Exam 2 Flashcards
(360 cards)
1
Q
what percent of parents find adolescence to be the most difficult stage of parenting
A
2/3
2
Q
at what stage is marital and life satisfaction at its lowest?
A
when kids are adolescents
3
Q
what is reported by parents during adolescence?
A
more psychological distress and more intense mid-life identity crisis
4
Q
why does the adolescence of children have these effects on parents
A
- complementary developmental challenges
- financial pressure
- adolescents greater desire for time outside family
- transformation of family image of child with pubertal maturation
- differing conception of authority and rules
5
Q
what is the domain theory
A
theory that boundaries are drawn around domains of social rules
6
Q
what are the 3 social reasoning domains
A
-moral (moral judgments)
-conventional (social convention)
-personal (personal choices)
7
Q
describe moral judgments
A
prescriptive judgments of harm and justice
8
Q
describe social convention
A
regulations to govern social organizations
9
Q
describe personal choices
A
private behavior that has implications only for self
10
Q
how should parents and teens come to an agreement on how to sort the rules
A
- hold fast and advocate for the moral point of view
- negotiate household conventional rules
- give wide latitude to personal domain
11
Q
when does the shift in family relations occur for kids?
A
it begins in early adolescence
12
Q
how does family relations shift for a teenager?
A
they begin to move away from asymmetrical lines of influence and towards more equal footing
13
Q
early adolescence is a time of _____________________________
A
temporary disruption in family relationships
14
Q
how do early adolescents try to shift balance of power
A
they use a more forceful role (ex: interrupting parents) to shift power, but parents may not be responsive
15
Q
how do middle adolescents try to shift balance of power
A
they do not assert opinions by interrupting. They begin to have more influence over family decisions
16
Q
what must family members share in order to be able to adapt
A
they must have a shared sense of what they are experiencing
17
Q
Do family members tend to have a shared sense of experience?
A
Not necessarily because teens can rate a mother’s behavior as more negative than the mother or researcher. They also tend to be more sensitive (over-react) to emotional signal of others
18
Q
what is one example of how teens may be sensitive to the emotion of others?
A
teens experience “serious” parents’ voice as “anger”
19
Q
what role does puberty play in family system
A
can cause unbalancing
20
Q
what are some of the behavioral effects of puberty on the family system?
A
- more distancing and feeling less close
- Distancing but not “storm and stress”
21
Q
Are rates of outright conflict dramatically higher during or before or after the puberty stage?
A
Neither, the rates are about the same during all three stages
22
Q
is the distancing that occurs during puberty permanent?
A
No, it is temporary and relations will become less conflicted and more intimate over time
23
Q
what did teens who reported more conflict with parents deal with?
A
they had more problems in later adolescence and early adulthood
24
Q
what is the causal direction of family conflict and problems
A
family conflict leads to more problems
25
what other aspects does conflict at home affect?
it also impacts teens' school life, relations with friends, causes more problems and emotional distress
26
what are some differences in family relations due to ethnic differences?
- squabbling varies across cultural groups
- variation in degree of acculturation
27
example of how squabbling differs across cultural groups
timetable for adolescent independence may differ
28
examples of varying acculturation
- lower rate of parent teen cohesion during mid adolescence among highly acculturated Mexican american families
- parental monitoring more important in ethnic minority families where teen has weaker ethnic identity (teen who is americanized needs more vigilant parents)
29
what is the sex differences in family relationships
- mothers are more involved and closer to teen
- mothers are imp for support and guidance
- fathers are perceived more as a remote distant authority and rely on mothers for info about teen behavior
- fathers are imp for objective info
30
what is more predictive of adolescents social competence and self worth
time spent with fathers
31
what happens for teens who spend more time with fathers
they have higher self worth and positively linked with changes in social competence
32
what are the 3 conditions of effective parenting
- connection
- respect of individuality
- regulation
33
what is connection for effective parenting
a tie that provides a sense of belonging, perceived bond, and absence of aloneness
34
how is a good connection formed for effective parenting
by providing:
- relationships that are consistent, positive, predictable
- interactions that are loving, supportive, devoted, affectionate
35
what is the respect for individuality in effective parenting
acknowledging and respecting a child's independent self by avoiding behaviors that intrude, exploit, or manipulate it.
36
what are some examples of how respect for individuality is not met by parents
invalidating feelings, constraining verbal expression, love withdrawal, guilt induction
37
what are some behaviors that do NOT show respect for individuality that parents do?
