Q&A Hero

Q: Which substance is most commonly used and abused by adolescents? A. alcohol B. marijuana C. nicotine D. cocaine

Q: Alcohol is the commonly used and abused substance in terms of: A. prevalence B. recency of use. C. Both A and B. D. Neither A nor B.

Q: Researchers have found all of the following with regard to problem behavior in adolescence, except: A. adolescents often exhibit one specific problem, such as depression, without exhibiting any others. B. adolescents may exhibit more than one problem within the same general category, such as depression and anxiety. C. adolescents may exhibit both internalizing and externalizing problems, such as depression and delinquency. D. adolescents with severe behavior problems are likely to have followed similar pathways to deviance, most typically with similar family problems.

Q: Greg suffers from depression. His friend, Matthew, also suffers from depression as well as conduct disorder. Which boy probably had worse family experiences? A. Chris B. Matthew C. both Chris and Matthew D. Neither boy; these problems cannot be attributed to the family,

Q: Which behavior would not be seen as a manifestation of lack of impulse control? A. truancy B. depression C. defiance D. academic difficulties

Q: The term "______ syndrome" refers to covariation among various types of externalizing disorders that results from an underlying trait of unconventionality found in the adolescent's personality and social environment. A. problem behavior B. biological risk C. social control D. gateway

Q: Which of the following individuals is most likely to engage in risk-taking behaviors? A. Marco, who is tolerant of deviance B. Karen, who is not highly connected to school or to a religious institution C. Patrick, who is very liberal in his social views D. all of these individuals are likely to engage in risky behaviors.

Q: Denise Kandel is most likely to argue that: A. a predisposition toward deviance may be inherited. B. biologically based differences account for differences in arousal and sensation-seeking. C. defiance develops in deviance-prone children who are reared in hostile environments. D. involvement in a given problem behavior may lead to involvement in other problem behaviors.

Q: According to social control theory, delinquency is caused by: A. unconventionality in the adolescent's personality. B. an inherited predisposition toward deviance. C. biologically based differences in arousal and sensation-seeking. D. a lack of bonds to the family, the school, or the workplace.

Q: What would a social control theorist say about an adolescent who engages in risk-taking behavior? A. They have a biological predisposition toward risky behavior. B. They are inherently unconventional. C. They have a weak attachment to society. D. They have authoritarian parents.

Q: The most worrisome alcohol related issues presented in the textbook is that: A. about 20% of high school seniors have had more than five drinks at one time and about 14% of high school seniors report having driven a car after drinking at least once in the past month. B. the majority of adolescents who use alcohol before their senior year of high school are likely to be alcoholics by the time they are 30 years old. C. about 93% of unwanted pregnancies among teenagers are caused by binge drinking. D. about 93% of rape cases between two adolescents occur when at least one of the two individuals is intoxicated.

Q: Which of the following statement about comorbidity is not true? A. co-occurring internalizing and externalizing problems are more prevalent among females than among males B. some experts question whether it makes sense to draw distinctions between anxiety and depression because rates of comorbidity are so high C. there is hardly any comorbidity among different psychosocial problems during adolescence within or across the broad categories (i.e., internalizing disorders, externalizing disorders, substance abuse) D. substance abuse problems are likely to be comorbid with both externalizing and internalizing problems

Q: When two problems occur together, such as substance abuse and depression, it is referred to as: A. comorbidity. B. coexisting. C. coterminous disorder. D. parallel diagnoses.

Q: Dara suffers from depression. What type of disorder does depression reflect? A. an externalizing disorder B. a psychosomatic disorder C. an internalizing disorder D. a personality disorder

Q: One recent international study found that which type of countries are likely to have adolescents whose alcohol use is not predictive of violence? A. poor countries B. countries with large income disparities C. countries that have relatively few adolescents compared to other generations D. countries where adolescents are more likely to drink in settings were adults are present

Q: Theodore has been referred to as an "acting-out" adolescent. He engages in delinquent behavior. Theodore is most likely exhibiting: A. externalizing symptomatology. B. psychosomatic symptomatology. C. internalizing symptomatology. D. psychopathological symptomatology.

