A.   Shame

B.    Industry 

C.   Role confusion

D.    Inferiority

A.   Trust

B.   Industry

C.   Autonomy

D.   Identity

A.   Describe themselves in unrealistically positive terms

B.   Compare their own characteristics to those of peers

C.   Experience role confusion

D.   reject conventional standards for moral behavior

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

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

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

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

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.   Have permissive parents

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

C.   Spend longer hours in child care

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

A.   Use frequent social comparisons 

B.   Use a firm, controlling parenting style

C.    Encourage their children to stave for worthwhile goals

D.   Make decisions for their children 

A.   Ability

B.   Insufficient effort

C.   Bad luck

D.   The malicious intent of another person

A.   Luck 

B.   Intelligence

C.   Ability

D.   Effort

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

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

A.    Lying and cheating

B.   Intentional wrongdoing

C.   Ignoring responsibilities 

D.    Depressive symptoms

A.   Negative emotions are more frequent than positive emotions

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

C.   Postive and negative emotions cannot be experienced simultaneously 

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

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.   Have internalized rules for good conduct 

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

C.   Reject conventional standards for moral behavior

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.   Lisa, who views others traits as changeable

D.   Angie, who has very low self esteem

A.   Extended family 

B.   Church

C.   home

D.   Society of peers

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-assertive

C.   Rejected-withdrawn

D.   Popular-prosocial 

A.   The bully often targets the new friend

B.   Bullying often comes to an end

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

D.   The new friend is often ostracized by other children 

A.   Public speaking

B.   Positive social skills

C.   Public speaking

D.   Personal defense 

A.   Language arts; masculine

B.   Reading; feminine

C.   physical education; feminine

D.   Music; masculine

A.   Uninvolved 

B.   Authoritative 

C.   Permissive

D.   Authoritarian 

A.   Transitive inference 

B.   Coregulation

C.   Permissive parenting

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

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

C.   Fathers engage in as much caregiving as mothers

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

A.   More immature social behavior 

B.   Lower achievement 

C.   More gender-stereotyped beliefs

D.   Higher intelligence 

A.   Are less likely to bend to peer pressure

B.   Have fewer emotional difficulties

C.   Are more likely to engage in antisocial behavior

D.   Show greater academic achievement 

A.   Self-care

B.   Rejected

C.   Controversial

D.   After-care

A.   Ghosts and goblins

B.   The dark 

C.   Thunder and lightning

D.   Peer rejection

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.   Frequently displayed precocoious sexual knowledge and behavior 

D.   Usually tell a parent or teacher what has happened

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

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

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

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

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

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

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

A.   School or neighborhood bullies

B.   Exposure to fairy tales

C.   Exposure to negative information in media 

D.   Direct exposure to frightening events

A.   11 to 13 year old, fears a bully

B.   8 to 10 year old has permissive parents 

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

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

A.   Higher self-esteem

B.   Better relationships with their parents

C.   Fewer behavior problems

D.   More adjustment 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.   Coregulation

B.   Divorce mediation

C.   Joint custody 

D.   Mediated custody

A.   Joint physical custody

B.   Authoritarian parenting

C.   Coparenting 

D.   Mediation