Q&A Hero

Q: Which adolescent male would be expected to have the highest self-esteem? A. Paul, who is extremely masculine B. David, who is extremely feminine C. Roger, who is androgynous D. Donald, who is both masculine and feminine

Q: Which of the following statements is not true regarding the gender intensification hypothesis in adolescence? A. during adolescence, girls can be highly pressured to behave in feminine ways without necessarily being punished or labeled deviant for exhibiting some masculine traits at the same time. B. during adolescence, boys can be highly pressured to behave in masculine ways without necessarily being punished or labeled deviant for exhibiting some feminine traits at the same time. C. boys' gender-role socialization does not intensify during adolescence as much as it does for girls because boys' gender-role socialization is very intense from childhood. D. girls may feel increasingly pressured to dress nicely and to wear makeup when they reach adolescence, but they are not pressured to give up athletics.

Q: Sarah admits that she behaves in completely different ways depending on whether she is at school, on a date, with her family, or with her close friends. Using research cited in the text, how would you describe Sarah's incongruent behaviors?

Q: How do self-conceptions change between childhood and late adolescence? Define self-conception and describe the three major patterns of change that are discussed in the text, giving illustrations of each.

Q: Has research on Erikson's theory of adolescent identity development supported his view? How have researchers gone about testing Erikson's model, and what have they found?

Q: Below is a statement from a Native American adolescent. Analyze the passage below based on what you know about identity development. (HINT: What would James Marcia's theory say?

Q: You have been asked to address a group of high school teachers who are concerned about gender socialization in high school. They understand that there is increased pressure on adolescents to act in prescribed ways, and also have heard that the healthiest expression of gender is androgynythey want to know what that is and what the research says about it. They also want you to address any other issues on this topic that you believe are relevant so they will be able to come up with a program to help their students move as smoothly as possible through adolescence.

Q: Positive mental health is associated with: A. having strong positive feelings about one's own ethnic heritage and feeling separate from the mainstream culture. B. separating from one's own ethnic heritage but having strong positive feelings about mainstream culture. C. having strong positive feelings about one's own ethnic heritage and about mainstream culture. D. separating from both one's own ethnic heritage and mainstream culture.

Q: Which of the following statements concerning ethnic identity is false? A. Proficiency in one's ethnic language and interacting with peers from the same ethnic group are associated with having a strong ethnic identity. B. Foreign-born ethnic minority adolescents express more negative feelings about mainstream American ideals than their more acculturated peers. C. Foreign-born ethnic minority adolescents perform better in school than their more acculturated peers. D. Foreign-born ethnic minority adolescents are less likely to be involved in delinquent behavior than their more acculturated peers.

Q: Possessing both highly masculine and highly feminine traits is called: A. marginality. B. virile. C. androgyny. D. code switching.

Q: The idea that pressure to behave in sex-appropriate ways increases during adolescence, especially for girls, is called the _______ hypothesis. A. gender intensification B. self-image stability C. sex-role stereotyping D. androgyny

Q: Based on information from the textbook, among both males and females, many traits traditionally labeled as _____ are associated in adolescence with __________. A. masculine; better adjustment and greater peer acceptance B. androgynous; better adjustment and greater peer acceptance C. masculine; worse adjustment and poorer peer acceptance D. androgynous; worse adjustment and poorer peer acceptance

Q: In general and according to the textbook, which girl is most likely to become less confident as she becomes an adolescent? A. Ginny, who has developed a strong feminine gender role identity. B. Robin, who has always been a "tomboy". C. Alyson, who has become increasingly androgynous. D. All of these girls are likely to lose confidence in themselves as they enter adolescence.

Q: Being androgynous may have _____ effects for girls and _____ effects for boys. A. positive; positive B. positive; negative C. negative; positive D. negative; negative

Q: According to the textbook, having race as a central part of one's identity has the following impact(s) on adolescent development: A. it makes adolescents more sensitive to discrimination B. it allows adolescents to be more able to cope with discrimination C. A and B are both true D. none of the above are true

Q: According to Sellers's Multidimensional Model of Racial Identity (MMRI), three different aspects of racial identity are important to consider in understanding discrimination and its effects. These three components are: A. private regard, public regard, and racial centrality. B. private regard, external regard, and familial regard. C. racial centrality, external regard, and code switching. D. public regard, private regard, and perceived discrimination.

Q: According to the textbook, Black individuals who believe that the public has low regard for African Americans typically: A. are more sensitive to racial cues B. are less sensitive to racial cues C. have low private regard D. have high private regard

Q: Compared to parents who emphasize having pride in one's ethnic group, parents who emphasize the need to be wary about potential racism tend to have children: A. who fare better in the face of discrimination B. who fare worse in the face of discrimination C. who are more prepared for the "real world" D. who are more accepting of discrimination

Q: According to the textbook, some adolescents might forge some sense of self-definition in an environment that has made it difficult to establish an acceptable identity by: A. selecting a negative identity B. using drugs and alcohol C. engaging in identity moratorium D. engaging in identity foreclosure

Q: Identity status: A. is stable across time. B. proceeds from uncommitted to committed patterns. C. shifts across the life span. D. proceeds from diffused, to foreclosed, to moratorium, to achieved.