- always trying to change how kid feels/thinks about things
- changes subject when teen has something to say
- blames teen for other family members' problems
- brings up past mistakes to criticize the teen
- avoid looking at teen when they disappoint parent
- stops talking to teen if parents' feeling are hurt and only begin conversation again after teen does something to please them
38
what is regulation in effective parenting
a condition or state that reflects the establishment of an appropriate structure around a child's behavior
39
regulations should be...(3 things)
clear, consistent, and developmentally appropriate
40
what are the 4 dimensions of effective parenting
control, maturity demands, democratic communication, and nurturance
41
parenting styles are characterized by
the 4 dimensions of effective parenting
42
what is control in effective parenting
parents impose structure, enforce rules
43
what are maturity demands seen in effective parenting
parents expect children to be self-reliant, exercise self-control
44
what is democratic communication in effective parenting
open, warm lines of communication that includes parents checking in on teen
45
what is nurturance
expresses warmth, approval
46
how are the 4 dimensions of effective parenting split up?
Demandingness
- control
-maturity demands
Responsiveness
- democratic communication
- nurturance
47
what are the 4 main types of parenting styles
authoritative, authoritarian, indulgent-permissive, and indifferent-neglectful
48
authoritative parenting involves what kind of responsiveness and demandingness
high responsiveness and demandingness
49
authoritarian parenting involves what kind of responsiveness and demandingness
high demandingness and low responsiveness
50
indulgent-permissive parenting involves what kind of responsiveness and demandingness
low demandingness and high responsiveness
51
indifferent-neglectful parenting involves what kind of responsiveness and demandingness
low demandingness and low responsiveness
52
what are the 3 components of authoritative style parenting
warmth, structure, and support for autonomy
53
what kind of homes do authoritative style parenting create?
child centered homes
54
what kind of discipline do authoritative parents use
inductive discipline, verbal give and take
55
what are the two types of inductive discipline used by authoritative parents
1. mild coercion
2. cognitive elaboration
56
what parenting style has the best profile of child outcomes
authoritative style parenting
57
what type of homes does authoritarian style parenting create
parent centered homes
58
what type of discipline do authoritarian parents use
power assertive discipline
59
what are examples of power assertive discipline
punitive, harsh, physical punishments
60
what is the outcome of child from authoritarian home?
mixed outcomes
- aggressive, least likely to internalize moral values, not self reliant, but otherwise obedient and conforming
61
why are authoritarian kids less likely to internalize moral values
because they were never instructed accordingly and just followe d the rules with no reason as to why they should (other than to avoid punishment)
62
what are the 2 kinds of indulgent-permissive parenting styles
1. endorse as a matter of policy
2. lack personal resources to exert authority
63
what is the difference between the two types of indulgent-permissive parenting styles?
The endorse as a matter of policy is the idea that parents want teens to grow as nature intended them to whereas the lack personal resources style is due to parents not having the resources to exert authority (could be bc they are step parent or work and cannot be present)
64
what is the outcome of indulgent-permissive parenting style
- impulsive, disengaged from school, involvement in deviant behavior
-But do not engage in serious delinquency
- score high on social competence and social confidence
65
what is a possible cause for indifferent-neglectful parenting
could be that parents are overwhelmed by their own issues (mental health, divorce, etc)
66
what is the outcome for indifferent-neglectful parenting
risk factor for psychopathology and poor adjustment
67
what kind of profile does indifferent-permissive parenting lead to
pscyhologically adjusted teens who are especially oriented towards peers and social activities valued by adolescents
68
what are the 2 ethnic differences in parenting practices
1. authoritative parenting is less common in ethnic minority families
2. authoritarian is more common and has fewer adverse effects in ethnic minority families
69
ethnic minority children benefit from parenting that is...
responsive and demanding just like peers
70
what is familism
a salient traditional cultural value found in latin families that describes the strong connection to family
71
effect of familism on self identity
teens with cultural familism tends to view family as part of their own self identity
72
what is the importance of cultural processes
this is how family relationships contribute to positive social development
73
What are the 3 parts of ethnic identity
affirmation, exploration, and resolution
74
what are the 3 parts of familism
support
obligation
family as referent
75
example of support familism
family provides a sense of security because they will always be there for you
76
example of obligation familism
a person should share their home with relatives if they need a place to stay
77
example of family as referent
children should be taught to be good because they represent the family
78
what is ethnic identity resolution
having a clear sense of what ethnicity means to self
79
what are the 3 prosocial tendencies
dire, emotional, and compliant
80
example of dire prosocial tendency
help people in a real crisis or need
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example of emotional prosocial tendency
help people particularly when they are emotionally distressed
82
example of compliant prosocial tendency
when people ask for help, I do not hesitate
83
general findings of family relationship qualities and prosocial behaviors in US Mexican teens
1. YA who reported more parental acceptance and sibling intimacy were more likely to 2. endorse cultural values that reflect importance of close ties to family and 3. the endorsement of familism was associated with greater commitment to ethnic identity which is 4. associated with multiple prosocial tendencies
84
what acts as the mechanism through which family relationships are associated with prosocial behavior
family values and ethnic identity
85
what is the predictor of prosocial behavior
maternal acceptance, sibling intimacy, and paternal acceptance
86
facts about single parenthood
- 40% of kids born outside of marriage
- typical to live with mom
- only 15% live with dad
- big ethnic diff of single parent household (black>hispanic>white>asian)
black students are more likely to come from a single parent household
87
what factors influence the changing nature of family life
divorce, single parenthood, remarriage, and poverty
88
how does remarriage influence family life
2nd marriages have higher divorce rate in first 5 yrs resulting in kids going through 2 divorces before they can even adapt to having a step-parent
89
how does poverty affect the family life
there is large racial disparity in poverty rate and 20% of teens live in abject poverty
90
what is one possible reason for racial disparity in poverty rates
could be due to racial disparity in rates of single parenthood
Bc non white kids are more likely to be raised in single parent homes, they are more likely to be poor
91
how has the changed nature of family changed the nature of adolescent development?
