Q&A Hero

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

Q: Between grades 5 and 9, adolescents' moods while with friends become more positive, whereas moods while with their families follow a(n) _____ pattern. A. increasingly positive B. increasingly negative C. neutral D. curvilinear

Q: Ivan, a teenager, is most likely to expend high levels of concentration and interest when he is: A. with his friends. B. in school. C. playing sports. D. watching television.

Q: Fewer than ____ of teens are out of school, unemployed, and looking for full-time work. A. 8% B. 15% C. 25% D. 40%

Q: Which of the following is not an effect of premature affluence? A. decreased satisfaction with their financial situations as young adults B. increased social belongingness C. increased drug and alcohol use D. increased materialistic attitudes

Q: Which of the following is an adolescent the least likely to spend their job earnings on? A. drugs and alcohol B. designer clothing C. higher education D. stereo equipment

Q: What makes adolescents attractive targets for a variety of businesses? A. the size of the adolescent population B. the prevalence of student employment C. the fact that adolescents save less than any other age group D. all of the above

Q: As discussed in the textbook, adolescents who work more than 20 hours weekly are more likely than their peers to: A. be absent from school. B. graduate from high school. C. spend more time on their homework. D. be less cynical about the workplace.

Q: Which of the following is not associated with adolescents who work? A. greater absences from school B. greater enjoyment of school C. less time spent on homework D. earn lower grades

Q: Much of adolescents' money is spent on discretionary purchases related to leisure activities. Additionally, many adolescents spend money on ____, which accounts for one-sixth of the amount of dollars spent each year on _____. A. alcohol and cigarettes; alcohol B. computer software; computer software C. drugs such as marijuana and cocaine; illegal drugs D. health-related injuries; emergency visits

Q: Which of the following has not been found to be a characteristic of adolescents who work more than 20 hours per week? A. lowered school achievement B. copying homework from friends or other forms of cheating C. more involvement in extracurricular activities D. taking less demanding classes

Q: How are nonworking students affected when large numbers of students in their school work? A. They become jealous of their working peers' affluence. B. They do not get as good an education because many teachers lower classroom expectations. C. They develop similar problem behaviors, such as cheating and losing interest in school. D. They are not generally affected.

Q: Abner works long hours on weekends and after school. Research suggests that Abner is: A. likely to develop a strong sense of responsibility. B. less likely to engage in delinquent activities than his nonworking peers. C. likely to engage in minor delinquency. D. likely to report his fellow workers for their delinquent behavior.

Q: Cory works long hours. According to the research presented in the textbook, Cory might increase in which of the following: A. aggression B. school misconduct C. minor delinquency D. all of the above

Q: Pam uses marijuana every weekend. Based on the options below and according to the textbook, it is most likely that: A. Pam is unemployed. B. Pam works long hours. C. Pam is spending too much time with her supervisor. D. Pam's job is not very stressful.

Q: Ruben works over 20 hours a week during the school year and Marianne does not work at all. Ruben, compared to Marianne, is more likely to: A. become more socially responsible. B. know how to manage his money better. C. endorse unethical business practices. D. not engage in drug and alcohol use.

Q: The average working high school student earns _____ per month in wages. A. $150 B. $200 C. $300 D. $400

Q: Lisa earns approximately $300 a month from her part-time job. She is most likely to spend the money on: A. family necessities. B. personal luxuries. C. household expenses. D. college expenses.

Q: Having more income than one can manage during early adolescence has been called: A. precocious income. B. displacement abundance. C. occupational disparity. D. premature affluence.

Q: Robert, a 15-year-old, works for a fast-food restaurant. How old is Robert's supervisor most likely to be? A. the same age as Robert B. not much older than Robert C. in his early 30s D. middle-aged

Q: Jamie works at McDonald's. She had a bad day at work. Who is she least likely to talk to about her bad day? A. other adolescents at work B. her friends at school C. her adult supervisor at work D. her parents

Q: Which of the following is true of most adolescents' jobs? A. They encourage adolescents to behave independently. B. They require challenging decision making. C. Adolescents are rarely required to use skills taught in school. D. Adolescents receive strict instruction from supervisors.

Q: Overall, teenagers are least likely to comment that their jobs: A. are dreary. B. offer good learning experiences. C. provide opportunities to exercise responsibility. D. pay well.

