Adolescent Psychology Exam 3 Ch 8,7,12,6 – Flashcards

Yes -Inauthentic- Romantic and dating situations and with classmates -Least likely to put on a false front with close friends -Greater consistency between how describe self and how actually behave as teens get older; no one wants to be around you if you are fake more than you are real self

Behavior that intentionally presents a false impression to others -Acting in a way one knows is inauthentic -Occurs more often with dates than parents -Occurs more often with parents than close friends -Teens believe it is acceptable when trying to impress another person or hide aspects of their personality that others do not like -Use most: little emotional support, low self esteem, more depressed and hopeless

Theory that there are five basic dimensions to personality: 1. Extroversion- outgoing 2. Agreeableness- kind/sympathetic 3. Conscientiousness- responsible/organized 4. Neuroticism- anxious/tense 5. Openness to experience- curious/imaginative -Delinquent- high in extroversion and low in agreeableness and conscientiousness -High achievers- high in conscientiousness and openness -Teens become more extroverted, conscientious, agreeable, emotionally stable -These traits are influenced by genetic and environmental factors and are stable over time -Strong links between early temperament and adolescent personality

Girls mature earlier, but boys catch up over time and there are no differences by the end of adolescence

Process through which individuals develop an understanding of their ethnic or racial background 1. Understanding and valuing one's culture 2. Dealing with Racism 3. Succeeding in Mainstream Society -May enhance interracial relations -Parents who teach children of ethnic socialization may speed up process of identity development and encourage thought of ethnic heritage -

-Identity is not established before 18 -It does not proceed in orderly stages -Everyone does not settle on AN achieved identity -Establishing coherent sense of identity is lengthy process; experimentation with different roles is important prelude to establishing identity

-Self-esteem is a stable trait between childhood and adolescence -Self-esteem remains the same or increases between middle adolescence and early young adulthood -Early teens= lowest level of self-esteem, highest levels of self-consciousness, and shakiest levels of self-image stability -Multidimensional; differs depending on situation -Teens' physical self-esteem is the most important predictor of overall self-esteem followd by self-esteem of relationships with peers; less important are self-esteem of academic and athletic ability, and poor moral conduct -Girls have lower self-esteem; physical self-esteem is more important influence on overall self-esteem for girls than boys

-How one feels about oneself -Impact of self-image -Multidimensional -Physical self-esteem -Gender differences -Ethnic differences -----Global self-esteem is quite stable during adolescence

-Black youth benefit from supportive feedback of adults in black community; they focus on areas of strength, not weakness; they have a strong sense of ethnic identity -Blacks have more self-esteem than whites and whites have more than Hispanic, Asian, or Native American adolescents -Poor school performance does not negatively impact self esteem -When they are ethnic or socioeconomic minority= lower self-esteem -Psychological wellbeing is adversely affected by discrimination -When ethnicity is the minority, you are more likely to have self-esteem issues -Adversely affected by discrimination and prejudice

-Self esteem is enhanced by the approval of others, especially parents and peers, and by succeeding in school -Too wrapped up in approval of others= self-image problems -Teens who derive self esteem from peers may have more behavioral problems and poorer school achievement -Academic success improves how teens feel about themselves -High self esteem can enhance well-being and low self-esteem may lead to involvement in deviant activity, psychological distress, and victimization -Teens with high self esteem are more likely to have problems with alcohol (related to popularity)

-Males and females aren't all that different -Main difference is how they express aggression; males are more physically aggressive than females who use social or verbal aggression -Females express intimacy verbally and males express it through shared activities -Females are more prone to low self-esteem and depression -Social pressures drive teens toward more gender-stereotypic behavior and create opinions about "normal" gender behavior -The impact of environmental factors on gender-role behavior is much stronger than the impact of the hormonal changes of puberty!!!!!!!!!!!!

-Similar to general identity development -Impacted by composition of school, peer group, and contact with other teens -Ethnic socialization -Strong ethnic identity= higher self-esteem, strong self efficacy, better mental health -Effects on immigrants -Multiethnic Youth 1. Racial centrality- how important race is in defining identity 2. Private Regard- how teen feels about being a member of race 3. Public Regard- how teen thinks others view race

Erikson's stage of development -Normative crisis characteristic of the 5th stage of psychosocial development, predominant during adolescence -By responding to actions of people that matter, teen selects and chooses from among the many elements that could conceivably become a part of his or her adult identity -Learn from others who they are and what behaviors they should and should not keeping doing -Social interaction resolves the crisis -Through interactions teen will learn which actions are okay to keep doing and which things they should not be doing that are not okay -Attempts to establish identity differs from culture to culture, subcultures, and historical eras -Lengthy process -The more alternatives available, the more decisions must be made, the more difficult it is to establish identity (many careers to decide between) -THIS CRISIS HAS CREATED THE NEED FOR PSYCHOSOCIAL MORATORIUM