overall it has worsened the situation but it is:
1. hard to pin down causal direction
2. hard to generalized about the effects
92
why is it hard to generalize about the effects that have changed family life and their impact on adolescent development
Because there is a wide variability of conditions that have diff effects. there are also variances within diff family structures that are more imp than diff among them
- some kids do better under divorce
-some who only live with mother see father more often than those with 2 parents
93
what is the impact of divorce on development
-effects of divorce are small in magnitude but are stronger in school aged kids
-effects of divorce are also smaller in the US compared to other countries
94
does the quality or quantity of parental relationship matter more?
quality with imp adults matter more than number of parents present
- teens w/ 2 parents don't always have warm, close relationships
95
teens in father absent have higher ? than teens in 2 parent homes where father has little interest
self esteem
96
teens in divorced single parent families describe parent relationship as...
friendlier than do teens whose parents are married
97
what matters most for adolescent mental health in response to divorce
most for adolescent mental health in response to divorce
the process of going through divorce, not the resulting family structure
98
how long after divorce are most children able to cope with the situation
cope well after 1-2 yrs
99
adverse temporary effects of divorce or remarriage usually reflect heightened...
conflict, disorganization, and stress of the event
100
immediate problems of divorce are more common in:
- boys
- younger kids
- kids with temperament
- kids who lack supporting relationships outside of family
101
impact of divorce on adolescent adjustment weaker among what ethnicity
black adolescents because they grow in multi gen families that allow them to have a good relationship with an adult that helps provide support
102
exposure to marital conflict shows how ______
quality of marriage influences adolescent well being
103
what are 3 effects of quality of marriage on adolescent well being
1. kids are more effected by conflict if they are aware of it
2. leads to feelings of emotional insecurity and self blame
3. disrupts parent child relationship
104
what are long term effects of divorce called
sleeper effects
105
what are sleeper effects
effects of divorce not apparent until much later in development
106
what are 2 possible explanations about long term effects of divorce
1. ways in which adjustment difficulties might be expressed are not evident until adolescence
2. link to developmental challenges of adolescence
107
what is an example of adjustment difficulties that are not evident until adolescence
early pregnancy and substance use due to poor parental monitoring
108
what is an example of an adolescent developmental challenge
dating, view of intimacy, expectation of relationships
109
what are some ways that step families may better adjust life for kids
1. stem families must lower the boundary
2. give up on the ideal family image and accept fluidity and complication
3. step parents be cautious about discipline
4. co-parenting
110
what are the 4 ways that peer groups change
1. increase in time spent with peers
2. peer groups function w/o adult supervision
3. shift to mixed sex groups
4. shift to larger collectives/crowds
111
what are 3 things that cause peer groups to change
1. puberty
2. cognitive changes
3. change in social context (anonymity)
112
how does puberty cause peer groups to change
it stimulates in romantic relationships and distances from parents
113
how does cognitive changes cause peer groups to change
abstract categorization allows sorting into crowds (be able to make categories helps teens find others like them)
114
how does change in social context cause peer groups to change
it forces teens to seek others with common interests
115
what are the three main categories of the clique structure
cliques, liaisons, and isolates
116
what is a clique
a small collection of friends, usually less than 5
117
what is a liaison
a person that belongs to multiple cliques
118
what is an isolate
person that does not belong to any clique or group
119
what percent of teens belong to cliques
less than half
120
which gender is more likely to be in a clique
girls
121
who is more likely to be isolate
boys
122
what does being in a clique provide
stability
123
how do adolescents sort into crowds
crowds are reputation based clusters
124
what is membership in crowd based on?
stereotype and reputation
125
what is membership in a clique based on?
actual friendship or social interaction
126
what purpose do crowds serve
they solidify personal and social identity
127
do cliques and crowds have the same purpose
no, cliques help with friendship and social skills and crowds help with sense of self identity
128
T or F, crowds are a cluster of cliques
false
129
who is most influential to a teen
- peers considered best friends
- peers one would like to have as a friend
130
is influence of teens usually reciprocated
influence is not always reciprocated and is at most 60%
131
what do friends influence
everything (both good and bad)
132
what are the 3 types of social power
1. coercive power
2. reward power
3. referent power
133
coercive power
teach peer resistance skills
134
what is reward power
access to friendship that is rewarding
135
referent power
when a teen admires and wants to be like their friend
136
what kind of social power is peer pressure most like
referent power
137
narcissistic object choice
person has qualities a teen wants and comes to possess them by proxy of friendship
138
teens accept suggestions without...
