A.   Shame

B.   Role confusion

C.    Inferiority

D.    Industry 

A.   Autonomy

B.   Identity

C.   Trust

D.   Industry

A.   Compare their own characteristics to those of peers

B.   Describe themselves in unrealistically positive terms

C.   reject conventional standards for moral behavior

D.   Experience role confusion

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

B.   Develop a strong sense of superiority

C.   experience shame, the negative outcome of middle childhood

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

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

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

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

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

C.   Spend longer hours in child care

D.   Have permissive parents

A.   Use a firm, controlling parenting style

B.   Use frequent social comparisons 

C.   Make decisions for their children 

D.    Encourage their children to stave for worthwhile goals

A.   Insufficient effort

B.   Ability

C.   The malicious intent of another person

D.   Bad luck

A.   Effort

B.   Ability

C.   Luck 

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

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

A.    Depressive symptoms

B.   Ignoring responsibilities 

C.    Lying and cheating

D.   Intentional wrongdoing

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

B.   Postive and negative emotions cannot be experienced simultaneously 

C.   Negative emotions are more frequent than positive emotions

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

A.   Redefine the situation and appraise it as unchangeable 

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.   Think about thinking 

A.   Have internalized rules for good conduct 

B.   Reject conventional standards for moral behavior

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.   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.   Extended family 

B.   Church

C.   home

D.   Society of peers

A.   Combine academic and social competence

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

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

D.   Show high rates of absenteeism and prosocial behavior

A.   Popular-aggressive

B.   Rejected-withdrawn

C.   Popular-prosocial 

D.   Rejected-assertive

A.   The bully often targets the new friend

B.   Bullying often comes to an end

C.   The new friend is often ostracized by other children 

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

A.   Public speaking

B.   Public speaking

C.   Positive social skills

D.   Personal defense 

A.   physical education; feminine

B.   Language arts; masculine

C.   Music; masculine

D.   Reading; feminine

A.   Uninvolved 

B.   Authoritarian 

C.   Authoritative 

D.   Permissive

A.   Coregulation

B.   Permissive parenting

C.   Transitive inference 

D.   Distributive justice

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 from parental control and greater child dependence

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

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

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

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

D.   Fathers engage in as much caregiving as mothers

A.   More gender-stereotyped beliefs

B.   More immature social behavior 

C.   Higher intelligence 

D.   Lower achievement 

A.   Are more likely to engage in antisocial behavior

B.   Show greater academic achievement 

C.   Are less likely to bend to peer pressure

D.   Have fewer emotional difficulties

A.   Rejected

B.   After-care

C.   Self-care

D.   Controversial

A.   Thunder and lightning

B.   The dark 

C.   Ghosts and goblins

D.   Peer rejection

A.   Easy

B.   Impulsive

C.    Inhibited

D.   Active

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.   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.   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.   Direct exposure to frightening events

B.   School or neighborhood bullies

C.   Exposure to negative information in media 

D.   Exposure to fairy tales

A.   8 to 10 year old has permissive parents 

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

C.   11 to 13 year old, fears a bully

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

A.   Better relationships with their parents

B.   More adjustment problems 

C.   Fewer behavior problems

D.   Higher self-esteem

A.   Max, his 11 year old son

B.   Kate, his 9 year old daughter

C.   Harry, his 6 year old son

D.   Liem, his 3 year old son

A.   Joint custody 

B.   Coregulation

C.   Mediated custody

D.   Divorce mediation

A.   Coparenting 

B.   Mediation 

C.   Joint physical custody

D.   Authoritarian parenting