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Adolescent development exam 2 (family, peers, and school) > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

what percent of parents find adolescence to be the most difficult stage of parenting

A

2/3

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2
Q

at what stage is marital and life satisfaction at its lowest?

A

when kids are adolescents

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3
Q

what is reported by parents during adolescence?

A

more psychological distress and more intense mid-life identity crisis

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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
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5
Q

what is the domain theory

A

theory that boundaries are drawn around domains of social rules

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6
Q

what are the 3 social reasoning domains

A

-moral (moral judgments)
-conventional (social convention)
-personal (personal choices)

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7
Q

describe moral judgments

A

prescriptive judgments of harm and justice

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8
Q

describe social convention

A

regulations to govern social organizations

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9
Q

describe personal choices

A

private behavior that has implications only for self

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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
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11
Q

when does the shift in family relations occur for kids?

A

it begins in early adolescence

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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

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13
Q

early adolescence is a time of _____________________________

A

temporary disruption in family relationships

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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

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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

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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

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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

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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”

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19
Q

what role does puberty play in family system

A

can cause unbalancing

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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”
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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

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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

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23
Q

what did teens who reported more conflict with parents deal with?

A

they had more problems in later adolescence and early adulthood

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24
Q

what is the causal direction of family conflict and problems

A

family conflict leads to more problems

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25
Q

what other aspects does conflict at home affect?

A

it also impacts teens’ school life, relations with friends, causes more problems and emotional distress

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26
Q

what are some differences in family relations due to ethnic differences?

A
  • squabbling varies across cultural groups
  • variation in degree of acculturation
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27
Q

example of how squabbling differs across cultural groups

A

timetable for adolescent independence may differ

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28
Q

examples of varying acculturation

A
  • 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)
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29
Q

what is the sex differences in family relationships

A
  • 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
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30
Q

what is more predictive of adolescents social competence and self worth

A

time spent with fathers

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31
Q

what happens for teens who spend more time with fathers

A

they have higher self worth and positively linked with changes in social competence

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32
Q

what are the 3 conditions of effective parenting

A
  • connection
  • respect of individuality
  • regulation
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33
Q

what is connection for effective parenting

A

a tie that provides a sense of belonging, perceived bond, and absence of aloneness

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34
Q

how is a good connection formed for effective parenting

A

by providing:
- relationships that are consistent, positive, predictable
- interactions that are loving, supportive, devoted, affectionate

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35
Q

what is the respect for individuality in effective parenting

A

acknowledging and respecting a child’s independent self by avoiding behaviors that intrude, exploit, or manipulate it.

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36
Q

what are some examples of how respect for individuality is not met by parents

A

invalidating feelings, constraining verbal expression, love withdrawal, guilt induction

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37
Q

what are some behaviors that do NOT show respect for individuality that parents do?

A
  • 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
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38
Q

what is regulation in effective parenting

A

a condition or state that reflects the establishment of an appropriate structure around a child’s behavior

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39
Q

regulations should be…(3 things)

A

clear, consistent, and developmentally appropriate

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40
Q

what are the 4 dimensions of effective parenting

A

control, maturity demands, democratic communication, and nurturance

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41
Q

parenting styles are characterized by

A

the 4 dimensions of effective parenting

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42
Q

what is control in effective parenting

A

parents impose structure, enforce rules

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43
Q

what are maturity demands seen in effective parenting

A

parents expect children to be self-reliant, exercise self-control

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44
Q

what is democratic communication in effective parenting

A

open, warm lines of communication that includes parents checking in on teen

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45
Q

what is nurturance

A

expresses warmth, approval

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46
Q

how are the 4 dimensions of effective parenting split up?

A

Demandingness
- control
-maturity demands
Responsiveness
- democratic communication
- nurturance

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47
Q

what are the 4 main types of parenting styles

A

authoritative, authoritarian, indulgent-permissive, and indifferent-neglectful

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48
Q

authoritative parenting involves what kind of responsiveness and demandingness

A

high responsiveness and demandingness

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49
Q

authoritarian parenting involves what kind of responsiveness and demandingness

A

high demandingness and low responsiveness

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50
Q

indulgent-permissive parenting involves what kind of responsiveness and demandingness

A

low demandingness and high responsiveness

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51
Q

indifferent-neglectful parenting involves what kind of responsiveness and demandingness

A

low demandingness and low responsiveness

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52
Q

what are the 3 components of authoritative style parenting

A

warmth, structure, and support for autonomy

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53
Q

what kind of homes do authoritative style parenting create?

