A.   Role confusion

B.    Inferiority

C.    Industry 

D.   Shame

A.   Industry

B.   Identity

C.   Trust

D.   Autonomy

A.   Experience role confusion

B.   Compare their own characteristics to those of peers

C.   Describe themselves in unrealistically positive terms

D.   reject conventional standards for moral behavior

A.   experience shame, the negative outcome of middle childhood

B.   Form an ideal self that they use to evaluate their real self 

C.   Seldom look to people beyond the family for information about themselves 

D.   Develop a strong sense of superiority

A.   School-age children often avoid making social comparisons when describing themselves

B.   In middle childhood, self-descriptions rarely include reference to social groups

C.   A large discrepancy between an ideal self and a real self boosts self esteem

D.   As children move into adolescences, self concept is increasingly vested in feedback from close friends

A.   Children's self evaluations become increasingly vague and overlapping with age

B.   Perceived physical appearance correlates more strongly with overall self-worth than any other self-esteem factor

C.   Throughout middle childhood, girls' self esteem tends to be higher than boys'

D.   From fourth grade on, self esteem drops for the majority of young people

A.   Attend schools in high SES neighborhoods, regardless of their own SES

B.   Attend school where their SES and ethnic groups are well-represented

C.   Have permissive parents

D.   Spend longer hours in child care

A.   Use frequent social comparisons 

B.   Use a firm, controlling parenting style

C.    Encourage their children to stave for worthwhile goals

D.   Make decisions for their children 

A.   Ability

B.   The malicious intent of another person

C.   Insufficient effort

D.   Bad luck

A.   Effort

B.   Ability

C.   Intelligence

D.   Luck 

A.   Attribution retraining is an alternative to instruction in effective strategies and self-regulation

B.   Following a failure, children are given repeated feedback that helps them revise their attributions, such as "You can do it if you try harder."

C.   One approach is to encourage low-effort students to focus more on grades and less on mastering a task for individual improvement 

D.   Attribution retraining encourages children to believe that success should be attributed to ability, rather than luck or effort

A.    Depressive symptoms

B.   Ignoring responsibilities 

C.    Lying and cheating

D.   Intentional wrongdoing

A.   Postive and negative emotions cannot be experienced simultaneously 

B.   Negative emotions are more frequent than positive emotions

C.   People's expressions may not reflect their true feelings

D.   Tone of voice is a more accurate predicator of emotion than facial expressions

A.   Redefine the situation and appraise it as unchangeable 

B.   Opt for distraction when faced with outcomes beyond their control, such as receiving a bad grade

C.   Appraise the situation as changeable, identify the difficulty and decide what to do about it 

D.   Think about thinking 

A.   Have internalized rules for good conduct 

B.   Reject conventional standards for moral behavior

C.   Begin to recognize that the context of behavior is more important than the intent

D.   Pick up morally relevant behaviors,but do not understand the reasons behind them

A.   Helen, who views others traits as fixed

B.   Angie, who has very low self esteem

C.   Jane, who has overly high self esteem 

D.   Lisa, who views others traits as changeable

A.   Church

B.   home

C.   Extended family 

D.   Society of peers

A.   Include "tough" boys and relationally aggressive boys and girls

B.   Are anxious, unhappy, and low in self-esteem

C.   Show high rates of absenteeism and prosocial behavior

D.   Combine academic and social competence

A.   Popular-prosocial 

B.   Rejected-assertive

C.   Popular-aggressive

D.   Rejected-withdrawn

A.   The bully often targets the new friend

B.   Bullying often comes to an end

C.   The new friend is often ostracized by other children 

D.    The children are more likely to team up and retaliate against the bully

A.   Positive social skills

B.   Personal defense 

C.   Public speaking

D.   Public speaking

A.   physical education; feminine

B.   Language arts; masculine

C.   Music; masculine

D.   Reading; feminine

A.   Authoritarian 

B.   Uninvolved 

C.   Permissive

D.   Authoritative 

A.   Transitive inference 

B.   Permissive parenting

C.   Distributive justice

D.   Coregulation

A.    involves from parental control and greater child dependence

B.   Is an agreement between parents and other caregivers to be consistent with rules 

C.   Involves general parental oversight while letting the child make moment by moment decisions 

D.    Is a permissive child-rearing style where the child takes responsibly or making rules

A.   Fathers are more knowledgeable than mothers about children's everyday activities 

B.   Fathers engage in as much caregiving as mothers

C.   Each parents tends to devote more time to children of his or her own sex

D.   Fathers spend more time than meters with school-age children 

A.   More gender-stereotyped beliefs

B.   More immature social behavior 

C.   Higher intelligence 

D.   Lower achievement 

A.   Are more likely to engage in antisocial behavior

B.   Have fewer emotional difficulties

C.   Are less likely to bend to peer pressure

D.   Show greater academic achievement 

A.   Self-care

B.   Controversial

C.   After-care

D.   Rejected

A.   Thunder and lightning

B.   Peer rejection

C.   The dark 

D.   Ghosts and goblins

A.   Impulsive

B.    Inhibited

C.   Active

D.   Easy

A.   Adjust better when allowed to face their abuser in court 

B.   Frequently displayed precocoious sexual knowledge and behavior 

C.   Usually tell a parent or teacher what has happened

D.   Trend to avoid sexual activity in adolescence 

A.   Traits and experiences that protect children against psychological disturbance are unknown

B.   There is a strong relationship between stressful experiences and psychological disturbance 

C.   Often just one or a few protective factors account for a child being "stress-resilient"

A.   Is a preexisting attribute weather than a capacity that develops over time

B.   Is less common among children whose parents use an authoritative child rearing style

C.   Enables children to use internal and external resources to cope with adversity

D.   Is less common among children with a mastery-oriented approach to new situations

A.   Direct exposure to frightening events

B.   School or neighborhood bullies

C.   Exposure to negative information in media 

D.   Exposure to fairy tales

A.   8 to 10 year old has permissive parents 

B.   5 to 7 year old is afraid of academic failure

C.   8 to 10 year old, is afraid to be separated from his mother

D.   11 to 13 year old, fears a bully

A.   Better relationships with their parents

B.   Fewer behavior problems

C.   Higher self-esteem

D.   More adjustment problems 

A.   Kate, his 9 year old daughter

B.   Liem, his 3 year old son

C.   Harry, his 6 year old son

D.   Max, his 11 year old son

A.   Joint custody 

B.   Coregulation

C.   Divorce mediation

D.   Mediated custody

A.   Coparenting 

B.   Authoritarian parenting

C.   Joint physical custody

D.   Mediation