Q: _______________ is an example of an internalizing disorder; _______________ is an example of an externalizing disorder. A. Depression; psychosomatic disturbance B. Anxiety; delinquency C. Drug and alcohol abuse; delinquency D. Truancy; psychosomatic disturbance

Q: Alice has a substance abuse problem. Which of the following problems is she also likely to have? A. internalizing disorder B. externalizing disorder C. internalizing and externalizing disorders are both likely to accompany substance use problems D. None of the above.

Q: Alcohol and tobacco use among adolescents is more common ______; however, illicit drug use (mainly marijuana) is more common _____. A. in most European countries than in the United States; in the United States than in European countries B. in the United States than in European countries; in most European countries than in the United States C. among males; among females D. among females; among males

Q: Christi suffers from depression. She also gets in fights at school to express her anger and sadness. Christi's problems fall into which category? A. internalizing disorder B. externalizing disorder C. Christi has comorbid disorders D. substance abuse

Q: Approximately how many of high school seniors have used steroids? A. almost all male high school athletes B. just less than half C. very few (about 2%) D. about 25%

Q: Approximately how many high school seniors have taken prescription drugs, like Percocet or Vicodin for recreational use? A. almost 80% B. just less than half C. not very many (about 7%) D. about 65%

Q: The textbook indicates that some risk taking behaviors may have: A. been evolutionarily adaptive. B. biological underpinnings. C. Both A and B are true. D. Neither A nor B is true.

Q: Peter's parents caught him drinking alcohol with a couple of his friends and now they're worried. They think his alcohol use might turn into a long-term problem. Which of the following best illustrates the nature of adolescent drug use? A. Many adolescents experiment with alcohol in high school without growing into adult alcoholics. B. Adolescent alcohol use is the first sign of long-term problems with drugs. C. Adolescent alcohol use is a clear indication of permissive parenting techniques. D. None of the above is true.

Q: Carol has just learned that her son, Mike, has been caught shoplifting for the fifth time. Carol told the police that Mike is just reacting to the stress of going through puberty. How accurate is Carol's idea? A. Carol is probably correct; adolescence is a very confusing time. B. Adolescent stress can only be part of the problem. There must be some problems at home as well. C. Carol is incorrect. Problem behavior is virtually never a direct consequence of going through the normative adolescent changes. D. Mike's problem behavior is difficult to trace to just one cause.

Q: Which of the following is the best explanation of serious problem behavior during adolescence? A. Problem behavior is the result of the hormonal changes that accompany puberty. B. Problem behavior is a manifestation of an inherent need to rebel against authority that is common during adolescence. C. Problem behavior results from having an identity crisis. D. Problem behavior is likely to be a sign that something is wrong.

Q: Shawn is told by his teacher that the task he is working on is too difficult for him. Therefore, Shawn believes that failure is inevitable. He is likely to develop: A. learned helplessness. B. attribution biases. C. achievement attributions. D. None of the above.

Q: The belief or expectation that one cannot control the forces in one's environment is called: A. underachievement. B. fear of failure. C. learned helplessness. D. temperament.

Q: Which scenario best represents adolescent alcohol use in today's society? A. Dahlia started using alcohol at age 17 and by age 19 had stopped drinking completely. B. Brian first tried alcohol at the beginning of high school and now, at 17, uses it only occasionally. C. Julia, a high school senior, has never tried alcohol. D. Michael, a 13-year-old, drinks alcohol almost every day with his friends.

Q: Since 1991, a survey assessing eighth-graders', tenth-graders', and high school seniors' use and abuse of a variety of drugs has been distributed to a nationwide sample every year. The name of this survey is: A. Examining the Future. B. Monitoring Tomorrow. C. Monitoring the Future. D. Focus on the Future.

Q: Denise has just been caught vandalizing public property for the fourth time this year. What is probably true of her early home and school life? A. Her problems have emerged only during adolescence. B. Her early home and school life were average. C. She probably had problems at home and school at an early age. D. Home and school life have not been shown to be connected to delinquency.

Q: Approximately how many teenagers develop drinking problems or permit alcohol to adversely affect their schooling or personal relationships? A. a reasonable amount B. relatively few C. a large proportion D. none

Q: Which of the following adolescent problems is likely to be resolved by adulthood? A. substance use B. delinquency C. unemployment D. All of the above.