Q: Ethnic identity may be sped up if parents teach their children: A. to ignore society's conflicting messages about race. B. to respect their elders. C. to attend church regularly. D. about racism.

Q: Robert Sellers and colleagues have presented a model to help make sense of the complicated relations among perceived discrimination, ethnic identity, and mental health among Blacks. This model is called: A. the racial centrality model of identity (RCMI). B. the multicultural model of discrimination (MMOD). C. the multidimensional model of racial identity (MMRI). D. the multitrait multimethod model of discrimination (MMMD).

Q: Being aware of potential racism and mistrusting others are not the same thing. Awareness of racism is associated with _________, while mistrust is associated with _________. A. better achievement; doing poorly in school B. doing poorly in school; better achievement C. disengagement from school; better achievement D. reductions in self-esteem; increases in self-esteem

Q: Among ethnic minority youth, academic achievement is highest when adolescents experience all of the following except: A. feel connected to their ethnic group B. are aware of racism C. believe it is important to the people in their life to be academically successful within mainstream society D. are not aware of racism

Q: A recent study of ethnic identity and academic achievement illustrated how racial centrality, private regard, and public regard work together to influence Black adolescents' school performance and motivation. The researchers identified four distinct clusters within their sample of 600 students. Which cluster of students was most likely to drop out and which cluster of students was most likely to hold positive beliefs about the school? A. alienated students were the most likely to drop out; idealized students were most likely to hold positive beliefs about the school. B. buffering/ defensive students were the most likely to drop out; idealized students were most likely to hold positive beliefs about the school. C. alienated students were the most likely to drop out; buffering/ defensive students were most likely to hold positive beliefs about the school. D. idealized students were the most likely to drop out; alienated students were most likely to hold positive beliefs about the school.

Q: Compared to minority adolescents with families that have been in the U.S. for a long time, foreign-born ethnic minority adolescents tend to perform: A. better in school, but are more likely to be involved in delinquent behavior. B. worse in school, but are less likely to have emotional and behavioral problems. C. better in school, and are less likely to be involved in delinquent behavior. D. worse in school, and are more likely to have emotional and behavioral problems.

Q: According to the textbook, feeling discriminated against is predictive of all of the following except: A. conduct problems B. depression C. lower achievement in school D. all of the above

Q: According to the textbook, one of the pathways by which adolescents who feel discriminated against experience negative mental health outcomes is: A. adolescents who feel discriminated against in school report feeling less control over their academic achievement, which leads to feelings of depression B. adolescents who feel discriminated against put less effort into their school work, which leads to feelings of worthlessness C. adolescents who feel discriminated against isolate themselves from their peers D. adolescents who feel discriminated against are afraid to present their "true self"

Q: Specific to the ways of resolving an identity crisis, in which category would you classify Robin, an adolescent who approaches identity related decisions with an open mind and actively seeks information: A. informational orientation B. normative orientation C. diffuse/ avoidant orientation D. rational orientation

Q: Identity typically is crystallized: A. in early adolescence. B. throughout the adolescent period. C. in late adolescence. D. in late adolescence to the early 20s.

Q: A legislator has introduced a bill that would allow adolescents in her state to hold after school jobs, but that would limit the number of hours that adolescents can work in such jobs to 10 hours per week or fewer. There is a group in the legislature who oppose the bill: they believe that adolescents should be allowed to hold after-school jobs with no restrictions placed on hours worked per week, and that adolescents should work at least 20 hours every week in order to build character. Based on what you know about employment and adolescent development, which of these positions would you support? Why do you support this position over the other?

Q: A local hospital has asked you to talk to a group of parents who have expressed their concerns about leaving their teenagers home alone after school while the parents are still at work. You have been asked to address whether this is, indeed, a problem and, if so, how the parents can minimize problems without having to give up their jobs. The hospital administrator has also asked you to discuss the quality of the research that has been done in this area. What do you tell the parents?

Q: The local PTA has asked you to address their parents about the effects of the media on adolescents. They are most concerned with the effects of television and the Internet on their children's well-being. Explain to these parents what you know about media in the home, the types of activities for which adolescents typically use the television and Internet, and discuss the impact of sexual, drug-related, and violent messages and images on adolescents.

Q: Pretend you are about to give a lecture to a group of parents about current research views on media exposure and adolescent development. You know that parents are concerned with understanding whether all media is bad for all adolescents, or what determines the effect that media messages and images will have on particular adolescents. Discuss the three major, prevalent theories of media influence on adolescent development and give examples of each theory to illustrate its points.

