A.   Role confusion

B.   Shame

C.    Industry 

D.    Inferiority

A.   Autonomy

B.   Industry

C.   Trust

D.   Identity

A.   Compare their own characteristics to those of peers

B.   reject conventional standards for moral behavior

C.   Describe themselves in unrealistically positive terms

D.   Experience role confusion

A.   Develop a strong sense of superiority

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

C.   experience shame, the negative outcome of middle childhood

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

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

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

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

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

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

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

A.   Have permissive parents

B.   Spend longer hours in child care

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

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

A.   Use frequent social comparisons 

B.   Use a firm, controlling parenting style

C.   Make decisions for their children 

D.    Encourage their children to stave for worthwhile goals

A.   The malicious intent of another person

B.   Insufficient effort

C.   Ability

D.   Bad luck

A.   Intelligence

B.   Ability

C.   Effort

D.   Luck 

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

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

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

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

A.   Ignoring responsibilities 

B.   Intentional wrongdoing

C.    Lying and cheating

D.    Depressive symptoms

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

B.   Postive and negative emotions cannot be experienced simultaneously 

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

D.   Negative emotions are more frequent than positive emotions

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.   Have internalized rules for good conduct 

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

C.   Reject conventional standards for moral behavior

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

A.   Angie, who has very low self esteem

B.   Jane, who has overly high self esteem 

C.   Lisa, who views others traits as changeable

D.   Helen, who views others traits as fixed

A.   Society of peers

B.   home

C.   Extended family 

D.   Church

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

B.   Combine academic and social competence

C.   Show high rates of absenteeism and prosocial behavior

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

A.   Rejected-assertive

B.   Rejected-withdrawn

C.   Popular-aggressive

D.   Popular-prosocial 

A.   Bullying often comes to an end

B.   The new friend is often ostracized by other children 

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

D.   The bully often targets the new friend

A.   Positive social skills

B.   Personal defense 

C.   Public speaking

D.   Public speaking

A.   Music; masculine

B.   physical education; feminine

C.   Language arts; masculine

D.   Reading; feminine

A.   Authoritarian 

B.   Permissive

C.   Uninvolved 

D.   Authoritative 

A.   Permissive parenting

B.   Coregulation

C.   Transitive inference 

D.   Distributive justice

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

B.    involves from parental control and greater child dependence

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

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

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

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

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

D.   Fathers engage in as much caregiving as mothers

A.   Lower achievement 

B.   Higher intelligence 

C.   More gender-stereotyped beliefs

D.   More immature social behavior 

A.   Are less likely to bend to peer pressure

B.   Show greater academic achievement 

C.   Have fewer emotional difficulties

D.   Are more likely to engage in antisocial behavior

A.   Rejected

B.   Self-care

C.   Controversial

D.   After-care

A.   Ghosts and goblins

B.   The dark 

C.   Peer rejection

D.   Thunder and lightning

A.   Easy

B.   Active

C.    Inhibited

D.   Impulsive

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

B.   Trend to avoid sexual activity in adolescence 

C.   Usually tell a parent or teacher what has happened

D.   Frequently displayed precocoious sexual knowledge and behavior 

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

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

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

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

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 a preexisting attribute weather than a capacity that develops over time

A.   Direct exposure to frightening events

B.   School or neighborhood bullies

C.   Exposure to negative information in media 

D.   Exposure to fairy tales

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

B.   8 to 10 year old has permissive parents 

C.   11 to 13 year old, fears a bully

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

A.   Higher self-esteem

B.   Fewer behavior problems

C.   Better relationships with their parents

D.   More adjustment problems 

A.   Harry, his 6 year old son

B.   Kate, his 9 year old daughter

C.   Max, his 11 year old son

D.   Liem, his 3 year old son

A.   Joint custody 

B.   Coregulation

C.   Divorce mediation

D.   Mediated custody

A.   Joint physical custody

B.   Mediation 

C.   Authoritarian parenting

D.   Coparenting