Q: According to a study of more than 10,000 American adolescents, approximately _____ of all teenagers report having an anxiety disorder by age 18 and ______ of these individuals developed an anxiety disorder before turning 12. A. 60%; 2% B. one-third; almost all C. 50%; over 90% D. 15%; just over half

Q: Tory is performance motivated and believes that intelligence is a fixed trait. Based on this combination, Tory probably focuses on: A. external rewards. B. learning goals. C. self-regulatory goals. D. mastery goals.

Q: Ivan, who believes that intelligence is a malleable trait, is enrolled in several advanced placement classes. Mastering the subject material is more important to him than getting good grades. Ivan probably emphasizes: A. performance goals. B. learning goals. C. self-regulatory goals. D. evaluation goals.

Q: Which of the following is not likely to predict students' achievement-related behavior? A. whether the student has experienced a failure B. whether the student believes intelligence is fixed or malleable C. whether the student is mastery or performance motivated D. whether the student is confident in his/her abilities

Q: Professor Umbridge takes pleasure in making her students look foolish. She stresses the importance of grades more than mastery of the course material. Her students are likely to demonstrate all of the following, except: A. insecurity about their abilities. B. hesitation about challenging themselves. C. reluctance to ask her for help. D. a need to outperform their classmates.

Q: Students' motivation and school performance _______ when they enter into secondary school. A. remain the same B. increase C. decrease D. increase sharply and then plateau

Q: An explanation of why students' motivation and school achievement drop as they transition into secondary school is that: A. the subject matter becomes more difficult. B. teachers focus on grades (performance goals) rather than mastery of the material. C. they are intimidated by the older students. D. there is a decline in their use of self-handicapping strategies.

Q: Dr. Worthy studies achievement attributions. According to the textbook, she would be assessing the ways in which individuals attribute their performance to a combination of all of the following factors, except: A. ability and effort. B. task difficulty. C. luck. D. motivation.

Q: Jacob and Stephen just got a project back from their teacher that they had worked on together. They received a D on the project. Jacob said that it was because the project was too hard. Stephen said it was because they hadn't worked hard enough on the project. Which adolescent is most likely to try harder on future projects? A. Stephen B. Jacob C. Both boys will try harder next time. D. Neither boy will try hard next time because they failed this time.

Q: Current research addressing sex differences in achievement suggests that: A. girls still lag far behind boys on science and math. B. if differences in math and science are found today, they are very slight. C. girls have closed the math/science gap and have now become better in these subjects than boys. D. there were so many methodological flaws in the earlier research that the differences in boys' and girls' math and science abilities were unduly exaggerated.

Q: Antonio is very confident about his abilities; he has a strong sense of: A. academic success. B. self-efficacy. C. self-awareness. D. social desirability.

Q: Leroy plays video games not because he will win anything by doing well, or because anyone approves of his increasing skill, but because he enjoys getting better at the games. His behavior is an example of: A. mastery motivation. B. temperament. C. learned helplessness. D. extrinsic motivation.

Q: Motivation based on the rewards one will receive for successful performance is called: A. performance motivation. B. reward-punishment theory. C. extraneous achievement. D. mastery motivation.

Q: Whitney's present goal is to get good enough at spelling to earn the school's spelling trophy. Whitney's ambition is an example of: A. intrinsic motivation. B. mastery motivation. C. self-regulation. D. performance motivation.

Q: Margie sees herself as competent and genuinely enjoys learning. Manny experiences a great deal of anxiety and hesitation when facing a challenge because he doubts his abilities. All he wants to do is receive high grades so his parents won't punish him. Both are A students. Margie is most likely ________ motivated and Manny is most likely ________ motivated. A. mastery; intrinsically B. mastery; performance C. extrinsically; intrinsically D. performance; extrinsically

Q: Bill approaches new tasks with the attitude that he can master them, and he tries to do so because he wants to gain new skills. Bill is motivated by: A. a mastery orientation. B. extrinsic forces. C. fear of failure. D. learned helplessness.

Q: Janelle is told that, no matter how hard she tries, she will likely not pass the exam. As a result, she believes that failure is inevitable and stops "wasting" her time studying. What has Janelle developed? A. scapegoating B. inflated self-efficacy C. fear of failure D. learned helplessness

Q: Every time that Frank receives an A on his report card, his grandmother gives him $50. However, if Frank receives a C, he is grounded for 2 weeks. Frank will probably develop: A. a high achievement motivation. B. mastery motivation. C. performance motivation. D. Type-A behavior.