Q: Which of the following statements is not supported by research with regard to adolescent employment? A. Working builds character, teaches adolescents about the "real world," and helps them prepare for adult responsibilities. B. The benefits of working during adolescents have been overstated. C. Intensive employment during the school year may be detrimental to adolescent development. D. Intensive employment during the school year may be detrimental to adolescents' preparation for adult work.

Q: A U-shaped or inverted-U pattern of results, as seen in studies that have examined how adolescents' moods change over time when with their families, is called what? A. a curvy line pattern B. a linear pattern C. a quadratic pattern D. a curvilinear pattern

Q: Who is more likely to hold a part-time job during high school? A. Gino, a Canadian adolescent B. Cheri, a Swedish adolescent C. Hope, a Japanese adolescent D. Selena, an American adolescent

Q: An adolescent who works in a government-sponsored apprenticeship and spends more time outside of school doing homework is most likely from: A. America. B. Europe. C. Africa. D. Any of the above places.

Q: In contrast to adolescents in the United States, adolescents in Europe: A. are more likely to drop out of school early to take on a full-time job. B. are expected to work part-time while they are in school. C. are more likely to have an apprenticeship while in high school. D. have a more difficult time getting a full-time job once they graduate from high school.

Q: Ryan did a survey at his middle school of the most common after-school jobs for the eighth grade class. What are his results likely to say? A. movie theater usher and nurses' aide B. baby-sitting and lawn work C. fast-food worker and clothing store cashier D. receptionist and paper carrier

Q: Hillary is a high school senior. Which of the following jobs is she most likely to have? A. food server at a restaurant B. baby-sitter C. gardener D. housekeeper

Q: Which of the following jobs would be least likely to be held by an adolescent girl? A. fast-food worker B. baby-sitter C. housecleaner D. newspaper carrier

Q: Overall, the greatest number of working high school students are employed in: A. construction and manual labor. B. restaurants and retail establishments. C. offices and other clerical settings. D. factories and manufacturing plants.

Q: Parker, a senior in high school, is looking for a job. What type of job is he least likely to take? A. stock boy in a retail store B. cashier at a minimart C. pizza delivery driver D. nurses' aide

Q: Stan's parents both work long hours. They are concerned that he doesn't have enough interaction with adults. If they want him to be exposed to more adult interaction, which of the following activities should they not encourage him to do? A. join the wrestling team B. run for student council C. get a job at the local music store D. try out for the school play

Q: Research assessing adolescent work experiences found: A. adolescents have little opportunity to interact with other adolescents on the job. B. adolescents often form close relationships with adults with whom they work. C. adolescents are unlikely to see their coworkers outside of work. D. adolescents find it easier to talk about their personal problems with adults at work than with their parents.

Q: Which adolescent is most likely to spend free time with friends? A. Jenny, who lives in the United States B. Genevieve, who lives in France C. Juana, who lives in Span D. Jae, who lives in Korea

Q: What percentage of today's high school students will have worked in an after school job before graduating? A. between 25-35% B. between 50-60% C. between 80-90% D. between 65-75%

Q: On average, all of the following are true in regard to high school student employment except: A. 75% of seniors work during the school year B. 40% of sophomores work during the school year C. 50% of adolescents work during the school year D. 80-90% of adolescents will have worked an after school job before graduating

Q: According to the textbook, all of the following contributed to the rise of the adolescent workplace in the United States, except: A. industrialization. B. the expansion of the service sector. C. the expansion of the retail sector. D. a relatively short school day compared with other countries.

Q: According to the textbook, which of the following is not true? A. today's high school students are working more than ever before. B. many students work fairly long hours. C. many working adolescents are busy with school or work commitments for close to 50 hours a week (not including time devoted to extracurricular activities or homework). D. many working adolescents are busy with school or work commitments for close to 50 hours a week (including time devoted to extracurricular activities or homework).

Q: Which of the following characteristics of the retail and restaurant industries contributed to the rise in adolescent employment? A. need for part-time workers B. abundance of low wage positions C. short shift schedules D. all of the above

Q: Older students are more likely to hold _____ jobs and working teenagers in rural areas are more likely to be employed in _____ jobs. A. formal; agricultural B. formal; informal C. service jobs informal jobs D. service jobs; informal jobs

Q: Paid youth employment during the school year is virtually nonexistent in places such as: A. France, Hungary, Russia, and Switzerland. B. European countries. C. Japan and Taiwan. D. paid youth employment during the school year is fairly common in all of the above places.