Q: Drawing from what you know about adolescent work both here and in other countries, explain how American adolescents are different from their European counterparts in terms of the jobs they hold. Discuss four possible reasons for these differences (Hint: Consider differences in academic schedules in your answer.)

Q: Annie's parents believe Annie has too much free time on her hands. They would like her to either enroll in some extracurricular activities are get a part-time job. How might Annie's experience differ in these two settings?

Q: Generalizing from Marcia's research on identity, who is most likely to become an authoritarian parent? A. Sanjay, identity achieved B. Ann, identity diffusion C. Michele, psychosocial moratorium D. Tara, identity foreclosed

Q: Which of the following youth programs around today bear a striking resemblance to the stated goals of positive youth development programs: A. YMCA B. the Boys and Girls Clubs of America C. scouting D. all of the above

Q: Based on the definitions outlined in the Five C's of positive youth development, what does competence mean: A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules

Q: Based on the definitions outlined in the Five C's of positive youth development, what does confidence mean: A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules

Q: Based on the definitions outlined in the Five C's of positive youth development, what does connection mean: A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules

Q: Based on the definitions outlined in the Five C's of positive youth development, what does character mean: A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules

Q: Based on the Five C's of positive youth development, which "C" stands for a sense of sympathy and empathy for others: A. character B. connection C. caring D. competence

Q: Girls are most likely to spend their money on: A. food. B. cosmetics. C. items such as stereos and DVDs. D. clothes.

Q: The power of the adolescent as a consumer has increased as a result of: A. the size of the adolescent population. B. the prevalence of student employment. C. adolescents doing some of the family's shopping. D. All of the above.

Q: What makes a positive youth development program successful? A. the extent to which participants are placed in demanding roles B. the extent to which participants are expected to take responsibility for their behavior C. the extent to which participants are helped to understand the consequences of failing to fulfill their obligations D. all of the above

Q: Joe has no plans of going to college and he attends a typical high school. What services are his high school likely to offer? What does research suggest should been done to prepare non-college-bound youths for the workforce?

Q: Which theory of media's impact emphasizes the reciprocal link between adolescents' preferences and their media exposure and that adolescents not only choose what they are exposed to but interpret the media in ways that shape their impact? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory

Q: Which theory of media's impact emphasizes the idea that media shape adolescents' interests, motives, and beliefs about the world? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory

Q: According to the textbook, the harmful effects of low parental monitoring are especially bad in neighborhoods that: A. are low in collective efficacy B. are low in diversity C. are high in diversity D. are low income

Q: According to the textbook, one limitation of studies of youth in self-care is that: A. self-care youths are a difficult sample to recruit B. researchers typically lump together all children who take care of themselves after school C. parents of self-care youths rarely agree to allow their teenagers to participate in research studies D. self-care youths are more likely than non-self-care youth to drop out of research studies

Q: Affluent, suburban, and White children are _____ likely to be home unsupervised, and poor, minority, and urban and rural children are _____ likely. A. least; most. B. slightly less; slightly more. C. most; least. D. none of the above, they odds of being left home unsupervised are the same.

Q: According to a study by Caldwell and Darling presented in the textbook, research indicates spending time after school with friends is most problematic under which circumstance: A. when they lack supervision. B. when the adolescent has friends who like to party and use drugs. C. when the adolescent is easily susceptible to peer pressure. D. it is the combination of all of the above.

Q: Adolescents are least likely to seek out ________ Web sites on the Internet. A. entertainment B. sports C. pornography D. lifestyle

Q: Which of the following is not a common message that the media conveys about sex? A. unprotected sex can have serious consequences B. women are sex objects C. sex is a defining aspect of masculinity D. sex is fun and exciting

Q: One tremendous problem in interpreting studies of media use and adolescent development is that: A. it is extremely difficult to disentangle cause and effect B. media is difficult to measure C. the type of media that adolescents use changes rapidly D. adolescents are very secretive about their media use

Q: Research evaluating media messages about sex and drugs finds that: A. these messages have a strong impact on adolescents' behavior. B. repeated exposure to these messages is likely to have an effect on adolescent attitudes and beliefs. C. although the messages may be somewhat negative, they tend to be relatively accurate. D. although their attitudes may differ, adolescents and adults have similar interpretations of these messages.