any need for coercion
139
teens are influenced even when friends make no (_______________) and put no (__________________) on them
suggestions; pressure
140
what do kids project onto peers
characteristics
141
influence vs similarity
influence is peers suggesting or influencing one's decision while similarity is a teen getting close to someone bc they have the same characteristics
142
selection
teens with certain characteristics will look for others with the same characteristics and become close to them
143
socialization
spending time with people of certain characteristics influence one's own characteristics
ex: choosing depressive friends affects own mood and that of their friends
144
peer influence stronger on day to day preferences is an example of...
socialization
145
what is a stronger factor in gang membership and delinquency
selection
146
what influences drug usage
both selection and socialization
147
what are the two possible influences of a non drinking teen in a drinking friend group
1. having a non drinking friend can lower probability of alcohol use, even when in group norm is pro drinking
2. abstaining friend can decrease a majority members drinking and encourage abstention
3. non drinking teen is at risk for onset of alcohol use
148
what are large groups socially connected by
shared reputation
149
what does membership of crowds depend on
peer perception
150
what do crowds serve as
reference groups that provide members with identity
151
what do crowds contribute to
contribute to norms and standards
152
what serves as the basis of adolescent's own identity
membership in a crowd
153
what does crowd identification influence
1. behavior
2. self-concept
3. opinion of others
154
how does crowd identification effect behavior
1. pressure to imitate behavior of high status peers
2. crowds establish social norms (tells teens how to act when they are not sure)
3. crowds members reinforced for abiding by norms
4. after receiving reinforcement, teen feels better about self and begin to incorporate crowd membership into identity
155
how does crowd identification influence self-concept
1. self esteem is higher if identified w/ high status peer groups
2. teens linked w/ low status crowds fare better if they don't see it that way
156
what are some observations about basic crowd divisions in multi racial schools
1. first divide is along ethno-racial lines
2. one ethnic group may not notice the further divisions in another ethnic group after the first racial based split
3. stereotypical crowds within one's own ethnicity are evident
157
when do crowds begin to decline
by end of high school as they feel constrained by crowd derived identities
158
when is the influence of crowds at its peak
end of middle school
159
who is more likely to discriminate against members of another crowd?
9th graders are more likely than 12th graders
160
why does influence of crowds decrease?
as teens develop more multi faceted self concepts and begin to feel constrained by crowd derived identities, they begin to reject crowd labels as simplistic
161
what splinters crowd affiliation
romantic dating
162
what is the most important influence on composition of cliques
similarity
163
what are the 3 types of similarity that influence clique composition
1. age similarity
2. sex similarity
3. ethno-racial similarity
164
why do age similar cliques form
due to grade structure of schools
165
why do sex similar cliques form
teens are sensitive about sex roles so they are more hyperaware of how they should act
166
why do ethno-racial similar cliques form
ethnicity is a powerful determinant of friendship
167
what influences ethno racial similar cliques
parents and school
168
how do parents influence ethno racial friendships
Teens more likely to have friends of other ethnicities if their parents also have them
169
how do schools influence ethno-racial friendships
feelings of discrimination of school drive ethno-minority students into peer crowds defined by ethnicity
- this is seen by asian students who experience highest degree of discrimination
170
why does strong ethnic segregation persist in adolescent friendship cliques
attitudes of how teens of diff races view each other feed on each other and drive the segregation
171
Example of attitude that leads to strong segregation
white teens view black peers as aggressive and hostile while black teens view white peers as conceited and prejudiced. this leads white students to be less likely to initiate contact with black students and select as friends
172
what are the 2 types of popularity
1. sociometric popularity
2. perceived popularity
173
what is sociometric popularity
how well liked someone is
174
what is perceived popularity
how much status or prestige a person has
175
someone who has high status but not well like is what type of popularity
perceived popularity
176
what factors predicts a person's sociometric popularity
social skills, sense of humor, reinforcing, friendliness
177
what factors help predict perceived popularity
it is harder to predict without knowing what is valued in the social context
178
3 attributes that contribute to perceived popularity
1. rebellious behavior
2. academic application
3. physical attributes
179
what are some reasons that teens are highly regarded by peers
good looking, athletic, rebellious, delinquent, aggressive
180
what determines what is considered popular
peer norms
181
what makes it harder for teens to just say no
when an action is associated with popularity
182
what are adolescents influenced by and what do they avoid
influenced by high status teens and avoid behaviors of low status teens
183
what type of power drives teen comformity
referent power
184
what are the two kinds of popular boys
the model boys and the tough boys and both can be popular
185
what are the 2 kinds of popular girls
the good students and the girl bullies
186
what type of teens are peer problems associated with
aggressive teens w/ poor emotion regulation or lack of social skills
187
what are the 3 types of aggression
1. instrumental
2. reactive
3. relational
188
what is another name for instrumental aggression
proactive aggression
189
relational aggression
harming others by manipulation of social standing, exclusion, friendship withdrawal, rumor, gossip, damaging reputation
190
what type of aggression peaks in early adolescence and then declines
both relational and physical aggression
191
victims of one form of aggression are often
victims of the other type as well
192
what gender is more associated with aggression
both genders use aggression but girls are more aware and distressed by it
193
adolescents whose aggression is gender atypical show more...