Q: Who is more likely to be employed during the school year? A. Daryl. B. Theresa. C. Both Daryl and Theresa are equally likely to be employed. D. Theresa during early adolescence and Daryl during late adolescence.

Q: Justin is a typical American working adolescent. He is probably busy with school and work for approximately _____ hours a week. A. 20 B. 35 C. 50 D. 65

Q: According to the textbook, in general, how does employment affect adolescent development? A. working helps adolescents develop a sense of responsibility and prepares them for the transition to adulthood. B. working interferes with other activities, such as school. C. working promotes the development of undesirable behaviors, such as drug and alcohol use. D. the question of how adolescents are affected by working depends on many factors, including the nature of the job, the number of hours worked each week, and the aspect of development studied.

Q: All of the following led to an increase in free time for contemporary adolescents, except: A. organized youth movements. B. compulsory schooling. C. improved economics after World War II. D. more adolescent autonomy.

Q: Adolescents spend the least amount of time on _____ activities and the most amount of time on _____ activities. A. productive; maintenance B. productive; leisure C. maintenance; productive D. maintenance; leisure

Q: Expanding opportunities for adolescents to get involved in community service would be associated with all but which of the following outcomes? A. enhancing their feelings of confidence and responsibility B. helping integrate them into the community C. increasing their contact with adult role models D. increasing the likelihood that they drop out of school

Q: American high school students spend fewer than _____ hours per week on homework, while Japanese high school students average closer to _____. A. 10; 20 hours per week B. 20; 20 hours per week C. 5; 5 hours per day D. 5; 5 hours per week

Q: Which adolescent is least likely to spend leisure time reading? A. Jeanne Marie, who lives in France B. Valheida, who lives in Austria C. Jeannette, who lives in the United States D. Momoko, who lives in Japan

Q: Prior to the early twentieth century, high schools were designed: A. to keep delinquent children out of trouble. B. for elite youngsters. C. to offer vocational instruction. D. to provide general education.

Q: During the 1920s, the _____ was designed to meet the needs of a diverse and growing population of young people. A. comprehensive high school B. middle school C. vocational school D. parochial school

Q: As discussed in the textbook, during the 1950s, how did the U.S. respond when politicians felt the United States had lost its scientific edge to the former Soviet Union? A. increased attention was paid to religious and moral education B. requirements for classes in European history were intensified C. students were obligated to take more foreign language courses D. increased emphasis was placed on math and science education

Q: During the 1970s, educational reformers sought to promote greater emphasis on _____ in the school curriculum. A. traditional academic subjects B. general education courses C. career and experiential programs D. liberal arts programs

Q: International comparisons of student achievement consistently found that American youngsters were faring poorly. Noting that America was losing its competitive edge in the world market, what did reformers call for? A. schools to be desegregated B. more academic rigor C. schools to employ tracking programs D. work-study programs and classes in career education.

Q: According to the textbook, which of the following resulted from standards-based reform: A. educators could not agree on the body of knowledge and skills that comprised what high school graduates should know and be able to do B. large numbers of students did, in fact, acquire the knowledge and capabilities assessed on standardized graduation examinations C. minority adolescents were 9 times more likely to fail standardized examinations D. female adolescents were 4 times more likely to fail standardized examinations

Q: Diane Ravitch, and educational historian, argues that the problem with the comprehensive high school has been a lack of focus. Which of the following is NOT one of the beliefs she argues has interfered with successful educational reform: A. that schools can solve any social or political problem B. that only a portion of youngsters are capable of benefiting from a high-quality education C. that imparting knowledge is relatively unimportant and that schools should focus on engaging students in activities and experiences D. that parents need to grant their children more independence

Q: Mr. Edwards is the principal at a public school and has just read a research study that discussed ways to maximize student's success. The main message of the research study was that what takes place within a school is probably more important than the nature of its funding and oversight. Based on what you learned from the textbook, what do you think the researchers argued that schools should focus on? A. the ways in which schools train, certify, place, and compensate teachers B. successfully tracking students C. trying to become a private school D. allowing students to choose more of their coursework

Q: Some critics of the No Child Left Behind act argued that it was having the unintended consequence of: A. increasing the standards of education in America B. ensuring that all students, regardless of their economic circumstances, achieve academic proficiency C. schools testing and reporting the results of students' performance to the public D. providing incentives for schools to push low-achieving students out of school