A

child centered homes

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54
Q

what kind of discipline do authoritative parents use

A

inductive discipline, verbal give and take

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55
Q

what are the two types of inductive discipline used by authoritative parents

A
  1. mild coercion
  2. cognitive elaboration
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56
Q

what parenting style has the best profile of child outcomes

A

authoritative style parenting

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57
Q

what type of homes does authoritarian style parenting create

A

parent centered homes

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58
Q

what type of discipline do authoritarian parents use

A

power assertive discipline

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59
Q

what are examples of power assertive discipline

A

punitive, harsh, physical punishments

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60
Q

what is the outcome of child from authoritarian home?

A

mixed outcomes
- aggressive, least likely to internalize moral values, not self reliant, but otherwise obedient and conforming

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61
Q

why are authoritarian kids less likely to internalize moral values

A

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)

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62
Q

what are the 2 kinds of indulgent-permissive parenting styles

A
  1. endorse as a matter of policy
  2. lack personal resources to exert authority
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63
Q

what is the difference between the two types of indulgent-permissive parenting styles?

A

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)

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64
Q

what is the outcome of indulgent-permissive parenting style

A
  • impulsive, disengaged from school, involvement in deviant behavior
    -But do not engage in serious delinquency
  • score high on social competence and social confidence
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65
Q

what is a possible cause for indifferent-neglectful parenting

A

could be that parents are overwhelmed by their own issues (mental health, divorce, etc)

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66
Q

what is the outcome for indifferent-neglectful parenting

A

risk factor for psychopathology and poor adjustment

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67
Q

what kind of profile does indifferent-permissive parenting lead to

A

pscyhologically adjusted teens who are especially oriented towards peers and social activities valued by adolescents

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68
Q

what are the 2 ethnic differences in parenting practices

A
  1. authoritative parenting is less common in ethnic minority families
  2. authoritarian is more common and has fewer adverse effects in ethnic minority families
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69
Q

ethnic minority children benefit from parenting that is…

A

responsive and demanding just like peers

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70
Q

what is familism

A

a salient traditional cultural value found in latin families that describes the strong connection to family

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71
Q

effect of familism on self identity

A

teens with cultural familism tends to view family as part of their own self identity

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72
Q

what is the importance of cultural processes

A

this is how family relationships contribute to positive social development

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73
Q

What are the 3 parts of ethnic identity

A

affirmation, exploration, and resolution

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74
Q

what are the 3 parts of familism

A

support
obligation
family as referent

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75
Q

example of support familism

A

family provides a sense of security because they will always be there for you

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76
Q

example of obligation familism

A

a person should share their home with relatives if they need a place to stay

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77
Q

example of family as referent

A

children should be taught to be good because they represent the family

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78
Q

what is ethnic identity resolution

A

having a clear sense of what ethnicity means to self

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79
Q

what are the 3 prosocial tendencies

A

dire, emotional, and compliant

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80
Q

example of dire prosocial tendency

A

help people in a real crisis or need

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81
Q

example of emotional prosocial tendency

A

help people particularly when they are emotionally distressed

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82
Q

example of compliant prosocial tendency

A

when people ask for help, I do not hesitate

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83
Q

general findings of family relationship qualities and prosocial behaviors in US Mexican teens

A
  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
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84
Q

what acts as the mechanism through which family relationships are associated with prosocial behavior

A

family values and ethnic identity

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85
Q

what is the predictor of prosocial behavior

A

maternal acceptance, sibling intimacy, and paternal acceptance

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86
Q

facts about single parenthood

A
  • 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
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87
Q

what factors influence the changing nature of family life

A

divorce, single parenthood, remarriage, and poverty

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88
Q

how does remarriage influence family life

A

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

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89
Q

how does poverty affect the family life

A

there is large racial disparity in poverty rate and 20% of teens live in abject poverty

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90
Q

what is one possible reason for racial disparity in poverty rates

A

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

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91
Q

how has the changed nature of family changed the nature of adolescent development?

A

overall it has worsened the situation but it is:
1. hard to pin down causal direction
2. hard to generalized about the effects

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92
Q

why is it hard to generalize about the effects that have changed family life and their impact on adolescent development

A

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

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93
Q

what is the impact of divorce on development

A

-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

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94
Q

does the quality or quantity of parental relationship matter more?

