A.    Inferiority

B.   Shame

C.    Industry 

D.   Role confusion

A.   Industry

B.   Autonomy

C.   Identity

D.   Trust

A.   reject conventional standards for moral behavior

B.   Compare their own characteristics to those of peers

C.   Describe themselves in unrealistically positive terms

D.   Experience role confusion

A.   experience shame, the negative outcome of middle childhood

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

C.   Develop a strong sense of superiority

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

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

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

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

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

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

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

A.   Spend longer hours in child care

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

C.   Have permissive parents

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

A.   Make decisions for their children 

B.   Use a firm, controlling parenting style

C.    Encourage their children to stave for worthwhile goals

D.   Use frequent social comparisons 

A.   Insufficient effort

B.   Bad luck

C.   The malicious intent of another person

D.   Ability

A.   Intelligence

B.   Luck 

C.   Ability

D.   Effort

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

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

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

A.   Intentional wrongdoing

B.   Ignoring responsibilities 

C.    Depressive symptoms

D.    Lying and cheating

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

B.   Have internalized rules for good conduct 

C.   Reject conventional standards for moral behavior

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

A.   Lisa, who views others traits as changeable

B.   Jane, who has overly high self esteem 

C.   Angie, who has very low self esteem

D.   Helen, who views others traits as fixed

A.   Church

B.   Extended family 

C.   Society of peers

D.   home

A.   Combine academic and social competence

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

C.   Show high rates of absenteeism and prosocial behavior

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

A.   Rejected-withdrawn

B.   Rejected-assertive

C.   Popular-aggressive

D.   Popular-prosocial 

A.   The bully often targets the new friend

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

C.   Bullying often comes to an end

D.   The new friend is often ostracized by other children 

A.   Public speaking

B.   Public speaking

C.   Positive social skills

D.   Personal defense 

A.   Reading; feminine

B.   Language arts; masculine

C.   physical education; feminine

D.   Music; masculine

A.   Authoritarian 

B.   Permissive

C.   Authoritative 

D.   Uninvolved 

A.   Transitive inference 

B.   Distributive justice

C.   Permissive parenting

D.   Coregulation

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.   Higher intelligence 

B.   More gender-stereotyped beliefs

C.   More immature social behavior 

D.   Lower achievement 

A.   Have fewer emotional difficulties

B.   Show greater academic achievement 

C.   Are less likely to bend to peer pressure

D.   Are more likely to engage in antisocial behavior

A.   Rejected

B.   Self-care

C.   After-care

D.   Controversial

A.   Peer rejection

B.   Ghosts and goblins

C.   Thunder and lightning

D.   The dark 

A.   Active

B.   Easy

C.   Impulsive

D.    Inhibited

A.   Trend to avoid sexual activity in adolescence 

B.   Frequently displayed precocoious sexual knowledge and behavior 

C.   Usually tell a parent or teacher what has happened

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

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 a preexisting attribute weather than a capacity that develops over time

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

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.   Exposure to fairy tales

B.   School or neighborhood bullies

C.   Exposure to negative information in media 

D.   Direct exposure to frightening events

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

B.   11 to 13 year old, fears a bully

C.   8 to 10 year old has permissive parents 

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

A.   Higher self-esteem

B.   More adjustment problems 

C.   Fewer behavior problems

D.   Better relationships with their parents

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.   Mediated custody

B.   Coregulation

C.   Joint custody 

D.   Divorce mediation

A.   Coparenting 

B.   Authoritarian parenting

C.   Joint physical custody

D.   Mediation