exam 3 Flashcards
1
Q
Effect of economic impact on adolescents’ education in developing countries
A
-adolescents are more likely to stay in school and literacy rates are increasing
2
Q
Why there is a push to have separate 9th-grade-only schools
A
- separate them from other kids to make the transition easier
- if they don’t get the credits that they need their freshman year they fall behind, most problem behaviors start in 9th grade, having them in a different school keeps them from influencing the other kids
3
Q
benefits of attending college
A
Better job outlook Possibly better pay Intellectual benefits Verbal and quantitative skills better developed Writing skills improve Gain critical thinking skills Want to learn for the sake of learning Identity development Time to explore Tend to be more socially adapted Realize other view-points Self-concepts improve
4
Q
drop out predictors at 3rd grade
A
4 predictors at 3rd grade increase likelihood of not graduating high school– each factor makes impact but predictors are cumulative and the more you have, the poorer your outlook
1. Low SES 2. Going to school with other poor children 3. Being retained a year 4. Reading at least one year below grade level
5
Q
Changes in schooling – focus of different time periods in American schools, especially
“relevance” and “back to basics”
A
- 19th century: school is for the wealthy, liberal arts focus
- 1920: higher secondary school attendance, educational reform- shift from education for education’s sake to a more practical approach, creation of comprehensive high school which includes general education, college preparation, and vocational training
- 1920s-to mid-20th century—curriculum expands to include preparation for family life and leisure, music, art, health, and physical education
- 1950s-60s: recognize deficiencies in school system—particularly in science education
- 1970s blame put on school system for alienation and disillusionment of adolescents—thought schools were too far removed from real life—relevance important—time spent learning skills in workplace with direct occupational training and experience
- 1980s: too much relevance becomes a problem- need “back to basics” approach: more discipline and homework- more stringent requirements in math, science, and English, high schools start having exit exams
6
Q
Implications of the European system of secondary schools
A
Students must decide at a very young age (15/16) what they want to do for the rest of their life
Majority to go to prep schools
7
Q
characteristics of school in Egypt
A
Co-ed elementary
Separated for middle and high school
Overcrowding is a problem and lots of students are repeating grades
Half days are common to deal with overcrowding but then there is not enough time to cover all the content
Only 7% of teachers have college degrees–others have about 9 years of formal education
Salary of the high status jobs barely cover transportation to and from work
8
Q
characteristics of school in Saudi Arabia
A
Schools sex segregated
Girls have fewer academic study areas and more home economics classes
If they finish high school and college they are often able to get a high paying job
9
Q
characteristics of school in North Africa
A
Likely to be more literate than parents
Used to be focused on Koran but not as much now
Education of youth is typically important
10
Q
characteristics of school in sub-saharan africa
A
Illiterate
Lowest rate of secondary school enrollment; female enrollment is very low
11
Q
characteristics of school in India
A
School is designed on a british model
Quality of education in urban areas are some of the best in the world
12
Q
characteristics of school in China and Japan
A
Only for most highly academic school
Participate in sports
Japan–all adolescents graduate high school
China–less than 75% graduate high school
13
Q
characteristics of school in Latin America
A
Increased enrollment rate, but still high drop out rates
Private schools are only for the rich
14
Q
large schools vs. small schools
A
- large schools: diverse range of classes but feelings of alienation- less connected to teachers and school as a whole, majority of students are observers rather than participants
- small schools: less diversity in extracurricular activities but students are more likely to participate in them, students more likely to be placed in a leadership position, more participation more confident in abilities and feel needed and important
- no consistent relationship found with academic performance
15
Q
International comparisons of academic performance – how US compares
A
- decline in 70s and 80s but rose from the 90s-present
- better than developing countries, but lower than other developed countries
16
Q
characteristics of Japanese education
A
- longer school year—243 days vs. 180 days in US
- parts of curriculum fit together smoothly and course order is structured less time is spent reviewing past courses
- rote learning and memorization with little encouragement of critical thinking
- parents, teachers, and adolescents believe that success is based on effort not ability
- -entrance exams set adolescents occupational future before they leave high school
- lots of time is spent out of school preparing for these exams – attending cram school and having private tutors less leisure time
- college is a more relaxing time, leisure time, only time relatively free of pressure
17
Q
Rutter’s and Coleman’s findings on school climate
A
- positive school environment is positively related to grades and negatively related to depressive symptoms and behavior problems
- positive climate measured by support from teachers and other students
18
Q
effect of part time work on school performance
A
1-10 hours of work seem to improve GPA but anything more than that has negative effects
