A.   Role confusion

B.    Industry 

C.   Shame

D.    Inferiority

A.   Industry

B.   Trust

C.   Autonomy

D.   Identity

A.   reject conventional standards for moral behavior

B.   Describe themselves in unrealistically positive terms

C.   Experience role confusion

D.   Compare their own characteristics to those of peers

A.   Develop a strong sense of superiority

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.   experience shame, the negative outcome of middle childhood

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

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

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

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

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

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

A.   Spend longer hours in child care

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

C.   Have permissive parents

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

A.    Encourage their children to stave for worthwhile goals

B.   Make decisions for their children 

C.   Use frequent social comparisons 

D.   Use a firm, controlling parenting style

A.   Insufficient effort

B.   The malicious intent of another person

C.   Ability

D.   Bad luck

A.   Luck 

B.   Ability

C.   Effort

D.   Intelligence

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

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

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

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

A.   Ignoring responsibilities 

B.    Lying and cheating

C.    Depressive symptoms

D.   Intentional wrongdoing

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

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

C.   Postive and negative emotions cannot be experienced simultaneously 

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.   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.   Have internalized rules for good conduct 

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.   Angie, who has very low self esteem

B.   Helen, who views others traits as fixed

C.   Lisa, who views others traits as changeable

D.   Jane, who has overly high self esteem 

A.   Society of peers

B.   Extended family 

C.   Church

D.   home

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

B.   Show high rates of absenteeism and prosocial behavior

C.   Combine academic and social competence

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

A.   Popular-aggressive

B.   Rejected-withdrawn

C.   Rejected-assertive

D.   Popular-prosocial 

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

B.   Bullying often comes to an end

C.   The bully often targets the new friend

D.   The new friend is often ostracized by other children 

A.   Personal defense 

B.   Public speaking

C.   Positive social skills

D.   Public speaking

A.   Music; masculine

B.   Reading; feminine

C.   Language arts; masculine

D.   physical education; feminine

A.   Authoritative 

B.   Uninvolved 

C.   Permissive

D.   Authoritarian 

A.   Distributive justice

B.   Permissive parenting

C.   Coregulation

D.   Transitive inference 

A.    involves from parental control and greater child dependence

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

A.   Fathers engage in as much caregiving as mothers

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

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

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

A.   More immature social behavior 

B.   More gender-stereotyped beliefs

C.   Higher intelligence 

D.   Lower achievement 

A.   Show greater academic achievement 

B.   Have fewer emotional difficulties

C.   Are less likely to bend to peer pressure

D.   Are more likely to engage in antisocial behavior

A.   Controversial

B.   After-care

C.   Rejected

D.   Self-care

A.   Thunder and lightning

B.   Peer rejection

C.   The dark 

D.   Ghosts and goblins

A.   Impulsive

B.    Inhibited

C.   Easy

D.   Active

A.   Usually tell a parent or teacher what has happened

B.   Trend to avoid sexual activity in adolescence 

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

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

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

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

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

A.   Direct exposure to frightening events

B.   Exposure to negative information in media 

C.   Exposure to fairy tales

D.   School or neighborhood bullies

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

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

C.   11 to 13 year old, fears a bully

D.   8 to 10 year old has permissive parents 

A.   Better relationships with their parents

B.   More adjustment problems 

C.   Fewer behavior problems

D.   Higher self-esteem

A.   Liem, his 3 year old son

B.   Harry, his 6 year old son

C.   Kate, his 9 year old daughter

D.   Max, his 11 year old son

A.   Coregulation

B.   Mediated custody

C.   Divorce mediation

D.   Joint custody 

A.   Joint physical custody

B.   Authoritarian parenting

C.   Coparenting 

D.   Mediation