maladjustment
194
what are the gender atypical agrressions
girls more typical to be relationally aggressive and boys are more likely to be physically aggressive
195
instrumental aggression
when aggression is used to achieve a specific goal, it can be strategically used to be more popular
196
reactive aggression
an impulsive retaliation for another person's intentional or accidental action, verbal or physical
197
3 features of bullying that distinguishes it from other forms of peer aggression
1. intention to harm
2. repetitiveness
3. imbalance of power in favor of perpetrator
198
what are the 3 types of involvement in bullying
1. victimization
2. perpetration
3. victim-perpetration
3.5 a witness can also be a type of involvement
199
what is involvement of bullying associated with
internalizing and externalizing problems
200
what are the 2 theoretical perspectives for bullying
1. systems perspective
2. individual level perspectives
201
what are the 3 theories seen in systems perspective
1. social ecological theory
2. family systems theory
3. group socialization theory
202
distinguish the 2 theories found in the group socialization theory
- within group: social norm theory
- bw group: social identity theory
203
what are the 3 theories associated with the individual level perspective
1. developmental psychopathology theory
2. resource control theory
3. social cognitive theory
204
what are the factors considered in the social ecological theory
1. family: can model or tolerate bullying
2. school: teachers can enable via poor supervision and ineffective responses
3. peer: reinforcing perpetrators and disempowering victims
4. community: laws, policies, norms, attitudes about bullying, social identities valued in community
205
social ecological theory
part of sys perspectives that states behavior is shaped by bidirectional interactions across nested contextual sys
206
family systems theory
inter-relationships have mutual bidirectional influences within family
- aggressive behavior is a systemic product rather than individual psychopathology
207
how is aggression a system product
- violence is a coping mech
- exposure to other family member's fear or submission to aggressive behavior a cue or motivation
208
what can cause a YA learn to respond aggressively to protect themselves and their interests
- bullying bw siblings
- negative parenting behaviors
209
group socialization theory
theory that bullying is a group process that involves the bully, the vic, and peer witnesses which can maintain or resolve bullying
210
why are peers an imp factor in bullying
- peers are present in majority of bullying episode
- bully more likely to continue when there is an audience
- hierarchical peer contexts associated w/ higher levels of bullying
211
within group similarity is also known as
homophily
212
homophily is a result of
1. selective association
2. reciprocal association
213
selective association
individuals w/ similar attitudes and behaviors that seek each other out (selection)
214
reciprocal socialization
affiliates become more alike
215
social norm theory
individual behavior is influenced by common misperception of how others in group think and behave
216
issue with social norm theory
it overestimates that problematic behaviors/attitudes are common
217
social identity theory is motivated by
achieving and maintaining a positive social identity and do this by gaining a membership in order to be perceived as superior
218
problem with social identity theory
strong identification with in group is at greater risk of hostility or rejection towards out group (us vs them)
219
developmental psychopathology theory
early theory that explains maladaptation to environment stressors
220
2 environmental stressors that create bullies
1. insecure attachment
2. social learning
221
insecure attachment
kids develop mental schema of relationships based on 1st relationship and use this throughout their life (don't know what a good relationship looks like and use that bad perception or method observed to guide future ones)
222
social learning
modeling observation, reinforcement of aggression, leading to aggression becoming a learned response for goal attainment
223
resource control theory
aggression has 2 adaptive functions, reactive and proactive
224
what type of reaction is related to bullying
proactive aggression
225
2 broad strategies for achieving high social status
1. prosocial (cooperation)
2. coercive (aggression)
226
what strategy is more successful for achieving high social status
using both prosocial and coercive strategies is most effective
227
marginalized youth are more likely to:
1. be maladjusted,
2. have conduct and mental health problems
3. be unsuccessful in raising social status
4. more likely to use coercive strategies
228
what type of youth is has deficits in developmental functioning such as over reactive
socially marginalized youth
229
what type of youth is most likely to be both a bully and bullied
socially marginalized youth
230
socially marginalized youth are more likely to display what kind of aggression
reactive aggression
231
socially integrated youth are most likely to use what type of aggression
proactive aggression
232
what are the 3 processes guide social behavior according to the social cognitive theory
cognitive, emotional, and moral
233
what are the 3 cognitive elements related to aggression
1. self efficacy
2. outcome expectation
3. outcome values
234
what is self efficacy
confidence in ability to enact aggression
235
what is outcome expectation
aggression will lead to positive outcomes
236
what are outcomes values related to aggression
valuing outcomes that could be attained using aggression
237
social cognitive theory
behave aggressively because of belief it will be effective for achieving a desired result
238
5 process steps during social interactions
1. attending and encoding cues
2. interpreting cues
3. selecting goals for social encounters
4. generate possible responses
5. selecting and enacting a response
239
what step deficit during social interactions can lead to bullying
2nd step, interpreting cues , not being able to or wrongly interpreting cues can cause an aggressor to think something was done on purpose and lead to aggression
240
what is the name for when a person thinks that something was done on purpose and answers with aggression
hostile attribution bias
241
emotional processes
recognizing others emotional cues and expressions of empathy
242
what is an emotional process that bullies use to bully others without feeling guilty
bullies may have the ability to recognize and understand others' emotions but may bully due to lack of empathy
243
empathy
ability to share or experience others' emotions
244
moral processes
ability to recognize harmful intentions and behave accordingly
245
how do bullies use moral reasoning to justify their bullying