-more than 10 hours a week makes student too tired to do homework cheating ad cutting class, lower grades, less committed to school, lower educational aspirations
19
Q
drop-out prevention programs
A
- adolescents drop out due to: personality characteristics, learning disability, pregnancy- father is also more likely to drop out, family factors- low SES, parents who didn’t graduate, Latinos with language barriers, school factors
- -prevention programs need to address the adolescent’s individual needs
- alternative programs: for at risk students, students in these programs are half as likely to drop out—program starts in middle school because high school is usually too late, attention from caring staff members, low student-teacher ratios
- IHAD: privately sponsored dropout prevention program- offers extra attention and incentives
20
Q
cathartic effect
A
heavy metal music has a cathartic effect on fans, use it to purge anger harmlessly
21
Q
displacement effect
A
amount of time with media takes time away from other activities
22
Q
uses and gratifications approach
A
people viewing media are active in consuming it
23
Q
cultivation theory
A
watching TV gradually shapes/cultivates a person’s world view- over time world view comes to reflect what is on TV
24
Q
mean world syndrome
A
what you see on TV depicts danger and disaster- the more you watch TV the more likely you are to see the world as a dangerous place ex. news, crime dramas
25
media practice model – what it is and components—
Jane Brown sees the adolescent as an active consumer of media
- Active by: 1. Selection- identity provides motives for selection
2. Interaction- products are evaluated and interpreted
3. Application- individual engages in applying the media contact
- -further develop identity which leads to further selection
26
findings of Eron and Huesmann’s longitudinal study on aggression and television
Looked at people at age 8, 19, and 30
Violent TV at age 8, predicted more violence at 19
Those aggressive at 8 were more likely to have more traffic violations, and abuse children at age 30
Those who watched more violence on TV at adolescence were more likely to be aggressive later
Were more likely to be arrested, have more traffic violations,
True for boys, not girls
27
findings of a natural experiment of the effects of television on aggressive behavior in a Canadian community
Community with TV introduced compared to area with no TV and another with one channel
Looking at kids in middle childhood
Aggression increased significantly for those who started watching TV
Evidence shows a correlation between aggression and TV more in children than adolescents
Adolescents are able to reflect on what they do or see, have higher cognitive abilities
28
Conclusions about causal effects watching violent television and aggressiveness – children versus adolescents
Influences attitudes toward violence making them more accepting of violence and aggression.
The more aggressive TV you watch as an adolescent, the more aggressive tendencies you will develop over the years
Causal relationship in childhood
Less persuasive in adolescence because of the cognitive developments
They are about to reflect on what you are watching and recognize the element of fantasy vs. reality
29
Effects of portrayals of sexuality on TV
Strong gender stereotypes
Provide sexual scripts
Recreational orientation towards sex
Normalizes it—makes it seem like everyone does it
30
Scott’s (1995) study of college students and electronic games with varying levels of violence
Decreased feelings of aggression after playing moderately violent video games, but increased feelings of aggression after playing violent video games
That there is a wide range of individual responses.
Those who are already at risk are most likely to be affected by violence in video games and are most likely to be attracted to violent video games
Level of violence has increased steadily over the past few years
Popularity of violent games is decreasing
31
Brown et al.’s (1993) study of adolescent girls’ journal of their responses to sexual media content (Research Focus box) – characteristics of the different types of groups
Disinterested- ignore sexual content in media and preferred not to talk about it. Rooms had stuffed animals, dolls etc
Intrigued- rooms filled with magazines, music records, TV. Media items covered walls
Resisters- also rooms with evidence of high media use. Tended to select images from less mainstream media
32
Criticisms of controversial rap music (gangsta rap)
```
Promotes drugs and violence
Negative portrayal of women
Racism
Offensive language
Promotes homophobia
More aggressive than other music listeners
Fav music type of juvenile offenders
```
33
Criticisms of controversial heavy metal music
Promotes suicide
Cynical, pessimistic world view
Dark world view
34
Effects of heavy metal music
Used to purge anger harmlessly—has a cathartic effect
35
Claims made by critics of cigarette advertising based on recent lawsuits
Most negatively viewed advertising is cigarette ads
Most smokers will start by adolescence, so advertising is directed to them
It’s bad because its directed at children
Advertising is 3 times more successful towards adolescents than adults
36
Soap operas in the Middle East – characteristics associated with each (from class)
Saudi- follows some Muslim traditions, but less conservative than most Muslim Arabs (abortion, murder, affairs, kidnapping)
Gender roles- males: romantic, Females: strong and independent
Syria- Only during Ramadan
Nostalgic portrayal of the Middle East- tales of brave men and dutiful women
Gender split- women watch for the strong, brave men. Men watch bc they miss obedient women
37
Most common use of the Internet
Games
38
Risk behaviors that poses the most serious threat to the lives and health of adolescents and emerging adults in industrialized countries
```
U.S.A.
