A.   Role confusion

B.   Shame

C.    Inferiority

D.    Industry 

A.   Identity

B.   Autonomy

C.   Industry

D.   Trust

A.   Describe themselves in unrealistically positive terms

B.   Compare their own characteristics to those of peers

C.   reject conventional standards for moral behavior

D.   Experience role confusion

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

B.   experience shame, the negative outcome of middle childhood

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

D.   Develop a strong sense of superiority

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

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

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

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

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

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

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

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

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

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

C.   Have permissive parents

D.   Spend longer hours in child care

A.   Use a firm, controlling parenting style

B.    Encourage their children to stave for worthwhile goals

C.   Use frequent social comparisons 

D.   Make decisions for their children 

A.   Ability

B.   The malicious intent of another person

C.   Insufficient effort

D.   Bad luck

A.   Ability

B.   Effort

C.   Intelligence

D.   Luck 

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

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

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.    Lying and cheating

B.   Intentional wrongdoing

C.   Ignoring responsibilities 

D.    Depressive symptoms

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

B.   Negative emotions are more frequent than positive emotions

C.   Postive and negative emotions cannot be experienced simultaneously 

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

A.   Think about thinking 

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

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

D.   Redefine the situation and appraise it as unchangeable 

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

B.   Reject conventional standards for moral behavior

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

D.   Have internalized rules for good conduct 

A.   Jane, who has overly high self esteem 

B.   Lisa, who views others traits as changeable

C.   Helen, who views others traits as fixed

D.   Angie, who has very low self esteem

A.   Society of peers

B.   Church

C.   Extended family 

D.   home

A.   Show high rates of absenteeism and prosocial behavior

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

C.   Combine academic and social competence

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

A.   Rejected-withdrawn

B.   Rejected-assertive

C.   Popular-prosocial 

D.   Popular-aggressive

A.   Bullying often comes to an end

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

C.   The new friend is often ostracized by other children 

D.   The bully often targets the new friend

A.   Public speaking

B.   Personal defense 

C.   Public speaking

D.   Positive social skills

A.   Music; masculine

B.   Reading; feminine

C.   physical education; feminine

D.   Language arts; masculine

A.   Authoritarian 

B.   Permissive

C.   Authoritative 

D.   Uninvolved 

A.   Coregulation

B.   Transitive inference 

C.   Distributive justice

D.   Permissive parenting

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

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

C.    involves from parental control and greater child dependence

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

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

B.   Fathers engage in as much caregiving as mothers

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

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

A.   More gender-stereotyped beliefs

B.   Higher intelligence 

C.   More immature social behavior 

D.   Lower achievement 

A.   Have fewer emotional difficulties

B.   Are less likely to bend to peer pressure

C.   Are more likely to engage in antisocial behavior

D.   Show greater academic achievement 

A.   Controversial

B.   Self-care

C.   After-care

D.   Rejected

A.   Peer rejection

B.   Ghosts and goblins

C.   Thunder and lightning

D.   The dark 

A.   Impulsive

B.    Inhibited

C.   Active

D.   Easy

A.   Trend to avoid sexual activity in adolescence 

B.   Usually tell a parent or teacher what has happened

C.   Frequently displayed precocoious sexual knowledge and behavior 

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

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

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

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

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 with a mastery-oriented approach to new situations

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

A.   Exposure to fairy tales

B.   Exposure to negative information in media 

C.   Direct exposure to frightening events

D.   School or neighborhood bullies

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

B.   8 to 10 year old has permissive parents 

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

D.   11 to 13 year old, fears a bully

A.   Higher self-esteem

B.   Fewer behavior problems

C.   More adjustment problems 

D.   Better relationships with their parents

A.   Max, his 11 year old son

B.   Liem, his 3 year old son

C.   Harry, his 6 year old son

D.   Kate, his 9 year old daughter

A.   Mediated custody

B.   Coregulation

C.   Divorce mediation

D.   Joint custody 

A.   Mediation 

B.   Authoritarian parenting

C.   Joint physical custody

D.   Coparenting