- bullies may only notice harmful intent meant for themselves but not others
- bullies may also disengage from act of bullying and therefore not feel morally responsible
246
what are the moral disengagement strategies
- displacing responsibility
- sanitizing euphemism
- downward comparison
- victim blaming
247
high rejection sensitivity
teens that are anxious and not sure how to enter a conversation
248
being teased, rejected, and victimized causes
more hesitancy and anxiety
249
what makes people targets for bullying
hesitancy, low self esteem, and low confidence
250
what can help victimized kids be less likely to be caught in cycle of victimization
having a friend
251
what teens report the most adjustment problems in response to bullying
those that are harassed that also bully others
252
4 trajectories of study about rate of people that are bullies
1. 40% never bullied
2. 35% bullied occasionally
3. 15% were frequent bullies who curtailed over time
4. 10% were consistent bullies when younger and over time
253
what type of YA had more troubled family and peer relationships
persistent bullies
254
3 ways that achievement can be an adolescent issue
1. prep for adult roles raises questions about education prep and options available
2. how diff in school performance influence immediate and future success now more keenly felt
3. educational and occupational decisions made during adolescent are more numerous and w/ more serious consequences
255
example of how diff in school performance influence immediate and future success
occupational plans evaluated in terms of talents, ability, opportunities, and is done in comparison w/ others
256
example of how educational and occupational decisions made during adolescence are more numerous and w/ more serious consequences
nowadays students select tracks and curricula and have to make decisions about post secondary plans during teen years
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puberty and achievement
-linked to drop in motivation to achieve during transition to secondary school
- introduces new distracting issues, changing what is important
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cognitive change and achievement
-Cognitive capacity to see long-term consequences of choices
-Realistic appraisal of possibilities
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social roles and achievement
*Transition from school to work is a socially defined transition negotiated during adolescence
*Society has structured educational & work institutions to facilitate adolescent transition
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need for achievement
The extent to which an individual strives for success
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achievement motivation
- intrinsically motivated desire to perform well
- operates independently of external rewards for success
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what 2 things influence you to do well in college
conscientiousness and intelligence
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what is an important determinant of success during adolescence
motivation
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what is the source of nACH
comes from families that:
-set high performance standards
-reward achievement success during childhood
-encourage autonomy and independence
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What is important about the nACH from families
must have:
-context of warm parent child relationship
-child forms close identification w/ parents
-aka be authoritative parents
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what are 3 adolescent motives for school
1. achievement motivation
2. fear of failure
3. self-handicapping
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fear of failure
feelings of anxiety that can interfere w/ performance, especially on tasks that are new or complex
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where does fear of failure come from
comes from families that set unrealistically high standards and react negatively to failure
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are teens bothered by the strong pressure put on them at school
no, they don't mind the pressure but rather the parents' criticism when expectations are not achieved
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self handicapping
-appear uninterested in school bc in some contexts this garners more respect and admiration
-want to make sure they have an excuse for poor performance other than lack of ability
- downplay importance of academics in response to poor performance
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gender diff in self-handicapping
boys attribute poor performance to lack of effort while girls are more likely to mention emotional problems
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one reason why self handicapping is used
used as a way of protection
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what are the 4 attributions to success and failure
ability, effort, task difficulty, and luck
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what kind of attributes is associated with better achievement outcomes
internal causes aka ability and effort
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what attributes are associated with feelings of helplessness when one fails
external attributes aka task difficulty and luck
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learned helplessness
students who use self handicapping strategies and external attributes for when they don't perform well in school
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students with learned helplessness have
-more self handicapping strategies
-more adjustment problems
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how can students with learned helplessness perform better in school
teachers can help students achieve more by helping them learn to attribute their performance to factors under their control
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goal theory
Theoretical perspective that portrays human motivation as being directed toward particular goals; the nature of these goals determines the specific ways in which people think and behave. Student motivation is affected by their understanding of the meaning and purpose (aka the goals) of academic work
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helpless vs mastery orientation
students w/ helpless orientation have a set intelligence that cannot be changed and want to look smart, but use the out of their control excuse when facing a complex challenge. Mastery orientation try diff solving strategies and don't care about failing, just want to learn. They want to be smart, not look smart and have an incremental view of intelligence which expends w/ effort
