A.   Shame

B.   Role confusion

C.    Inferiority

D.    Industry 

A.   Identity

B.   Trust

C.   Autonomy

D.   Industry

A.   Describe themselves in unrealistically positive terms

B.   reject conventional standards for moral behavior

C.   Compare their own characteristics to those of peers

D.   Experience role confusion

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

B.   Develop a strong sense of superiority

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

D.   experience shame, the negative outcome of middle childhood

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

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

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

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

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

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

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

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

A.   Spend longer hours in child care

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

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

D.   Have permissive parents

A.   Use frequent social comparisons 

B.    Encourage their children to stave for worthwhile goals

C.   Make decisions for their children 

D.   Use a firm, controlling parenting style

A.   The malicious intent of another person

B.   Ability

C.   Bad luck

D.   Insufficient effort

A.   Effort

B.   Ability

C.   Luck 

D.   Intelligence

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

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

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

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

A.   Ignoring responsibilities 

B.    Depressive symptoms

C.   Intentional wrongdoing

D.    Lying and cheating

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

B.   Postive and negative emotions cannot be experienced simultaneously 

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

D.   Negative emotions are more frequent than positive emotions

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

B.   Redefine the situation and appraise it as unchangeable 

C.   Think about thinking 

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

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

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

C.   Have internalized rules for good conduct 

D.   Reject conventional standards for moral behavior

A.   Helen, who views others traits as fixed

B.   Jane, who has overly high self esteem 

C.   Lisa, who views others traits as changeable

D.   Angie, who has very low self esteem

A.   Extended family 

B.   home

C.   Society of peers

D.   Church

A.   Combine academic and social competence

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

C.   Show high rates of absenteeism and prosocial behavior

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

A.   Popular-aggressive

B.   Popular-prosocial 

C.   Rejected-assertive

D.   Rejected-withdrawn

A.   The new friend is often ostracized by other children 

B.   Bullying often comes to an end

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

D.   The bully often targets the new friend

A.   Public speaking

B.   Positive social skills

C.   Public speaking

D.   Personal defense 

A.   Reading; feminine

B.   Music; masculine

C.   Language arts; masculine

D.   physical education; feminine

A.   Uninvolved 

B.   Authoritarian 

C.   Permissive

D.   Authoritative 

A.   Distributive justice

B.   Coregulation

C.   Permissive parenting

D.   Transitive inference 

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

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

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

D.    involves from parental control and greater child dependence

A.   Fathers engage in as much caregiving as mothers

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

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

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

A.   More gender-stereotyped beliefs

B.   Lower achievement 

C.   More immature social behavior 

D.   Higher intelligence 

A.   Show greater academic achievement 

B.   Are more likely to engage in antisocial behavior

C.   Have fewer emotional difficulties

D.   Are less likely to bend to peer pressure

A.   Self-care

B.   Controversial

C.   Rejected

D.   After-care

A.   Ghosts and goblins

B.   Thunder and lightning

C.   The dark 

D.   Peer rejection

A.   Easy

B.   Impulsive

C.    Inhibited

D.   Active

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

B.   Trend to avoid sexual activity in adolescence 

C.   Frequently displayed precocoious sexual knowledge and behavior 

D.   Usually tell a parent or teacher what has happened

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

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

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

A.   Exposure to fairy tales

B.   Exposure to negative information in media 

C.   School or neighborhood bullies

D.   Direct exposure to frightening events

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

B.   11 to 13 year old, fears a bully

C.   8 to 10 year old has permissive parents 

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

A.   Better relationships with their parents

B.   Fewer behavior problems

C.   More adjustment problems 

D.   Higher self-esteem

A.   Liem, his 3 year old son

B.   Max, his 11 year old son

C.   Harry, his 6 year old son

D.   Kate, his 9 year old daughter

A.   Joint custody 

B.   Mediated custody

C.   Coregulation

D.   Divorce mediation

A.   Coparenting 

B.   Authoritarian parenting

C.   Mediation 

D.   Joint physical custody