Accidents (Vehicle use)
Sexual
Substance
Accidents 45% (33% of that is car accidents)
Homicide (15%)
Suicide (13%)
```
39
Reyna and Farley’s (2006) work on adolescent risk taking (class)
Adolescents took an average of 170 milliseconds longer to respond than adults
Optimistic Bias- When Adolescents tend to underestimate their own risk relative to their peers (adults the same among adult peers)
Absolute terms and relative to adults à over estimate
Adolescents make more risky judgments because in some ways they are more rational than adults in terms of risk taking behavior
Adolescents are typically calculating the odds while adults just know it’s a risky action and don’t weigh the odds
More likely to avoid risky behavior if you know intuitively that it is not good rather than calculating the possible outcomes
Adults better at grasping fuzzy gray area than adolescents
Fuzzy means looking at the gist of the situation rather than weighing odds
Faster, more intuitive reasoning can often be more effective when dealing with when to engage in risky behavior.
Adolescents make riskier choices because they are more “rational”
40
Explaining comorbidity among externalizing problems
Externalizing problems (called Undercontrolled Adolescents)
Delinquency, fighting, substance use, risky driving, unprotected sex
Males do more of this in Adolescents
Internalizing- Internalized and turn into cognitive and emotional distress (Overcontrolled Adolescents)
Phobias, depression, eating disorders
More common in Female
Look at Comorbidity-
Do they only have one specific problem?
Externalizing Problems- Frequent comorbidity! If you have one of these problems, you tend to have more. The correlation isn’t that strong between behaviors. Three reasons for comorbility...
Jessor- Problem Behavior Theory (UNCONVENTIONALITY in the social environment and in their personality)
Adolescents engage in this behavior and their society supports it
Not highly connected to school or religious institutions
Very liberal social views
Engage in wide variety of risk taking behavior
Kandel- Involvement in one problem behavior may lead to other problem behaviors. (ex. Alcohol can lead to pregnancy)
Hirschi- Social control Theory
Weak attachment between adolescent and society
Unconventional attitude/peer groups
Explains why this happens in inner city minority
Do they have more than one problem within the same category? (Just Internalizing or just Externalizing)
Do they have a problem in both categories? (Externalizing AND Internalizing)
41
peak of substance abuse
Peak happens in emerging adulthood- Peaks with Alcohol!
Nicotine is most likely to be used by Adolescents daily
Few begin smoking after 17
The earlier they start, the less likely they are to quit
42
Types of substance use among 12-year-olds
Alcohol and nicotine (weed is number 3, and inhalants are number 4
43
Russian Federation – HIV transmission (class)
Unsafe drug use is the main mode of transmission of HIV, but unsafe sex is on the rise
44
Different types of offenses –status, index crime, nonindex crime
Status- illegal behavior based on age
Drinking under age or staying out after cerfew
Index- serious crime that are violations of the law regardless of age
Violence, property
Nonindex- less serious, but are violations regardless of age
Gambling
45
Delinquents
There are problems with underreporting crimes- people don’t report, or only certain types of things are reported.
People under age of 24 account for 50% of all violent crime in the U.S. and the number is growing
1 in 8 adolescents carry some sort of weapon for protection (1996)
The gender ratio has declined over the last decade- girls have increased by 33% and guys have decreased by 19%, so boys doing less crime and girls doing more crime, but there is still a gender gap.
Also, boys get arrested more than females.