Period during which individuals are free from excessive obligations and responsibilities and can therefore experiment with different roles and personalities -Encouraged to be in school for a long time where they can think about their future plans; this is considered benefits of the affluent -Time to experiment with different roles and identities in a context that permits and encourages exploration

1. Identity Diffusion- incoherent, disjointed, incomplete sense of self characteristic of not having resolved the crisis of identity; mild= not knowing who one is or severe= psychpathological condition that persists beyond a normal period of exploration; disruptions in sense of time, excessive self-consciouness, problems in work and school, difficulty forming intimate relationships, concerns about sexuality 2. Identity foreclosure- premature establishment of a sense of identity, before sufficient role experimentation has occurred; bypasses period of exploration 3. Negative Identity- selection of an identity that is obviously undesirable in the eyes of significant others and the broader community; child of devout Christians who decides to become an atheist; teens fail to receive positive recognition and turn to a different way of being noticed

-Experimentation and exploration before finalizing choices of work love and lifestyle; old values and choices are being reexamined -Reexamining religious beliefs; vocation, relationships -Outcome is commitment to certain role or value 1. Identity Diffusion- Individual does not have firm commitments and is not currenlty trying to make them; does not know how they will end up and do not care to know; future doesn't matter, little self-esteem and little autonomy, complicated, unethical, withdrawn, wary of peers, and unfavorably received 2. Identity Foreclosure- individual has made commitments but without a period of exploration; know what wanted to do whole life, not open to new ideas; usually identity chosen for them by authority figure; need for social approval, tend to support authoritarian view points, poor responses to stressful situations and stereotypical relationships, tend to have happy family life 3. Moratorium- Individual is in the midst of a period of exploration; exploration for ideas of own, anxiety, high self-esteem, culturally sophisticated, need for rebellion and acceptance; typically accepted by other people, favorably accepted by others 4. Identity Achievement- individual has established a coherent sense of identity; made commitments after a period of exploration; values and beliefs are all their own, independent, smart, and competent, well-received by others, take responsibility for selves, feel in control of decisions, confidence when ability to overcome obstacles

Authoritative parenting style

On many measures of psychological functioning and mental health, teens who have immigrated more recently to the US score higher on measures of adjustment than teens from the same ethnic group whose family has lived in the US for several generations -Foreign born ethnic minority youth are better in school and less likely to be in delinquent behavior than kids of same ethnic group whose parents are born in America (when parents are born here kids are acclimated quickly)

Doing leisure activities -Girls more than 6 hr/day -Boys more than 7hr/ day -Watching TV, talking on the phone, relaxing -Only 30 min/day is spent doing mentally challenging activities such as reading or playing a musical instrument or physically beneficial such as sports or exercise -Growth of new technology expanded leisure opportunities -Today's teens are also spending more time alone than with family members, more hours per week at part-time jobs, less than 5 hours per week on homework

-Laws were passed that required individuals to remain in school until at least turning 16 -20th century, you were either in school or working at the age of 12-15 -In the early 20th century, part-time jobs were not plentiful, and child labor laws were enacted to restrict adolescent's employment and the employment of teens declined -Retail and service sectors grew and created part-time jobs for relatively low wages and for short work shifts -Education reformers began calling for tougher standards in high schools -1925-now there was progression in part-time job opportunities -Recession= many teens lost jobs in competition with adults and immigrants -Most teens have worked an after-school job at some point

Teens may leave school early -Work obligations take precedence over schooling -Teens enter full time employment by 15-16 -Work for their families -School for the extremely affluent and work for the rest -Japan and Korea, schoolwork is more demanding and takes precedence over working -Employment of children may be associated with being poor

Opportunities are not as available elsewhere like it is in the US -Part-time work doesn't match students' schedules -Stigma associated with children working

Most are employed in the retail and service industries -Older students are more likely to hold formal jobs (retail or restaurant) -Younger students are more likely to hold informal jobs (babysitting or yard work) -Teens in rural areas are more likely to be employed in agricultural occupations than are their urban or suburban counterparts -Most 8th graders work in babysitting or yard work -Older= restaurant work= counter worker; and retail sales= cashier in clothing store -Fewer teens are employed on farms or factories -Few jobs promote independent decision making, provide little instruction from supervisors, and rarely require the use of skills learned in school -Most are repetitive, monotonous, and unchallenging; some are stressful and pose potential injuries -Most teens report that they are happy, learned, like pay -Teens who are given responsibility are more likely to come away feeling more mature, competent, and dependable

Having more income than one can manage maturely, especially during adolescence -getting used to that income before major responsibilities (bills) -Spent on clothes, music, transportation not on family needs