A

quality with imp adults matter more than number of parents present
- teens w/ 2 parents don’t always have warm, close relationships

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95
Q

teens in father absent have higher ? than teens in 2 parent homes where father has little interest

A

self esteem

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96
Q

teens in divorced single parent families describe parent relationship as…

A

friendlier than do teens whose parents are married

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97
Q

what matters most for adolescent mental health in response to divorce

A

most for adolescent mental health in response to divorce
the process of going through divorce, not the resulting family structure

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98
Q

how long after divorce are most children able to cope with the situation

A

cope well after 1-2 yrs

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99
Q

adverse temporary effects of divorce or remarriage usually reflect heightened…

A

conflict, disorganization, and stress of the event

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100
Q

immediate problems of divorce are more common in:

A
  • boys
  • younger kids
  • kids with temperament
  • kids who lack supporting relationships outside of family
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101
Q

impact of divorce on adolescent adjustment weaker among what ethnicity

A

black adolescents because they grow in multi gen families that allow them to have a good relationship with an adult that helps provide support

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102
Q

exposure to marital conflict shows how ______

A

quality of marriage influences adolescent well being

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103
Q

what are 3 effects of quality of marriage on adolescent well being

A
  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
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104
Q

what are long term effects of divorce called

A

sleeper effects

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105
Q

what are sleeper effects

A

effects of divorce not apparent until much later in development

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106
Q

what are 2 possible explanations about long term effects of divorce

A
  1. ways in which adjustment difficulties might be expressed are not evident until adolescence
  2. link to developmental challenges of adolescence
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107
Q

what is an example of adjustment difficulties that are not evident until adolescence

A

early pregnancy and substance use due to poor parental monitoring

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108
Q

what is an example of an adolescent developmental challenge

A

dating, view of intimacy, expectation of relationships

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109
Q

what are some ways that step families may better adjust life for kids

A
  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
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110
Q

what are the 4 ways that peer groups change

A
  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
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111
Q

what are 3 things that cause peer groups to change

A
  1. puberty
  2. cognitive changes
  3. change in social context (anonymity)
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112
Q

how does puberty cause peer groups to change

A

it stimulates in romantic relationships and distances from parents

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113
Q

how does cognitive changes cause peer groups to change

A

abstract categorization allows sorting into crowds (be able to make categories helps teens find others like them)

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114
Q

how does change in social context cause peer groups to change

A

it forces teens to seek others with common interests

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115
Q

what are the three main categories of the clique structure

A

cliques, liaisons, and isolates

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116
Q

what is a clique

A

a small collection of friends, usually less than 5

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117
Q

what is a liaison

A

a person that belongs to multiple cliques

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118
Q

what is an isolate

A

person that does not belong to any clique or group

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119
Q

what percent of teens belong to cliques

A

less than half

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120
Q

which gender is more likely to be in a clique

A

girls

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121
Q

who is more likely to be isolate

A

boys

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122
Q

what does being in a clique provide

A

stability

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123
Q

how do adolescents sort into crowds

A

crowds are reputation based clusters

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124
Q

what is membership in crowd based on?

A

stereotype and reputation

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125
Q

what is membership in a clique based on?

A

actual friendship or social interaction

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126
Q

what purpose do crowds serve

A

they solidify personal and social identity

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127
Q

do cliques and crowds have the same purpose

A

no, cliques help with friendship and social skills and crowds help with sense of self identity

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128
Q

T or F, crowds are a cluster of cliques

A

false

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129
Q

who is most influential to a teen

A
  • peers considered best friends
  • peers one would like to have as a friend
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130
Q

is influence of teens usually reciprocated

A

influence is not always reciprocated and is at most 60%

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131
Q

what do friends influence

A

everything (both good and bad)

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132
Q

what are the 3 types of social power

A
  1. coercive power
  2. reward power
  3. referent power
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133
Q

coercive power

A

teach peer resistance skills

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134
Q

what is reward power

A

access to friendship that is rewarding

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135
Q

referent power

A

when a teen admires and wants to be like their friend

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136
Q

what kind of social power is peer pressure most like

A

referent power

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137
Q

narcissistic object choice

A

person has qualities a teen wants and comes to possess them by proxy of friendship

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138
Q

teens accept suggestions without…

A

any need for coercion

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139
Q

teens are influenced even when friends make no (_______________) and put no (__________________) on them