Age of individuals being arrested has been declining
Chronic offenders
Male
ADHD
Disorganized homes
4 factors that say kids are likely to have problems early on
Aggression and violent behavior as early as age 8
Impulsive
Lower IQ scores and poor school performance
And have a history of poor peer relations (in general, poor social skills)
46
Differences between internalizing and externalizing problems and distress (make sure you read the first page of the chapter!)
Internalizing- problems such as depression and anxiety that affects a person's internal world
Externalizing- problems that affect a person’s external world such as delinquency and fighting
Distress- internalizing often feel distress while externalizing do not
47
Global murder rates (class)
Delinquency that is of particular concern is linking with HOMICIDE rates
Ranking #1 in murder rates globally
48
Suicide rates – Russian Federation (class)
Males 32.8
| Females 7.6
49
Males of Truk Island (Cultural Focus box) – externalizing behaviors and when they occur
Externalizing behaviors are essentially requirement for males readiness for manhood
Known as fierce warriors who fought frequently among themselves and any western sailors who were nearby
Germans came along in 1800s and took control of the island and the people
Stamped out warfare, introduced Christianity and alcohol (which became widely accessible especially to young men)
After WWII, Americans took over
Introduced television, baseball and other features of western life
Gender Roles still exist
Girls start learning traditional female roles of cooking, sewing, and performing other household duties at puberty
Boys expected to demonstrate their manhood in three ways (limited to the weekend)
Fighting, drinking large amounts of alcohol, and taking daredevil risks
Fighting happens in groups to give themselves a good name but also the clan, roam streets to find other clans to fight
At 13 getting drunk with friends is a regular part of the weekend
Take risks like taking on the open sea with little fuel, small engines, and little food besides alcohol
last until the age of about 30 then stops completely, and male gets married
50
The Add Heath study (the National Longitudinal Survey of Adolescent Health) -- strong predictor of risk behavior
12,000 adolescents from 7th-12th grade in the US
Strongly related to family structure, SES, ethnic background
Single parent homes increase in risk behavior
High SES less likely to smoke but more likely to use alcohol.
African Americans less likely to use substances or consider suicide, but more likely to engage in sexual intercourse and more likely to be involved in violent behavior
However these factors are only weakly linked to risk behavior
Far more influential is socialization variables involving friends, family, school and religion
Parental monitoring is huge; more monitoring = less likely to engage in risky behavior.
51
Shedler & Block’s (1990) longitudinal study on the consequences of drug/alcohol use
Experimenters and rational abstainers (don’t engage bc of family history)> frequent users or irrational abstainers (don’t engage but don’t have good reason) on measures of psychological adjustment
Conclusion- some involvement with substances use is normal and expected, however personality differences may have had an effect of reasons for engaging in the first place
52
Kauai study (Werner & Smith, 1982) – protective factors for adolescents who were in the “resilient subgroup”
One well-functioning parent
Higher intelligence
Higher physical attractiveness
53
Nelson & Padilla---Characteristics of the different groups of emerging adults
Flourishing- religious faith, internalized values, low drinking, low sex, and
Floundering
54
Nelson & Padilla---Findings on the different groups for emerging adult characteristics
Class 1- Well Adjusted- 64% (flourishing)
Highest mean level of religious faith and internalized values
Lowest mean level drinking, drug use, violent videogame use, # of sexual partners, and porn use
Class 2- Externalizers- 28% (Floundering)
Depression and self-worth
Higher levels of drug use, drinking, violent video games, # of sexual partners, and porn use
Class 3- Poorly Adjusted – 8% (floundering)
Lowest mean levels of self-worth
Highest levels of depression and anxietyàinternalizing behaviors
Highest levels of drinking, drug use and # of sexual partnersàexternalizing
55
Nelson & Padilla---Findings on the different groups for identity
```
Well adjusted
Commitment – highest levels
Exploration – tied with externalizers for highest level
Most likely to be identity achieved
Externalizing
Tied with well-adjusted for highest levels of exploration.
Slightly lower in commitment
Poorly adjusted
Lowest levels of commitment
```
56
Nelson & Padilla---Gender differences
```
Well adjusted
80% of group is females
Externalizers
83% of this group is males
Poorly adjusted
77% of group is males
```
57
Nelson & Padilla---Big take-away from article
Over 50% of college students are well-adjusted! And even the class 2 people seem to be on the right track with identity although they are partaking in risk behavior. Overall, we are doing pretty darn well. We aren’t a mess! Woo hoo!
