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PCA Ch. 12
| Question | Answer |
|---|---|
| evaluation of one's own behavior, appearance, and ability in relation to that of others | social comparison |
| four domains of self-esteem | academic competence, social competence, physical/athletic; competence, physical appearance |
| humans have three basic human needs: competence (natural urge to master their environment), relatedness (need to interact with other humans), and autonomy (centerpiece of theory) | self-determination theory |
| motivation to perform an activity for its own sake out of personal interest; determine one's own actions; positively correlated with academic achievement and psychological well-being | intrinsic motivation |
| motivation to perform an activity to achieve a reward or avoid punishment; not positively or negatively correlated with academic achievement, negatively coordinated with well-being | extrinsic motivation |
| teachers give students choices about how they learn material and provide a rationale for what they are learning | autonomy support |
| the belief that ability comes with effort and practice | growth mindset |
| the belief that one has a fixed amount of ability | fixed mindset |
| children attribute success to ability and failures to insufficient effort or an overly difficult task; take on more challenging tasks with persistence; build positive view of abilities and efforts | growth mindset |
| children attribute failures to lack of ability and successes to external factors such as luck; shy away from challenging tasks; interpret failures at easy tasks as reflections on their ability | fixed mindset |
| fostered by praise on person ("you are smart," "you are good at math") | fixed mindset |
| fostered by praising children for effort and for coming up with specific problem-solving strategies | growth mindset |
| the ability to understand that people may hold false beliefs about others' beliefs | second-order false-belief reasoning |
| rules within a particular society or social group about which emotions are appropriate to display | emotional display rules |
| a perspective in developmental science that focuses on the process by which children and adolescents can become physically and psychologically healthy | positive development |
| something's morally right if a person can avoid punishment or gain rewards | preconventional level |
| people base moral judgments on conformity to the expectations of their social groups or on laws of society | conventional level |
| moral judgments based on fundamental human rights such as life, liberty, and freedom of speech | postconventional level |
| the distribution of earnings based on fairness to all who have worked together | distributive justice |
| parenting that helps the child satisfy basic needs for independence, competence, and social relatedness | autonomy-supportive parenting |
| Two points that are relevant to the autonomy support process are that | parents tend to fine-tune their responses based on children's personality traits and children's perceptions of parenting depend on contextual and cultural factors |
| the function of parents in openings (or closing off) environmental opportunities for the child | gatekeepers |
| list three positive sibling influences | zone of proximal development to support younger sibling's efforts to master a difficult task, observational learning, the ability to be constructive and flexible during arguments |
| Disruptive behavior could be influenced by | younger sibling imitates older sibling, , arguments or fights between siblings, shared genetic influences, environmental influences |
| four main areas of child behavioral difficulty that appear to result from divorce | externalizing behavior problems, internalizing problems, lower academic achievement, problems in social relationships with peers, siblings, and parents |
| factors that influence how children cope with the aftermath of divorce | parenting quality, family income, parental conflict |
| the two parents meet with a trained, neutral mediator to discuss and resolve issues in the divorce | divorce mediation |
| the child spends substantial time living with both parents, and both have equal responsibility to physically care for the child | joint physical custody |
| domain-specific evaluations of the self | self-concept |
| an overall evaluation of one's worth as a person | self-esteem |
| influences on self-esteem | developmental stage, self-efficacy, social comparisons, child-rearing practices |
| four ways to increase children's self-esteem | identify the causes of low self-esteem, provide emotional support and social approval, help children achieve, help children cope |
| four steps to change mindsets | learn to recognize your mindset voice, recognize that you have a choice, talk back to it with a growth mindset voice, take the growth mindset action |
| a close, reciprocal relationship between two children; a relationship in which each of two children nominates the other as a close friend | friendship |
| tend to think a friend is someone who is available and fun and has nice toys | ages seven to nine |
| expect friends to share many of their values, to be loyal and to stick up for them | ages ten to eleven |
| think friends should share similar interests, attempt to understand each other, and be willing to disclose sensitive personal information | early adolescence (ages eleven to thirteen) |
| similarity of friends (i.e., age, gender, race, ethnic background, psychological and behavioral characteristics) | homophily |
| when girls get into arguments, they often report that their friends engage in ____ - an indirect form of aggression involving gossiping, spreading rumors, or excluding a child from a group, in an effort to damage a child's social relationships | relational aggression |
| friendships between ____ are characterized by intimate exchanges of info, instances of help and guidance, conflict resolution, interactions in dyads, cooperative, and relational aggression | girls |
| friendships between ___ are characterized by larger groups with a more active and aggressive style of play, direct physical or verbal aggression | boys |
| ___ excel in self-disclosing personal info; expressing care, concern, admiration, and affection; helping when their friend is in need; and managing and resolving disagreements | girls |
| excel in sports, video games, and fantasy plays, during which they share togetherness, positive affect, and humor; sharing a friend with another person | boys |
| gender typically assessed by asking children about multiple aspects of gender identity: | feel like a typical member of their gender, identify with it, feel content with it, feel pressure from peers to conform to gender roles, and hold a positive bias towards it |
| a technique in which peers name children they like and dislike | sociometric ratings |
| children with many "like" and few "dislike" ratings and who tend to be prosocial (cooperative, helpful, friendly, and kind) | socially accepted children |
| children who have high social visibility and social impact among peers | popularity |
| children with many "dislike" and few "like" ratings and who tend to show less prosocial and more aggressive and disruptive behavior or withdrawn behaviors | socially rejected children |
| receive few like or dislike ratings from peers; shy, don't interact with children very often | neglected children |
| liked by some children but actively disliked by others | controversial children |
| an analysis of longitudinal data that allows researchers to infer whether a characteristic at time 1 influences behavior at time 2 | path analysis |
| involves aggression by one child against another with intent to harm and where there is a power differential between the perpetrator and the victim | bullying |
| proposes that personal variables combine with situational variables to make it more or less likely that a child will have aggressive thoughts, feelings, or high arousal on a particular occasion | the general aggression model |
| ____ development of self-concept: simple, concrete behaviors and external attributes, overly positive | preschool |
| _____ development of self-concept: traits, social comparisons | middle childhood |
| ______ development of self-concept: abstract, personal values (oppositions are common) | adolescence |
| Young children tend to base their judgments of other people on ____, whereas older children begin to focus on _____. | concrete, observable behavior or appearances, personality/psychological traits |
| greater independence and flexibility in managing their emotions | emotional regulation |
| children's relationships with siblings are often characterized by a high degree of | emotional intensity |
| parenting practices to improve child behavior after transitioning to a stepfamily | not disclose info about parents' relationship, not putting child between interparental conflict, integrate child into stepfamily gradually, maintaining and supporting child's relationship with both custodial and noncustodial parent |
| One of the most important sources of problems for both boys and girls undergoing a family divorce is thought to be | a reduction of warmth, support, and structure provided by the custodial parent |
| bullies come from ____ homes, seek ____ over peers, and have ____ views of morally sound behavior. | aggressive, dominance, distorted |
Created by:
alumesi