A

suggestions; pressure

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140
Q

what do kids project onto peers

A

characteristics

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141
Q

influence vs similarity

A

influence is peers suggesting or influencing one’s decision while similarity is a teen getting close to someone bc they have the same characteristics

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142
Q

selection

A

teens with certain characteristics will look for others with the same characteristics and become close to them

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143
Q

socialization

A

spending time with people of certain characteristics influence one’s own characteristics
ex: choosing depressive friends affects own mood and that of their friends

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144
Q

peer influence stronger on day to day preferences is an example of…

A

socialization

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145
Q

what is a stronger factor in gang membership and delinquency

A

selection

146
Q

what influences drug usage

A

both selection and socialization

147
Q

what are the two possible influences of a non drinking teen in a drinking friend group

A
  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
Q

what are large groups socially connected by

A

shared reputation

149
Q

what does membership of crowds depend on

A

peer perception

150
Q

what do crowds serve as

A

reference groups that provide members with identity

151
Q

what do crowds contribute to

A

contribute to norms and standards

152
Q

what serves as the basis of adolescent’s own identity

A

membership in a crowd

153
Q

what does crowd identification influence

A
  1. behavior
  2. self-concept
  3. opinion of others
154
Q

how does crowd identification effect behavior

A
  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
Q

how does crowd identification influence self-concept

A
  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
Q

what are some observations about basic crowd divisions in multi racial schools

A
  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
Q

when do crowds begin to decline

A

by end of high school as they feel constrained by crowd derived identities

158
Q

when is the influence of crowds at its peak

A

end of middle school

159
Q

who is more likely to discriminate against members of another crowd?

A

9th graders are more likely than 12th graders

160
Q

why does influence of crowds decrease?

A

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
Q

what splinters crowd affiliation

A

romantic dating

162
Q

what is the most important influence on composition of cliques

A

similarity

163
Q

what are the 3 types of similarity that influence clique composition

A
  1. age similarity
  2. sex similarity
  3. ethno-racial similarity
164
Q

why do age similar cliques form

A

due to grade structure of schools

165
Q

why do sex similar cliques form

A

teens are sensitive about sex roles so they are more hyperaware of how they should act

166
Q

why do ethno-racial similar cliques form

A

ethnicity is a powerful determinant of friendship

167
Q

what influences ethno racial similar cliques

A

parents and school

168
Q

how do parents influence ethno racial friendships

A

Teens more likely to have friends of other ethnicities if their parents also have them

169
Q

how do schools influence ethno-racial friendships

A

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
Q

why does strong ethnic segregation persist in adolescent friendship cliques

A

attitudes of how teens of diff races view each other feed on each other and drive the segregation

171
Q

Example of attitude that leads to strong segregation

A

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
Q

what are the 2 types of popularity

A
  1. sociometric popularity
  2. perceived popularity
173
Q

what is sociometric popularity

A

how well liked someone is

174
Q

what is perceived popularity

A

how much status or prestige a person has

175
Q

someone who has high status but not well like is what type of popularity

A

perceived popularity

176
Q

what factors predicts a person’s sociometric popularity

A

social skills, sense of humor, reinforcing, friendliness

177
Q

what factors help predict perceived popularity

A

it is harder to predict without knowing what is valued in the social context

178
Q

3 attributes that contribute to perceived popularity

A
  1. rebellious behavior
  2. academic application
  3. physical attributes
179
Q

what are some reasons that teens are highly regarded by peers

A

good looking, athletic, rebellious, delinquent, aggressive

180
Q

what determines what is considered popular

A

peer norms

181
Q

what makes it harder for teens to just say no

A

when an action is associated with popularity

182
Q

what are adolescents influenced by and what do they avoid

A

influenced by high status teens and avoid behaviors of low status teens

183
Q

what type of power drives teen comformity

A

referent power

184
Q

what are the two kinds of popular boys

A

the model boys and the tough boys and both can be popular

185
Q

what are the 2 kinds of popular girls

A

the good students and the girl bullies

186
Q

what type of teens are peer problems associated with

A

aggressive teens w/ poor emotion regulation or lack of social skills

187
Q

what are the 3 types of aggression

A
  1. instrumental
  2. reactive
  3. relational
188
Q

what is another name for instrumental aggression

A

proactive aggression

189
Q

relational aggression

A

harming others by manipulation of social standing, exclusion, friendship withdrawal, rumor, gossip, damaging reputation