Q: Marty's main concern in playing soccer is whether his performance will be good enough to win his father's attention and approval. Marty's behavior is being motivated by: A. intrinsic forces. B. a performance orientation. C. temperament. D. crystallization.

Q: Professor Stein wants to test the stereotype threat effect. What is the most likely scenario if this effect does, in fact, occur? A. Professor Stein tells participants in the experimental group that members of their ethnic group perform poorly on the type of task that he is asking them to perform, and these participants actually perform better than participants in the control group. B. Professor Stein tells participants in the experimental group that members of their ethnic group perform poorly on the type of task that he is asking them to perform, and these participants perform more poorly than participants in the control group. C. Professor Stein tells participants in the experimental group that members of their ethnic group perform extremely well on the type of task that he is asking them to perform, and these participants perform more poorly than participants in the control group. D. Professor Stein tells participants in the experimental group that participants in the control group do not like them because of their ethnic background, so the experimental group members act aggressively toward members of the control group.

Q: To the extent individuals believe widely held stereotypes about ethnic or sex differences in ability, the ________ suggests that their performance will be affected, depending on how they expect to perform. A. stereotype threat effect B. gender differences effect C. general expectations theory D. self-efficacy hypothesis

Q: Peter, who does exceptionally well in school, is likely to attribute his academic successes and failures to causes such as: A. ability and luck. B. ability and effort. C. effort and task difficulty. D. effort and luck.

Q: Mastery motivation is most similar to: A. intrinsic motivation. B. mastery motivation. C. evaluation anxiety. D. extrinsic motivation.

Q: Performance motivation is most similar to: A. intrinsic motivation. B. mastery motivation. C. evaluation anxiety. D. extrinsic motivation.

Q: Motivation based on the pleasure one will experience from mastering a task is called: A. extrinsic motivation. B. mastery motivation. C. intuitive motivation. D. performance motivation.

Q: Adolescents who come from family environments in which parents have set unrealistically high standards for their children's achievement and react very negatively to failure are most likely to develop: A. mastery motivation. B. a fear of failure. C. Type-A personality characteristics. D. a high achievement motivation.

Q: Jason is an intelligent youngster who avoids challenging situations because of his intense fear of failure. Despite his innate ability, he gets low grades and has trouble persisting even with easy tasks. Jason is: A. a failure. B. an underachiever. C. bored. D. a loader.

Q: Alicia has trouble persisting at tasks and fears failure. Her grades are far lower than one would expect based on her intellectual ability. She is a(n): A. failure. B. underachiever. C. delinquent. D. normal adolescent.

Q: Connie believes that intelligence is fixed. Which of the following is most likely true for Connie? A. Connie is likely to be performance-oriented. B. Connie's school or task performance is not likely to be affected by fluctuations in her confidence. C. Connie is likely to be mastery-oriented. D. Connie is likely to seek opportunities to engage in challenging tasks.

Q: Sonya has scored in the top 1 percentile on an IQ test, yet she gets below average grades in school. What is true about Sonya? A. She doesn't care about school. B. She has low self-esteem. C. She is a delinquent. D. She is an underachiever.

Q: According to the textbook, which of the following is not true in classrooms in which teachers are very performance-oriented? A. Students feel more alienated from the school. B. Students have lower feelings of self-efficacy. C. Students are more likely to engage in self-handicapping behavior. D. Students are likely to actually learn the material.

Q: Which statement about underachievement is false? A. Many underachievers receive far better grades in school that you would expect based on intelligence tests. B. Some students choose to appear uninterested in school to get more respect from their peers. C. Many students want to ensure that they have an "excuse" for poor performance other than a lack of ability. D. Some students use "self-handicapping" strategies to diminish the importance of academics as a response to their poor performance.