Q: Which theory of media's impact emphasizes the fact that adolescents choose the media to which they are exposed? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory

Q: Dr. Eckert wants to learn whether students with high self-esteem are more likely to participate in extracurricular activities, or if participation in extracurricular activities enhances adolescents' psychological well-being. She is most likely to understand a cause-and-effect relationship between psychological well-being and extracurricular activities by using which type of study? A. cross-sectional B. prospective C. longitudinal D. all of the above

Q: The three dominant theories concerning the media's impact on adolescent development today include all but which of the following? A. the media practice model B. the routine activity theory C. the uses and gratifications approach D. cultivation theory

Q: Which of the following students is more likely to engage in more cross-racial friendships? A. Sal, who earns straight As B. Melanie, who works part-time C. Danielle, who participates in extracurricular activities after school D. Ian, who attends a private school

Q: Travis, a Black adolescent, participates in extracurricular activities in an integrated school. According to the textbook, which of the following outcomes is most likely? A. Travis will show better mental health as a result B. as a result, Travis will show worse mental health C. Travis will increase in aggressive behaviors D. as a result, Travis will eventually start protecting his grades

Q: Many studies find that rates of smoking, drinking, and drug use are _____ among teenage workers than nonworkers, especially among students who _____. A. lower; choose not to work at all B. higher; also participate in athletics C. higher; choose to work long hours D. higher; are involved in 2 or more extracurricular activities

Q: In recent years, studies of adolescents' consumer behavior have noted the strong influence teens have over one another when it comes to spending money. Advertisers have taken advantage of Internet sites such as YouTube, MySpace, and Facebook to utilize what kind of marketing? A. viral marketing B. pandemic marketing C. cold-and-flu marketing D. underground marketing

Q: The textbook suggests all of the following for parents who leave their children in self-care, except: A. provide clear instructions about after-school activities and whereabouts. B. have the child check in with an adult as soon as he or she gets home. C. teach the child how to handle any emergencies that arise. D. have friends come over for study sessions.

Q: According to the textbook, compared to young people who are supervised after school by adults, Stephanie, a self-care adolescent, will likely experience all of the following except: A. be more socially isolated and more depressed B. be sexually active at an earlier C. be more likely to be involved in problem behavior D. use less drugs and alcohol

Q: Kent has been involved in minor delinquent behavior. In order to curb this type of behavior, Kent's parents should: A. encourage Kent to get a full-time job. B. encourage Kent to get a part-time job. C. enroll Kent in a larger school. D. enroll Kent in an after-school activity.

Q: The most popular type of extracurricular activities are: A. athletics. B. music. C. academic clubs. D. occupational clubs.

Q: Aside from athletics, which types of extracurricular activity are next most popular among adolescents? A. music-related and academic-related B. academic-related and church-related C. occupation-related and music-related D. church-related and occupation-related

Q: Jeb has the choice of several after-school activities. Statistically, he is the most likely to choose: A. music. B. science. C. athletics. D. a job.

Q: According to research by Wayne Osgood and colleagues, the combination of several factors is the recipe for delinquency and other problem behaviors among adolescents. This view is called the routine activity theory, and all but which of the following are thought to be major contributing factors to this combination? A. a lack of structure B. lower then average intelligence C. socializing with peers D. the absence of adult supervision

Q: Drawing on research that shows that certain extracurricular activities benefit adolescents, and research showing the potential dangers of leaving adolescents unsupervised after school, some experts have argued that well-designed programs will not only deter problem behavior but also encourage youth to develop strengths. This emphasis on developing positive attributes is known as what? A. pro-bono youth development B. preventative youth development C. cultivating decent youths D. positive youth development

Q: All of the following are noted to be benefits of service learning, except: A. enhancement of self-esteem and feelings of self-efficacy. B. acquiring academic and career skills. C. improved mental health. D. teaching respect and obedience.

Q: The positive effects of service learning are most likely to occur in all of the following circumstances, except when: A. adolescents have good relationships with their supervisors. B. adolescents are given sufficient autonomy. C. adolescents are closely supervised. D. adolescents have adequate time to learn from their experiences.

Q: Based on the success rates of different interventions designed to combat youth unemployment, the textbook suggests that efforts be directed at all of the following ways to reduce youth unemployment except: A. expanding opportunities for community service. B. providing government training programs for adolescents who are not in school. C. improving community services for youth. D. offering apprenticeship programs during high school.

Q: Research suggests that the best way to combat the unemployment problem of adolescents who are not attending school is through: A. job training. B. volunteer programs. C. participation in the Armed Forces. D. helping adolescents stay in school.

Q: The Experience Sampling Method involves: A. observing individuals in their natural setting. B. witnessing change in the makeup of the population. C. adolescents carrying beepers and reporting their moods when paged. D. researchers becoming participants during their observations.

Q: The Experience Sampling Method was created by: A. Greenberger. B. Larson. C. Steinberg. D. Bachman.

Q: Emma is dancing to her favorite song on the radio when her electronic pager goes off. Emma proceeds to pull out a notebook and record her current emotional state. This type of data collection is called: A. ethnography. B. participant observation. C. Experience Sampling Method. D. demography.

Q: When are adolescents usually in the "worst" mood? A. when they are with friends B. when they are working C. when they are with their family D. when they are alone