190
Q

what type of aggression peaks in early adolescence and then declines

A

both relational and physical aggression

191
Q

victims of one form of aggression are often

A

victims of the other type as well

192
Q

what gender is more associated with aggression

A

both genders use aggression but girls are more aware and distressed by it

193
Q

adolescents whose aggression is gender atypical show more…

A

maladjustment

194
Q

what are the gender atypical agrressions

A

girls more typical to be relationally aggressive and boys are more likely to be physically aggressive

195
Q

instrumental aggression

A

when aggression is used to achieve a specific goal, it can be strategically used to be more popular

196
Q

reactive aggression

A

an impulsive retaliation for another person’s intentional or accidental action, verbal or physical

197
Q

3 features of bullying that distinguishes it from other forms of peer aggression

A
  1. intention to harm
  2. repetitiveness
  3. imbalance of power in favor of perpetrator
198
Q

what are the 3 types of involvement in bullying

A
  1. victimization
  2. perpetration
  3. victim-perpetration
    3.5 a witness can also be a type of involvement
199
Q

what is involvement of bullying associated with

A

internalizing and externalizing problems

200
Q

what are the 2 theoretical perspectives for bullying

A
  1. systems perspective
  2. individual level perspectives
201
Q

what are the 3 theories seen in systems perspective

A
  1. social ecological theory
  2. family systems theory
  3. group socialization theory
202
Q

distinguish the 2 theories found in the group socialization theory

A
  • within group: social norm theory
  • bw group: social identity theory
203
Q

what are the 3 theories associated with the individual level perspective

A
  1. developmental psychopathology theory
  2. resource control theory
  3. social cognitive theory
204
Q

what are the factors considered in the social ecological theory

A
  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
Q

social ecological theory

A

part of sys perspectives that states behavior is shaped by bidirectional interactions across nested contextual sys

206
Q

family systems theory

A

inter-relationships have mutual bidirectional influences within family
- aggressive behavior is a systemic product rather than individual psychopathology

207
Q

how is aggression a system product

A
  • violence is a coping mech
  • exposure to other family member’s fear or submission to aggressive behavior a cue or motivation
208
Q

what can cause a YA learn to respond aggressively to protect themselves and their interests

A
  • bullying bw siblings
  • negative parenting behaviors
209
Q

group socialization theory

A

theory that bullying is a group process that involves the bully, the vic, and peer witnesses which can maintain or resolve bullying

210
Q

why are peers an imp factor in bullying

A
  • 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
Q

within group similarity is also known as

A

homophily

212
Q

homophily is a result of

A
  1. selective association
  2. reciprocal association
213
Q

selective association

A

individuals w/ similar attitudes and behaviors that seek each other out (selection)

214
Q

reciprocal socialization

A

affiliates become more alike

215
Q

social norm theory

A

individual behavior is influenced by common misperception of how others in group think and behave

216
Q

issue with social norm theory

A

it overestimates that problematic behaviors/attitudes are common

217
Q

social identity theory is motivated by

A

achieving and maintaining a positive social identity and do this by gaining a membership in order to be perceived as superior

218
Q

problem with social identity theory

A

strong identification with in group is at greater risk of hostility or rejection towards out group (us vs them)

219
Q

developmental psychopathology theory

A

early theory that explains maladaptation to environment stressors

220
Q

2 environmental stressors that create bullies

A
  1. insecure attachment
  2. social learning
221
Q

insecure attachment

A

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
Q

social learning

A

modeling observation, reinforcement of aggression, leading to aggression becoming a learned response for goal attainment

223
Q

resource control theory

A

aggression has 2 adaptive functions, reactive and proactive

224
Q

what type of reaction is related to bullying

A

proactive aggression

225
Q

2 broad strategies for achieving high social status

A
  1. prosocial (cooperation)
  2. coercive (aggression)
226
Q

what strategy is more successful for achieving high social status

A

using both prosocial and coercive strategies is most effective

227
Q

marginalized youth are more likely to:

A
  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
Q

what type of youth is has deficits in developmental functioning such as over reactive

A

socially marginalized youth

229
Q

what type of youth is most likely to be both a bully and bullied

A

socially marginalized youth

230
Q

socially marginalized youth are more likely to display what kind of aggression

A

reactive aggression

231
Q

socially integrated youth are most likely to use what type of aggression

A

proactive aggression

232
Q

what are the 3 processes guide social behavior according to the social cognitive theory