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how can adults support motivation to learn and persist in school
by using evaluative feedback
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process praise involves
praising students effort and their use of effective strategies
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what kind of praise do most parents think is sufficient to support motivation in school
effort praise
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why can effort praise backfire in adolescence
it communicates low ability expectations and is uninformative and when faced with more complex challenges (such as when a student transitions from middle to high school) they begin to have diff views regarding effort and ability (more performance focused) and also become aware of ability stereotypes
285
why is ability praise counter-productive
it conveys that ability is the most important contributor to performance and suggests that abilities are fixed entities
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negative consequence of ability praising
consequence of ability praising
when students encounter failures, they may see negative performance as evidence that they lack ability and cannot improve (external cause of failure
287
what are the 2 parts of the hierarchical model of approach and avoidance achievement motivation
1. integrates mastery performance goals
2. has approach avoidance distinction
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approach
energization of behavior by, or the direction of behavior toward, positive stimuli (objects, events, possibilities)
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avoidance
energization of behavior by, or in the direction of behavior away from negative stimuli (objects, events, possibilities)
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distinction bw approach and avoidance motivation
-has deep intellectual roots
-represents part of evolutionary heritage
-grounded in basic neuroanatomical structures of brain
-yet is overlooked in contemporary discussions of motivation, including academic motivation
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mastery goals
development of competence and task mastery
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performance goals
goals framed in terms of performing well in front of others, being judged favorably, and avoiding criticism
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2 types of performance goals
performance approach and performance avoid
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performance approach
attaining favorable judgments of competence
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performance avoidance
avoiding unfavorable judgments of competence
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what are self regulatory strategies
achievement motivations
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how is mastery and performance approach self regulated
they are self regulated to potential positive outcomes such task mastery leading to excitement or task absorption leading to mastery achievement
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how is performance avoidance self regulated
self regulated according to potential negative outcomes, leads to anxiety and task distraction that produces helpless achievement
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mastery goals are:
-achievement orientated
- have high competence expectancy
-intrinsically motivated
-inconsistently related to grades
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performance approach goals are:
-achievement oriented
- fueled by fear of failure
- have high competency expectancy
-have little effect on intrinsic motivation
-has positive relation with grades
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performance avoidance goals are:
- fear of failure
- low competence expectancy
- poor grades and poor intrinsic motivation
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what type of motivation is seen in lots of Asian students
performance approach
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what matters most in motivation that is performance approach
fear of failure
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what type of achievement does competition favor
performance approach
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what type of achievement does competition NOT favor
performance avoidance
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what are the psychological mechanisms that enable some students to thrive under challenge while others of equal ability do not?
2 implicit theories that shape response to academic challenges
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what are the 2 implicit theories
entity theory and incremental theory
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entity theory
intelligence is viewed as a fixed, unchangeable entity
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incremental theory
intelligence is viewed as a malleable quality that can be developed
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what were the results of study 1 in terms of connection bw implicit theories and their long term achievement trajectory
when students were divided into 2 groups and used either the entitiy or incremental theories in their math classes, it was found that there was no diff in math achievement in 7th grade but over the next 2 yrs, their trajectories diverged w/ incremental theory predicting higher math grades by the end of the 2nd year
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why does the incremental theory yield better results long term compared to the entity theory
bc it leads to positive effort beliefs and learning goals which leads to more positive strategies and fewer ability based helpless attributes all of which lead to better grades
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look at incremental theory diagram model (school slides)
:)
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results of study 2 in terms of math grades
when a low achieving class of 7th graders received random advisory classes (8 total, w/ one 25 min class per week) that were focused on incremental theory vs control group, it was found that the incremental theory group (aka the experimental group) had better math grades
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7th grade slump
when developmental casualties pile up on 7th graders after school transition due to the structure of the school (aka environment) not fitting the developmental needs (aka stage) of kids
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stage environment fit
The relation between a person's developmental needs and the opportunities provided or constraints imposed by the person's environment.