-Jobs are not conducive to learning or psychological development -Holding a job does not make teens more responsible -Lack of independent behavior or decision making -Little instruction from supervisors -Skills learned at school are not used at work -Repetitive, boring, stressful -Part time employment leads to cynicism of the value of hard work and undermines good financial habits -Teens engage in high rates of misconduct on the job

-Depends on number of hours teen works not that they have a job; more than 20 hrs per week affects school performance and engagement in school (very limited chance to participate in extracurriculars); absent from school, less time on homework, increased rate of dropping out -Jobs are not conducive to learning or psychological development -Employment during adole does not deter delinquent activity

Being absent from school -Spending less time on homework -Earning slightly lower grades -Increase likelihood of dropping out of school -Protecting grades by taking easier courses, cutting corners on homework, copying, and cheating -Paying less attention in class -Impact on actual grades and achievement test scores is small -Increases in aggression, school misconduct, minor delinquency, precocious sexual activity -Higher rates of smoking, drinking, drug use

A method of collecting data about teens' emotional states, in which individuals are paged and asked to report on their mood and activity, monitor social relationships -Teens carry smartphones and when they are signaled they report on who they are with, what they are doing, and how they are feeling -Moods are more positive when with friends -Moods least positive when alone -Moods with family are somewhere in between -Moods with family are more negative between elementary and middle school, more positive between middle school and high school

Participation in extracurricular activity improves students' performance in school and reduces the likelihood of dropping out, deters delinquency, drug use, and other types of risk taking -Activities increase contact with adults, teachers, coaches who instill and reinforce values related to school, church, etc. -Participation improves self-confidence and self-esteem; contact with peers who are a positive influence, enhances psychological well-being and social status -Protects teens in disadvantaged neighborhoods from exposure to violence -Enhances social status -They do not create pressures and compromises teen's mental health -Team sport involvement- better mental health, sleep, higher school achievement, increased alcohol and delinquency -Strengthens student's attachment to schools which contributes to future educational success -Helps bond students and parents to their school -Male athletes more likely to get in fights -25% of all athletes are injured while playing

Goal of programs designed to facilitate healthy psychosocial development and not simply to deter problematic development; after school programs for teens -Help development of strengths instead of simply preventing trouble -P placed in demanding roles, p are encouraged to meet high expectations, p are expected to take responsibility for behavior, p helped to understand consequences of failing to fulfill their obligations to the group -Learn quickly that their behavior and choices impact the rest of the group; KEY SOCIAL SKILLS 1. Competence- positive view of one's actions 2. Confidence- Overall positive self-worth and efficacy 3. Connection- positive bonds 4. Character- possession of standards for correct behavior 5. Caring/Compassion- sympathy and empathy

Teens who come home and parents are still at work -Do difference from other peers in psychological development, school achievement, and self-conceptions -Does not cause self-reliance or increased responsibility -More socially isolated, more depressed, and more likely to have school problems, be involved in problem behavior, be sexually active at earlier ages, and use more drugs and alcohol -Teens who go straight home after school are less likely to engage in problem behavior than teens who go to a friends house -Those who have authoritative parents and are monitored are no more susceptible to problem behavior than teens with supervision

Fact that teens from different economic and cultural groups have differential access to digital technology -Has become much smaller as public access to the Internet has spread and as smartphones have become more popular and common even in economically disadvantaged communities and countries -Access to internet was not available to everyone but this is not as true anymore; more and more people have access to the internet (can get it at the library, coffee shop, hot spots, home)

Perspective on media use that emphasizes the impact media exposure has on individuals -The media shapes teens' interests, motives, and beliefs about the world -Teens are influenced by the content to which they are exposed (violent video games= violent teens; rap music= violent teen)

Perspective on media use that emphasizes the active role users play in selecting the media to which they are exposed -Correlation between what teens are exposed to and what they do is due to the fact that p with particular inclinations choose media that are consistent with their interests -Aggressive people will purchase violent video games -Interested in sex will look for porn on the internet - Beer drinkers will watch football and be exposed to beer commercials -Preexisting interests and motives shape their media choices

Perspective on media use that emphasizes the fact that adolescents not only choose what media they are exposed to but also interpret the media in ways that shape their impact -One sex-crazed teen stumbles upon a sexually explicit site and views it with interest; another stumbles on the site who is not interested in sex and feels repulsed and makes him loose interest in sex even moreso -The ways media affects adolescents depends on the ways in which the media are experienced and interpreted -Difficult to distinguish correlation, causation, reverse causation, or spurious causation

Extent to which two things vary systematically with each other, go hand in hand

When one thing causes another

When the correlation between two things is due to the second causing the first

Correlation between two things is due to the fact that each of them is correlated with a third factor