A

cognitive, emotional, and moral

233
Q

what are the 3 cognitive elements related to aggression

A
  1. self efficacy
  2. outcome expectation
  3. outcome values
234
Q

what is self efficacy

A

confidence in ability to enact aggression

235
Q

what is outcome expectation

A

aggression will lead to positive outcomes

236
Q

what are outcomes values related to aggression

A

valuing outcomes that could be attained using aggression

237
Q

social cognitive theory

A

behave aggressively because of belief it will be effective for achieving a desired result

238
Q

5 process steps during social interactions

A
  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
Q

what step deficit during social interactions can lead to bullying

A

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
Q

what is the name for when a person thinks that something was done on purpose and answers with aggression

A

hostile attribution bias

241
Q

emotional processes

A

recognizing others emotional cues and expressions of empathy

242
Q

what is an emotional process that bullies use to bully others without feeling guilty

A

bullies may have the ability to recognize and understand others’ emotions but may bully due to lack of empathy

243
Q

empathy

A

ability to share or experience others’ emotions

244
Q

moral processes

A

ability to recognize harmful intentions and behave accordingly

245
Q

how do bullies use moral reasoning to justify their bullying

A
  • 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
Q

what are the moral disengagement strategies

A
  • displacing responsibility
  • sanitizing euphemism
  • downward comparison
  • victim blaming
247
Q

high rejection sensitivity

A

teens that are anxious and not sure how to enter a conversation

248
Q

being teased, rejected, and victimized causes

A

more hesitancy and anxiety

249
Q

what makes people targets for bullying

A

hesitancy, low self esteem, and low confidence

250
Q

what can help victimized kids be less likely to be caught in cycle of victimization

A

having a friend

251
Q

what teens report the most adjustment problems in response to bullying

A

those that are harassed that also bully others

252
Q

4 trajectories of study about rate of people that are bullies

A
  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
Q

what type of YA had more troubled family and peer relationships

A

persistent bullies

254
Q

3 ways that achievement can be an adolescent issue

A
  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
Q

example of how diff in school performance influence immediate and future success

A

occupational plans evaluated in terms of talents, ability, opportunities, and is done in comparison w/ others

256
Q

example of how educational and occupational decisions made during adolescence are more numerous and w/ more serious consequences

A

nowadays students select tracks and curricula and have to make decisions about post secondary plans during teen years

257
Q

puberty and achievement

A

-linked to drop in motivation to achieve during transition to secondary school
- introduces new distracting issues, changing what is important

258
Q

cognitive change and achievement

A

-Cognitive capacity to see long-term consequences of choices
-Realistic appraisal of possibilities

259
Q

social roles and achievement

A

*Transition from school to work is a socially defined transition negotiated during adolescence
*Society has structured educational & work institutions to facilitate adolescent transition

260
Q

need for achievement

A

The extent to which an individual strives for success

261
Q

achievement motivation

A
  • intrinsically motivated desire to perform well
  • operates independently of external rewards for success
262
Q

what 2 things influence you to do well in college

A

conscientiousness and intelligence

263
Q

what is an important determinant of success during adolescence

A

motivation

264
Q

what is the source of nACH

A

comes from families that:
-set high performance standards
-reward achievement success during childhood
-encourage autonomy and independence

265
Q

What is important about the nACH from families

A

must have:
-context of warm parent child relationship
-child forms close identification w/ parents
-aka be authoritative parents

266
Q

what are 3 adolescent motives for school

A
  1. achievement motivation
  2. fear of failure
  3. self-handicapping
267
Q

fear of failure

A

feelings of anxiety that can interfere w/ performance, especially on tasks that are new or complex

268
Q

where does fear of failure come from

A

comes from families that set unrealistically high standards and react negatively to failure

269
Q

are teens bothered by the strong pressure put on them at school

A

no, they don’t mind the pressure but rather the parents’ criticism when expectations are not achieved

270
Q

self handicapping

A

-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

271
Q

gender diff in self-handicapping

A

boys attribute poor performance to lack of effort while girls are more likely to mention emotional problems

272
Q

one reason why self handicapping is used

A

used as a way of protection

273
Q

what are the 4 attributions to success and failure

A

ability, effort, task difficulty, and luck

274
Q

what kind of attributes is associated with better achievement outcomes

A

internal causes aka ability and effort

275
Q

what attributes are associated with feelings of helplessness when one fails

A

external attributes aka task difficulty and luck

276
Q

learned helplessness

A

students who use self handicapping strategies and external attributes for when they don’t perform well in school

