
29
Q

What is the locus of causality?

A

belief that cause of an outcome is something about the person (internal or external)

30
Q

What is causal stability?

A

belief that cause of an outcome in relatively stable or variable

31
Q

What is the best way to attribute our acheivements?

A
  • to our ABILITIES
  • b/c its internal, controllable, and highly stable
32
Q

What is the best way to attribute our failures/learned experiences?

A
  • to low EFFORT
  • b/c we have control of our efforts and can change them (internal)
33
Q

Why would we not attribute our failures/achievements to task difficulty or luck?

A
  • no stability
  • have no control
  • seen as having less responsibility with lack of control
34
Q

What is the benefit to feeling in control to the cause of an outcome?

A
  • more pride –> you feel success was in your control
  • raise expectancies –> if i try harder i can succeed
    -raise motivation –> i intend to try hard
35
Q

What is an example of attributing a success and a failure to ABILITY?

A
36
Q

What is an example of attributing a success and a failure to EFFORT?

A
37
Q

What is an example of attributing a success and a failure to LUCK?

A
38
Q

What is an example of attributing a success and a failure to TASK DIFFICULTY?

A
39
Q

What are some current issues in school?

A
  • financial literacy
  • experiential learning
  • accessibility
  • inclusion and equity
40
Q

Do extra-curricular during school have positive effects on adolescents?

A

yes

41
Q

Do after school programs have positive effects on adolescents?

A

yes
- gives them alternative to being home alone!

42
Q

Is it shown that students are not as ready for life after high school?

A

yes
big transitional period!!

43
Q

Who are the “forgetten half” after highschool?

A
  • people who do not go onto university or college after
  • often neglected
  • seen as lack of diploma=lack of sckills
44
Q

How can we improve prospects of high school graduates?

A

develop a closer cooperation between schools and the working world
- apprenticeships!

45
Q

What is a mentor?

A
  • non-familial adult who provides a young person with guidance and support
46
Q

Adolescents who have a mentor to give them advice, guidance, and support have more positive attitudes towards school and are less likely to get involved in misconduct. true or false

A

true

47
Q

what does an adolescent gain with a mentor?

A
  • more social capital
48
Q

Can working during adolescent have an impact on school?

A
  • could affect grades if doing too much
49
Q

Can working during adolescent have positive impacts?

A
  • yes
  • change perception of their parents
  • teaches them time mangement and responsibility
50
Q

do parents have a major influence on teens’ occupational choices?

A

yes!!

PSY3105-Psych of Adolescence (9 decks)

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