Q: President Obama's education secretary suggested what to address the problem of the state-dependent standards in the No Child Left Behind act? A. the need to have higher standards for higher achieving students B. the need to have a set of common standards across all 50 states C. the need for some students to be granted extended periods of time to complete standardized assessments D. the need for two sets of standards for each state (one for higher achievers and one for lower achievers)

Q: Educational historian Diane Ravitch believes that: A. the basic problem with the comprehensive public high school is lack of focus. B. schools should be designed to teach students how to solve social and political problems. C. not all students are capable of benefiting from high-quality education. D. it is more important for students to focus on activities and experiences than on gaining knowledge.

Q: Today's teenagers spend the most hours: A. on schoolwork. B. with members of their families. C. on leisure activities. D. working.

Q: Changes in the structure of secondary schools have been linked to broader societal revolutions. All of the following factors have contributed to these changes, except: A. industrialization. B. urbanization. C. immigration. D. intellectualization.

Q: Which of the following is NOT a factor that moved children out of the workplace? A. discrimination against young workers B. a need for workers who are more skilled and more reliable than children C. the strength needed to perform unskilled labor D. child labor laws

Q: Amy, a social reformer in the early 20th century, would have likely considered all of the following to be good reasons to push for secondary education, except: A. it is viewed as a way to improve life circumstances for the poor and working classes. B. it is a way to reduce crime by keeping youngsters off the streets. C. it is a way to help immigrants assimilate into the American culture. D. it is effective in increasing the economic development of the United States.

Q: In addition to the school year being longer than it was in the past: A. adolescents remain in school for more years B. adolescents remain in school for less years C. adolescents have more absences (both excused and unexcused) D. a smaller percent of adolescents actually complete compulsory education

Q: The practice of moving students from one grade to the next regardless of their academic performance is known as what? A. affirmative promotion B. social promotion C. standardized promotion D. equality promotion

Q: The average American school year is _____ days long. A. 100 B. 150 C. 180 D. 220

Q: Compared with their counterparts from previous decades, today's American adolescents: A. spend more days per year in school. B. spend fewer days per year in school. C. are absent from school more often. D. are less likely to continue their schooling beyond the 12th grade.

Q: Today, the typical student attends nearly ____ of his/her classes throughout the year. A. 50% B. 75% C. 90% D. 100%

Q: Not only are schools the chief educational arena for adolescents, but they also play an extremely important role in: A. defining the young person's social world and social network B. shaping psychosocial development C. the development of motivations, aspirations, and expectations D. all of the above

Q: Tracking is an important and controversial issue in today's classrooms. Define this issue and illustrate three reasons why this can be problematic.

Q: According to adolescents, what is the best thing about school? A. learning new information B. being with friends C. interacting with the teachers D. participating in extracurricular activities

Q: When it comes to school size, is bigger better? Discuss what you know about research on school size and extracurricular activity participation among high school students.

Q: One of your friends has a daughter who will be entering 7th grade next year at a new middle school. Your friend has heard that in general, students' academic motivation, self-image, and school grades all decrease as they leave elementary school and enter middle school. He wants to know why this might happen, and seeks your advice on what to expect and how to help his daughter through this transition. What do you tell him?

Q: You've just received a frantic phone call from one of your cousins whose son will soon be "graduating" from elementary school. Your cousin has to make a decision about where to send the boy next year and, of course, wants him to have the best education possiblewithin her financial constraints. Knowing you are studying adolescent development, she asks you what type of school you think is best and asks about school vouchers, wondering if they could help defray the potential costs of private schooling. How can you help her? What advice would you give your cousin about where to send her son to school, based on research findings?

Q: Kate is a new teacher for adolescent students and wants to know what she can do to maximize her students' learning and achievement. Based on research discussed in the textbook, what can Kate do to establish a classroom climate most conducive to learning and academic achievement?

Q: Secondary education refers to: A. second grade. B. middle school, junior high school, and high school. C. college. D. graduate school.

Q: According to Jacquelynne Eccles, a thorough understanding of school and its impact on adolescent development requires an examination of: A. what goes on beyond the classroom. B. what goes on in the classroom. C. the influence that parents have on their children's education. D. educational contexts outside of the United States.