277
Q

students with learned helplessness have

A

-more self handicapping strategies
-more adjustment problems

278
Q

how can students with learned helplessness perform better in school

A

teachers can help students achieve more by helping them learn to attribute their performance to factors under their control

279
Q

goal theory

A

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

280
Q

helpless vs mastery orientation

A

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

281
Q

how can adults support motivation to learn and persist in school

A

by using evaluative feedback

282
Q

process praise involves

A

praising students effort and their use of effective strategies

283
Q

what kind of praise do most parents think is sufficient to support motivation in school

A

effort praise

284
Q

why can effort praise backfire in adolescence

A

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
Q

why is ability praise counter-productive

A

it conveys that ability is the most important contributor to performance and suggests that abilities are fixed entities

286
Q

negative consequence of ability praising

A

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
Q

what are the 2 parts of the hierarchical model of approach and avoidance achievement motivation

A
  1. integrates mastery performance goals
  2. has approach avoidance distinction
288
Q

approach

A

energization of behavior by, or the direction of behavior toward, positive stimuli (objects, events, possibilities)

289
Q

avoidance

A

energization of behavior by, or in the direction of behavior away from negative stimuli (objects, events, possibilities)

290
Q

distinction bw approach and avoidance motivation

A

-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

291
Q

mastery goals

A

development of competence and task mastery

292
Q

performance goals

A

goals framed in terms of performing well in front of others, being judged favorably, and avoiding criticism

293
Q

2 types of performance goals

A

performance approach and performance avoid

294
Q

performance approach

A

attaining favorable judgments of competence

295
Q

performance avoidance

A

avoiding unfavorable judgments of competence

296
Q

what are self regulatory strategies

A

achievement motivations

297
Q

how is mastery and performance approach self regulated

A

they are self regulated to potential positive outcomes such task mastery leading to excitement or task absorption leading to mastery achievement

298
Q

how is performance avoidance self regulated

A

self regulated according to potential negative outcomes, leads to anxiety and task distraction that produces helpless achievement

299
Q

mastery goals are:

A

-achievement orientated
- have high competence expectancy
-intrinsically motivated
-inconsistently related to grades

300
Q

performance approach goals are:

A

-achievement oriented
- fueled by fear of failure
- have high competency expectancy
-have little effect on intrinsic motivation
-has positive relation with grades

301
Q

performance avoidance goals are:

A
  • fear of failure
  • low competence expectancy
  • poor grades and poor intrinsic motivation
302
Q

what type of motivation is seen in lots of Asian students

A

performance approach

303
Q

what matters most in motivation that is performance approach

A

fear of failure

304
Q

what type of achievement does competition favor

A

performance approach

305
Q

what type of achievement does competition NOT favor

A

performance avoidance

306
Q

what are the psychological mechanisms that enable some students to thrive under challenge while others of equal ability do not?

A

2 implicit theories that shape response to academic challenges

307
Q

what are the 2 implicit theories

A

entity theory and incremental theory

308
Q

entity theory

A

intelligence is viewed as a fixed, unchangeable entity

309
Q

incremental theory

A

intelligence is viewed as a malleable quality that can be developed

310
Q

what were the results of study 1 in terms of connection bw implicit theories and their long term achievement trajectory

A

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

311
Q

why does the incremental theory yield better results long term compared to the entity theory

A

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

312
Q

look at incremental theory diagram model (school slides)

A

:)

313
Q

results of study 2 in terms of math grades

A

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

314
Q

7th grade slump

A

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

315
Q

stage environment fit

A

The relation between a person’s developmental needs and the opportunities provided or constraints imposed by the person’s environment.

316
Q

what are the 5 developmental needs of early adolescence

A
  1. desire for autonomy
  2. peer orientation
  3. self focus and self consciousness
  4. identity
  5. capacity for cognitive development
317
Q

are the developmental needs of early adolescence met by school

A

no

318
Q

how is self focus/self consciousness not met in a teens environment

A

junior high promotes social comparison and competition

319
Q

how is the desire for control/autonomy stage not met in a teens environment

A

junior high has fewer opportunities for decision making

320
Q

how is peer status and relationship stage not meet in teens environment

A

junior high transitions and ecology disrupt peer networks

321
Q

how is expanding cognitive abilities stage not met in teen environment

A

junior high emphasizes lower cognitive strategies

322
Q

how is identity exploration stage not met in teen environment

A

junior high has diminished adult monitoring

323
Q

how is the one good relationship stage not met in teen environment

A

junior high has diminished odds that any adult will know the teen well enough

324
Q

1 possible recommendation to help teens developmental issues be met in their environment