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what are the 5 developmental needs of early adolescence
1. desire for autonomy
2. peer orientation
3. self focus and self consciousness
4. identity
5. capacity for cognitive development
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are the developmental needs of early adolescence met by school
no
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how is self focus/self consciousness not met in a teens environment
junior high promotes social comparison and competition
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how is the desire for control/autonomy stage not met in a teens environment
junior high has fewer opportunities for decision making
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how is peer status and relationship stage not meet in teens environment
junior high transitions and ecology disrupt peer networks
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how is expanding cognitive abilities stage not met in teen environment
junior high emphasizes lower cognitive strategies
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how is identity exploration stage not met in teen environment
junior high has diminished adult monitoring
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how is the one good relationship stage not met in teen environment
junior high has diminished odds that any adult will know the teen well enough
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1 possible recommendation to help teens developmental issues be met in their environment
go back to middle school philosophy for jr high kids, philosophy includes teams and teaching in block schedule
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what 3 family factors influence adolescent achievement
1. authoritative parenting
2. parents values and expectations
3. quality of home environment
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how does authoritative parenting promote adolescence achievement in school
a warm firm and fair relationship results in better grades, attendance, higher expectations, positive academic self concept, and better adjustment to middle school
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how does authoritarian parenting NOT promote adolescent development in school
harsh punitive, over controlling leads to lower achievement/disengagement
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how does indulgent-permissive parenting impact adolescent development in school
extreme permissiveness leads to drop out from school
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4 reasons why authoritative parenting is beneficial for adolescent development in school
1. promotes achievement orientation
2. hold healthier beliefs about achievement
3. less likely parents are over controlling
4. encourage work ethic and intrinsic motivation
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how does parental values and expectations impact adolescent development in school
parental encouragement of academic success is seen in a number of ways and can be good or bad depending on the parenting style and the type of teen
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attending school programs, helping in course selection, and interest in school activities are all examples of what
examples of how parental involvement makes academics seem important and achievement possible
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2 ways that parental encouragement of academic success is manifested
1. by setting higher standards for performance/hwk, having higher aspirations
2. by having values consistent w/ doing well in school and structure at home environ that supports teacher messages
333
what group of teens is especially influenced by parents involvement in schools?
mexican american parents have an especially strong influence on achievement of their kids
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what are effective ways in which parents can be involved in school life
1. encouraging/expecting achievement
2. being involved in school based acitivities
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what are not effective ways that parents can be involved in kids school life
helping w/ hwk
336
what are some ways that quality of home life influence adolescent development, especially in regards to school
- presence of tv, newspapers, etc
-provision of cultural capital
- access to internet
- economic stress
- whether there is a supportive home environ
- amt of social capital available
337
cultural capital
art, music, literature, etc
338
social capital
quality of family's social network
339
what are 2 main factors in quality of life that help support adolescent achievement
cultural and social capital
340
parent influence on teen achievement
have stronger influence on long range education plans
341
how do peers influence teen achievement
stronger influence on day to day school behaviors (ex: effort and hwk)
342
what is 1 possible reason as to why teens from poor neighborhood achieve less
bc they are surrounded by peers who are disengaged from school
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what are some ways peer influence can have positive effects on teen achievement
- having friends w/ high grades enhance adolescent achievement
- students are more engaged when friends are also engaged
- influence course selection
- girls decision to take math and science
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is peer culture more negative than positive on teen achievement
it depends on the teen, for teens w/ high orientation towards peers, they tend to perform worse in school, but there are also those who hang around the high achieving students and do well in school or are more likely to go to college bc of their friends influence
345
is doing well in school and having a social life antithetical?
no, you can have good grades and a social life
346
what is a strong predictor of adult earnings and occupational success
educational attainment
347
high school drop outs are more likely to: (5 things)
-live near poverty level
-experience unemployment
-depend on welfare
-become pregnant while a teen
-to be involved in delinquent or criminal behavior
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rates of drop out based on ethnicity
-Black and american born Hispanic teens are 2x more likely to drop out than white teens, and 6x more likely than Asians
-Foreign born hispanics drop out at 3x the rate of american born hispanics
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is dropping out a culmination of a long decision or a sudden choice
a culmination of a long decision
350
what are some predictors of teens who drop out (6 predictors)
- more likely to have a history of poor school performance
- low school involvement
- multiple changes of school
- poor performance on standardized tests
- negative school experiences
- had to repeat 1+ grades in elementary school
351
what is the strongest predictor of teens dropping out
had to repeat 1+ grades in elementary school
352
what is the dropping out process characterized by
repeated academic failure and increasing alienation from school
353
what are the 4 types of dropouts
1. quiet drop outs
2. disengaged dropouts
3. low achiever dropouts
4. maladjusted dropouts
354
quiet dropouts
- similar to non-dropouts but are withdrawn
- fade out v dropout, perhaps are depressed
355
disengaged dropouts
low commitment to school and poor academic motivation
356
low achiever dropout
significantly poor grades prohibit their continuation
357
maladjusted dropouts
larger constellation of behavioral and psychological problems
358
implications of school dropouts
dropping out early in hs is more likely due to disciplinary problems whereas dropping out later is due to wanting to work
359
what percent range of dropouts return to get their GED
1/3 to 1/2
360
how can we decrease rate of school dropouts
design interventions and programs that work for diff types of students
