A.    Industry 

B.   Shame

C.    Inferiority

D.   Role confusion

A.   Autonomy

B.   Industry

C.   Identity

D.   Trust

A.   reject conventional standards for moral behavior

B.   Describe themselves in unrealistically positive terms

C.   Compare their own characteristics to those of peers

D.   Experience role confusion

A.   experience shame, the negative outcome of middle childhood

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

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

D.   Develop a strong sense of superiority

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

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

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

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

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

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

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

B.   Spend longer hours in child care

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

D.   Have permissive parents

A.    Encourage their children to stave for worthwhile goals

B.   Use a firm, controlling parenting style

C.   Use frequent social comparisons 

D.   Make decisions for their children 

A.   Bad luck

B.   The malicious intent of another person

C.   Insufficient effort

D.   Ability

A.   Effort

B.   Luck 

C.   Intelligence

D.   Ability

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

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 is an alternative to instruction in effective strategies and self-regulation

A.   Ignoring responsibilities 

B.    Depressive symptoms

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

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

A.   Think about thinking 

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

C.   Redefine the situation and appraise it as unchangeable 

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

A.   Reject conventional standards for moral behavior

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

C.   Have internalized rules for good conduct 

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

A.   Jane, who has overly high self esteem 

B.   Helen, who views others traits as fixed

C.   Angie, who has very low self esteem

D.   Lisa, who views others traits as changeable

A.   Extended family 

B.   Church

C.   Society of peers

D.   home

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

B.   Combine academic and social competence

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

D.   Show high rates of absenteeism and prosocial behavior

A.   Popular-aggressive

B.   Popular-prosocial 

C.   Rejected-assertive

D.   Rejected-withdrawn

A.   The new friend is often ostracized by other children 

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

C.   Bullying often comes to an end

D.   The bully often targets the new friend

A.   Personal defense 

B.   Positive social skills

C.   Public speaking

D.   Public speaking

A.   physical education; feminine

B.   Language arts; masculine

C.   Reading; feminine

D.   Music; masculine

A.   Authoritative 

B.   Authoritarian 

C.   Permissive

D.   Uninvolved 

A.   Transitive inference 

B.   Permissive parenting

C.   Distributive justice

D.   Coregulation

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

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.    involves from parental control and greater child dependence

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.   Lower achievement 

D.   More immature social behavior 

A.   Are more likely to engage in antisocial behavior

B.   Have fewer emotional difficulties

C.   Show greater academic achievement 

D.   Are less likely to bend to peer pressure

A.   Rejected

B.   Self-care

C.   Controversial

D.   After-care

A.   Peer rejection

B.   Ghosts and goblins

C.   Thunder and lightning

D.   The dark 

A.   Active

B.   Impulsive

C.    Inhibited

D.   Easy

A.   Trend to avoid sexual activity in adolescence 

B.   Usually tell a parent or teacher what has happened

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

D.   Frequently displayed precocoious sexual knowledge and behavior 

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

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

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

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

A.   School or neighborhood bullies

B.   Direct exposure to frightening events

C.   Exposure to fairy tales

D.   Exposure to negative information in media 

A.   8 to 10 year old has permissive parents 

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

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

D.   11 to 13 year old, fears a bully

A.   Better relationships with their parents

B.   Fewer behavior problems

C.   More adjustment problems 

D.   Higher self-esteem

A.   Harry, his 6 year old son

B.   Kate, his 9 year old daughter

C.   Liem, his 3 year old son

D.   Max, his 11 year old son

A.   Mediated custody

B.   Joint custody 

C.   Coregulation

D.   Divorce mediation

A.   Joint physical custody

B.   Mediation 

C.   Authoritarian parenting

D.   Coparenting