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1 | |
The adolescent identity crisis refers to a period: |
| | A) | of confusion during which youth are choosing between attachment and autonomy. |
| | B) | when adolescents are actively making decisions about who they want to be. |
| | C) | when adolescents actively avoid commitment to ideas or occupations. |
| | D) | of intense turmoil and stress that lasts a short time and determines an adolescent's identity status. |
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2 | |
The term that James Marcia uses to refer to the part of identity development in which adolescents show a personal investment in what they are going to do is: |
| | A) | value. |
| | B) | desire. |
| | C) | commitment. |
| | D) | involvement. |
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3 | |
Asked whether they ever had doubts about their religion, four students gave the following answers. Which of these students has arrived at identity achievement? |
| | A) | Kristin: "Oh, I don't know. It really doesn't bother me. I figure one's about as good as another." |
| | B) | Joe: "No, not really. Our family is pretty much in agreement about these things." |
| | C) | Alicia: "Yes, I guess I'm going through that right now. How can there be a god with so much evil in the world?" |
| | D) | Phil: "Yeah, I even started wondering if God existed, but I've pretty much resolved that by now." |
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4 | |
Many identity status researchers believe that a common pattern of individuals who develop positive identities is to follow what are called ___________ cycles. |
| | A) | "PAPA" |
| | B) | "MAMA" |
| | C) | life |
| | D) | spiraling |
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5 | |
Autocratic parents are most likely to have adolescents experiencing identity: |
| | A) | achievement. |
| | B) | moratorium. |
| | C) | foreclosure. |
| | D) | diffusion. |
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6 | |
Jessica's parents have never "forced" their opinions on her and have always allowed her to try anything she wanted to because they did not want to limit her development. Based on the research, we would expect Jessica to experience identity: |
| | A) | achievement. |
| | B) | moratorium. |
| | C) | foreclosure. |
| | D) | diffusion. |
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7 | |
According to Cooper and Grotevant (1989), both ___________ are important in the adolescent's identity development. |
| | A) | separation and conflict |
| | B) | individuality and connectedness |
| | C) | obedience and self-regulation |
| | D) | family and peer relations |
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8 | |
Which statement BEST reflects Erik Erikson's (1968) belief about the relationship between culture and identity development? |
| | A) | Culture plays a critical role in identity development. |
| | B) | In some individuals, cultural factors may play a role in identity development. |
| | C) | For all individuals, cultural factors play a minor role in identity development. |
| | D) | Cultural factors have no influence on identity development. |
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9 | |
Jean Phinney (1996) defined ___________ as an enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership. |
| | A) | ethnicity |
| | B) | nationality |
| | C) | culture |
| | D) | ethnic identity |
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10 | |
What relationship did Phinney and Alipuria (1990) find between ethnic identity and self-esteem for ethnic minority college students? |
| | A) | Those who had thought about and resolved issues involving their ethnicity had lower self-esteem than their counterparts who had not. |
| | B) | Those who had thought about and resolved issues involving their ethnicity had higher self-esteem than their counterparts who had not. |
| | C) | There were no differences in self-esteem between those who had thought about and resolved issues involving their ethnicity and their counterparts who had not. |
| | D) | They found no relationship between ethnic identity and self-esteem. |
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11 | |
Gilligan (1990), investigating gender and identity development, has found that: |
| | A) | relationships and emotional bonds are more important concerns of females, whereas autonomy and achievement are more important concerns of males. |
| | B) | relationships and emotional bonds are more important concerns of males, whereas autonomy and achievement are more important concerns of females. |
| | C) | the differences in focus toward relationships and autonomy that were noted by Erikson are now so minimal that they barely exist today. |
| | D) | because of the women's liberation movement, males and females are now both focusing more on relationships and emotional bonds than on autonomy and achievement. |
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12 | |
Parents who want their adolescents to make a smooth transition into adulthood should: |
| | A) | relinquish control in all areas and let the adolescent take over. |
| | B) | maintain control in as many areas as possible for as long as possible. |