Q: One disturbing finding is that there appears to be a drop in students' _____ motivation as they transition from elementary into secondary school; which could be due to the fact that _____. A. mastery motivation; teachers become more performance-oriented during this time B. performance motivation; teachers become more mastery-oriented during this time C. mastery motivation; students have many other things to worry about than school performance D. performance motivation; peers become much more important than schoolwork at this time

Q: Which of the following adolescents is not likely to develop a performance-orientation? A. Sheryl, whose parents give her cash when she gets As on her exams B. Leslie, whose parents ground her when she does not do well in her courses C. Rachel, whose parents excessively check her homework every night D. Autumn, whose parents encourage her autonomy

Q: The text suggests that one set of factors that may differentiate the academically "rich" from the academically "poor" early in the educational setting is _________ and _________. A. motivation to succeed; beliefs about the causes of success and failure B. neighborhood; socioeconomic factors C. genetic inheritance; prejudice against minorities D. parents' level of education; parents' attitudes toward education

Q: What do the most recent models of the psychological process of achievement during adolescence illustrate? A. students' beliefs about their abilities influence their motivation B. students' motivation influences their performance C. students' performance influences their beliefs D. All of the above are true.

Q: Even though Chloe works very hard in school, she gives her classmates the impression that she is uninterested in school in order to have an excuse for her poor performance. What type of behavior is this? A. learned helplessness B. self-handicapping C. need for fulfillment D. need for success

Q: Alice has worked all evening on a psychology assignment that is not being graded. She has a very strong: A. need for approval. B. achievement motivation. C. need for fulfillment. D. need for success.

Q: John and Mary want their children to develop a strong achievement motivation. In addition to using an authoritative parenting style, they also should: A. punish their children's failures. B. encourage their children's successes. C. compare their children to other children who are successful. D. set difficult tasks for their children to accomplish.

Q: Amy gets extremely nervous during exams and never does as well as she should because of these anxious feelings. She has a very strong: A. fear of rejection. B. fear of testing. C. fear of failure. D. fear of evaluation.

Q: The textbook indicates that parents' and adolescents' expectations influence each other over time. What is one area in which parental expectations may play an especially important role? A. mathematics B. science C. writing D. athletics 20. Al's parents expect him to receive all As on his report card, play quarterback for the football team, and win the election for senior class president. When Al came home with a B+ on his report card, his parents grounded him for a month. Al probably will develop: A. a high achievement motivation. B. a fear of failure. C. a mastery type of motivation. D. learned helplessness.

Q: Which one of the following is not a reason that the cognitive changes of adolescence affect achievement? A. The cognitive changes of adolescence allow individuals to engage in longer-term, hypothetical thinking that affects many decisions that high school students will have to make. B. The personal fable inherent in adolescence will make it difficult for older high school students to realize that, if they do not hard try in school, they may not be accepted into their first- or second-choice universities. C. The cognitive changes of adolescence enable individuals to study subjects, such as algebra and other advanced math classes, which require more sophisticated cognitive abilities. D. Adolescents' increased future orientation allows individuals to think about and plan their long-term educational and occupational goals.

Q: What is the main reason that many achievement-related issues take on new significance during adolescence? A. biological transitions B. social transitions C. changes in cognitions D. achievement-related issues do not take on new significance during adolescence

Q: According to Mischel's classic study conducted nearly 50 years ago, what would you predict about Evelyn, who, in elementary and high school always scored at the top of her class, and now, as an adult, is a successful executive? A. It is likely that in preschool, when given the choice between eating one marshmallow now or waiting for two, she was able to negotiate getting two marshmallows without waiting the full 15 minutes. B. It is likely that Evelyn was securely attached in preschool. C. It is likely that Evelyn scored relatively high on an IQ test in preschool. D. When Evelyn was a preschooler, it is likely that, when given the choice between eating one marshmallow now or waiting 15 minutes to get two of them, she was able to wait.

Q: Which of the following statements regarding social roles and achievement is not true? A. Adolescence is the period when important educational and occupational decisions are made. B. In most industrialized societies, it is not until adolescence that individuals attain the status necessary to decide whether they will continue or end their formal education. C. In most industrialized societies, it is not until adolescence that individuals are allowed to enter the labor force in an official capacity. D. During adolescence, most individuals solidify career choices.

Q: Achievement concerns the development of motives, capabilities, interests, and behavior that relate to ______________ in evaluative situations. A. performance B. outcomes C. emotional response D. None of the above.

Q: The extent to which an individual strives for success is referred to as: A. mood composition. B. achievement motivation. C. personality structure. D. self-orientation.