A

go back to middle school philosophy for jr high kids, philosophy includes teams and teaching in block schedule

325
Q

what 3 family factors influence adolescent achievement

A
  1. authoritative parenting
  2. parents values and expectations
  3. quality of home environment
326
Q

how does authoritative parenting promote adolescence achievement in school

A

a warm firm and fair relationship results in better grades, attendance, higher expectations, positive academic self concept, and better adjustment to middle school

327
Q

how does authoritarian parenting NOT promote adolescent development in school

A

harsh punitive, over controlling leads to lower achievement/disengagement

328
Q

how does indulgent-permissive parenting impact adolescent development in school

A

extreme permissiveness leads to drop out from school

329
Q

4 reasons why authoritative parenting is beneficial for adolescent development in school

A
  1. promotes achievement orientation
  2. hold healthier beliefs about achievement
  3. less likely parents are over controlling
  4. encourage work ethic and intrinsic motivation
330
Q

how does parental values and expectations impact adolescent development in school

A

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

331
Q

attending school programs, helping in course selection, and interest in school activities are all examples of what

A

examples of how parental involvement makes academics seem important and achievement possible

332
Q

2 ways that parental encouragement of academic success is manifested

A
  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
Q

what group of teens is especially influenced by parents involvement in schools?

A

mexican american parents have an especially strong influence on achievement of their kids

334
Q

what are effective ways in which parents can be involved in school life

A
  1. encouraging/expecting achievement
  2. being involved in school based acitivities
335
Q

what are not effective ways that parents can be involved in kids school life

A

helping w/ hwk

336
Q

what are some ways that quality of home life influence adolescent development, especially in regards to school

A
  • 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
Q

cultural capital

A

art, music, literature, etc

338
Q

social capital

A

quality of family’s social network

339
Q

what are 2 main factors in quality of life that help support adolescent achievement

A

cultural and social capital

340
Q

parent influence on teen achievement

A

have stronger influence on long range education plans

341
Q

how do peers influence teen achievement

A

stronger influence on day to day school behaviors (ex: effort and hwk)

342
Q

what is 1 possible reason as to why teens from poor neighborhood achieve less

A

bc they are surrounded by peers who are disengaged from school

343
Q

what are some ways peer influence can have positive effects on teen achievement

A
  • 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
344
Q

is peer culture more negative than positive on teen achievement

A

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
Q

is doing well in school and having a social life antithetical?

A

no, you can have good grades and a social life

346
Q

what is a strong predictor of adult earnings and occupational success

A

educational attainment

347
Q

high school drop outs are more likely to: (5 things)

A

-live near poverty level
-experience unemployment
-depend on welfare
-become pregnant while a teen
-to be involved in delinquent or criminal behavior

348
Q

rates of drop out based on ethnicity

A

-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

349
Q

is dropping out a culmination of a long decision or a sudden choice

A

a culmination of a long decision

350
Q

what are some predictors of teens who drop out (6 predictors)

A
  • 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
Q

what is the strongest predictor of teens dropping out

A

had to repeat 1+ grades in elementary school

352
Q

what is the dropping out process characterized by

A

repeated academic failure and increasing alienation from school

353
Q

what are the 4 types of dropouts

A
  1. quiet drop outs
  2. disengaged dropouts
  3. low achiever dropouts
  4. maladjusted dropouts
354
Q

quiet dropouts

A
  • similar to non-dropouts but are withdrawn
  • fade out v dropout, perhaps are depressed
355
Q

disengaged dropouts

A

low commitment to school and poor academic motivation

356
Q

low achiever dropout

A

significantly poor grades prohibit their continuation

357
Q

maladjusted dropouts

A

larger constellation of behavioral and psychological problems

358
Q

implications of school dropouts

A

dropping out early in hs is more likely due to disciplinary problems whereas dropping out later is due to wanting to work

359
Q

what percent range of dropouts return to get their GED

A

1/3 to 1/2

360
Q

how can we decrease rate of school dropouts

A

design interventions and programs that work for diff types of students

Adolescent development exam 2 (family, peers, and school) (1 decks)

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