Psychological domain concerning behaviors and feelings in evaluative situations; focused on education and occupation

Motivation to succeed based on the pleasure one will experience from mastering a task -Strives to achieve because of pleasure they get out of learning and mastering material= intrinsic -Strong students are mastery motivated; they achieve more -Declines in transition to middle school because teachers become more performance oriented -Impacted less by confidence because they are more apt to exert extra effort and they have the mindset to achieve more and they do

Motivation to succeed based on the rewards one will receive for successful performance -Extrinsic motivation -Strive to achieve because of awards for performing well and punishments for performing poorly -Teachers who stress over grades bring out the worst in students

Deliberately behaving in ways that will likely interfere with doing well, in order to have an excuse for failing -To self protect or enhance self presentation (child creates trouble in class to avoid reading out loud, procrastination, class clown)

Comes from within; personal satisfaction without having external reward, self-control, persistence, conscientiousness

Rewards like grades, money, threat of punishment, external factors that motivates someone to do something

Acquired belief that an individual is not able to influence events through his or her own efforts or actions -Belief that failure is inevitable

So afraid of failing that their strong achievement motivation is undermined -Feelings of anxiety during tests or evaluative situations interferes with successful performance -Tasks that involve learning something new or solving a complex problem

Harmful effect that exposure to stereotypes about ethnic or sex differences in ability has on student performance

Resources provided within a family through the exposure of the adolescent to art, music, literature, and other elements of "high culture" -Music can inhance math skills and abilities; art and music are first programs to be cut in schools

Interpersonal resources available to an adolescent or family -support, encouragement, involvement of adults; necessary to facilitate success in school, why mentoring programs are important for adole who don't have support at home

Number of years of schooling completed by an individual -Best predictor of occupational achievement

Practice of promoting students from one grade to the next automatically, regardless of their school performance

An educational institution that evolved during the first half of the 20th century, offering a varied curriculum and designed to meet the needs of a diverse population of teens -Classes in general ed, college prep, and vocational prep were all housed under one roof -New courses were added in music, art, family life, health, PE, and other subjects designed to prepare teens for family and leisure as well as work roles

Policies designed to improve achievement by holding schools and students to predetermined set of standards measured by achievement tests

Public schools that are given more freedom to set their own curricula and teaching practices -Option parents may choose for child instead of regular public school -Freer to operate as they wish, without some of the constraints imposed by the state's education bureaucracy

Government-subsidized vouchers that can be used for private school tuition -Used to purchase education at a school of parent's choosing- public or private

Practice of separating students into ability groups so they take classes with peers at the same skill level -Allows teachers to design class lessons that are more finely tuned to student abilities -Useful in high school where students must master basic skills before they can learn specialized subjects -Students in remedial track receive poorer education -P socialize only with peers from same academic group, which polarizes the student body into different subcultures that are often hostile toward each other -Discriminates against poor and ethnic minority students and may hinder instead of enhance academic progress based on stereotypes -Difficult to move up levels (especially for minorities) except for affluent teens

Middle schools, junior high schools, high schools

Junior High School- Educational institution designed during the early era of public secondary education, in which young teens are schooled separately from older teens; 7th and 8th grade and sometimes 9th grade -Middle School- Educational institution housing 7th and 8th grade students along with teens who are 1-2 years younger; 3-4 yr school for 7th and 8th and one or two younger grades

Pros- schools were forced to regularly assess student progress and publicize how their students were faring and give parents and community the info they needed to put pressure on schools to do better; all students deserve a high-quality public education -Cons- states don't have resources to conducted the mandated assessments or to respond to failing students' poor performance; standardized testing adversely affects what takes place in the classroom; teachers skipped teaching information that would not be on the standardized tests; encourged poor performing students to be absent from school on the test day, helped cheat on test, poor achieving students were pushed out of schools, permitted individual states to set own standards

Larger schools- can offer more varied curriculum, specialized courses; weaker student engagement; more extracurriculars; marginal students feel like outsiders and rarely get involved; more inequality in education -Small schools- performance and interest improves when schools are more intimate, achieve more in a sense of community; more likely to be in positions of leadership and responsibility; marginal students feel involved; all students exposed to same curriculum

The higher the expectations, the more the student will achieve -The opposite is true

Achievement is lower because of stress on students and teachers, the use of facilities for instruction were not designed to serve as classrooms, inadequate resources -May have to use trailers

Academic motivation and school grades drop as they move into secondary schools -Scores on standardized achievement tests do not decline -Disrupt academic performance, behavior, and self-image -Disengaging from school during this time increases the risk or students' developing behavioral problems, whereas remaining connected to school protects against the harmful effects of poor family relationships