A.   Shame

B.    Inferiority

C.   Role confusion

D.    Industry 

A.   Autonomy

B.   Identity

C.   Industry

D.   Trust

A.   Describe themselves in unrealistically positive terms

B.   Experience role confusion

C.   Compare their own characteristics to those of peers

D.   reject conventional standards for moral behavior

A.   Develop a strong sense of superiority

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

C.   experience shame, the negative outcome of middle childhood

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

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

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.   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.   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.   Make decisions for their children 

B.   Use frequent social comparisons 

C.    Encourage their children to stave for worthwhile goals

D.   Use a firm, controlling parenting style

A.   The malicious intent of another person

B.   Bad luck

C.   Insufficient effort

D.   Ability

A.   Intelligence

B.   Effort

C.   Ability

D.   Luck 

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

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

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

A.   Ignoring responsibilities 

B.    Depressive symptoms

C.    Lying and cheating

D.   Intentional wrongdoing

A.   Negative emotions are more frequent than positive emotions

B.   Postive and negative emotions cannot be experienced simultaneously 

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

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

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

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

C.   Think about thinking 

D.   Redefine the situation and appraise it as unchangeable 

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

B.   Have internalized rules for good conduct 

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

D.   Reject conventional standards for moral behavior

A.   Helen, who views others traits as fixed

B.   Lisa, who views others traits as changeable

C.   Jane, who has overly high self esteem 

D.   Angie, who has very low self esteem

A.   home

B.   Church

C.   Extended family 

D.   Society of peers

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.   Popular-prosocial 

B.   Rejected-assertive

C.   Popular-aggressive

D.   Rejected-withdrawn

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

B.   The bully often targets the new friend

C.   The new friend is often ostracized by other children 

D.   Bullying often comes to an end

A.   Public speaking

B.   Personal defense 

C.   Public speaking

D.   Positive social skills

A.   Language arts; masculine

B.   physical education; feminine

C.   Reading; feminine

D.   Music; masculine

A.   Uninvolved 

B.   Permissive

C.   Authoritarian 

D.   Authoritative 

A.   Coregulation

B.   Permissive parenting

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

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 are more knowledgeable than mothers about children's everyday activities 

C.   Fathers engage in as much caregiving as mothers

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

A.   Lower achievement 

B.   Higher intelligence 

C.   More gender-stereotyped beliefs

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.   After-care

B.   Controversial

C.   Self-care

D.   Rejected

A.   Thunder and lightning

B.   Ghosts and goblins

C.   The dark 

D.   Peer rejection

A.   Impulsive

B.    Inhibited

C.   Easy

D.   Active

A.   Frequently displayed precocoious sexual knowledge and behavior 

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

C.   Trend to avoid sexual activity in adolescence 

D.   Usually tell a parent or teacher what has happened

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

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

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.   School or neighborhood bullies

C.   Direct exposure to frightening events

D.   Exposure to negative information in media 

A.   11 to 13 year old, fears a bully

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

C.   8 to 10 year old has permissive parents 

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

A.   Higher self-esteem

B.   More adjustment problems 

C.   Better relationships with their parents

D.   Fewer behavior problems

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.   Coparenting 

B.   Mediation 

C.   Joint physical custody

D.   Authoritarian parenting