| | C) | relinquish control in areas where the adolescent has shown competence and maintain control in those areas where the adolescent's knowledge is limited. |
| | D) | maintain control of issues dealing with family and relinquish control for those issues having to do with peer relations. |
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13 | |
Talia, age 16, has a secure attachment with her parents. One might expect she will: |
| | A) | have trouble breaking away from her parents to form peer relationships. |
| | B) | tend to be more dependent in her relationship with her best friend. |
| | C) | have a lower sense of her self-worth. |
| | D) | have higher social competence and well-being and lower probabilities of engaging in problem behaviors. |
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14 | |
Parent-adolescent conflicts likely revolve around all of the following, EXCEPT: |
| | A) | keeping bedrooms clean. |
| | B) | getting home on time. |
| | C) | taking drugs. |
| | D) | talking on the phone. |
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15 | |
Which statement best characterizes the new model of parent-adolescent relationships? |
| | A) | As adolescents mature, they detach from parents and move into a world of autonomy apart from parents. |
| | B) | Parent-adolescent conflict is intense and stressful throughout adolescence. |
| | C) | Everyday negotiations and minor disputes between parents and adolescents are harmful to developmental functions. |
| | D) | Parents serve as important attachment figures and support systems for adolescents. |
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16 | |
Competent adolescent development is most likely to happen when adolescents have parents who: |
| | A) | display authoritative ways of dealing with problems and conflict. |
| | B) | display authoritarian ways of dealing with problems and conflict. |
| | C) | insist that their adolescents learn to resolve problems and conflict on their own. |
| | D) | develop more flexible boundaries and learn to become friends with their children. |
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17 | |
Which of the following children is most likely to conform to peer pressure to engage in antisocial acts such as shoplifting or drawing graffiti? |
| | A) | Andrew, who is in seventh grade |
| | B) | Brandon, who is in ninth grade |
| | C) | Charles, who is a high school sophomore |
| | D) | Dale, who is a high school senior |
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18 | |
A study of clique membership by Brown and Lohr (1987) revealed that the individuals with the lowest self-esteem were the: |
| | A) | jocks. |
| | B) | populars. |
| | C) | druggies. |
| | D) | nobodies. |
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19 | |
Children's groups differ from those formed by adolescents in that children's groups: |
| | A) | are more informal. |
| | B) | rely more on the leaders of the groups. |
| | C) | have more interests in common. |
| | D) | include a greater diversity of individuals. |
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20 | |
Research by Harry Stack Sullivan (1953) suggests that: |
| | A) | adolescents who do not have close friendships experience loneliness and a reduced sense of self-worth. |
| | B) | adolescents depend more on their parents than on their friends for a sense of self-worth. |
| | C) | adolescents with no close friends learn to develop a sense of autonomy. |
| | D) | as adolescents get older, they begin to spend as much time with their friends as with their parents. |
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21 | |
Research by Reed Larson (2000) suggests that structured voluntary youth activities, such as selling Girl Scout cookies, leads to: |
| | A) | development of business skills. |
| | B) | dependence on parents for assistance. |
| | C) | alienation of friends, family, and neighbors. |
| | D) | development of initiative. |
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22 | |
John and Mary, juniors in high school, have been dating for the past two months and are in love with each other. According to research on dating scripts, which of the following is LEAST likely to occur? |
| | A) | John calls Mary to ask her out, and she accepts. |
| | B) | John invites Mary out to dinner, and she drives to the restaurant. |
| | C) | John asks Mary what she would like to eat and she says, "Why don't you order for me?" |
| | D) | John kisses Mary goodnight and she responds accordingly. |
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23 | |
A recent study by Raffaelli and Ontai (in press) found that, because of the interplay between the U.S. culture and their traditional values, Latinas described their adolescent dating experiences as filled with: |
| | A) | warmth and nurturance. |
| | B) | confusion. |
| | C) | tension and conflict. |
| | D) | both nurturance and conflict. |
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24 | |
A ceremony that marks an individual's transition from one status to another (such as adolescence to adulthood) is called a: |
| | A) | rite of passage. |
| | B) | transitory stage. |
| | C) | period of transition. |
| | D) | ritualistic transition. |
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25 | |
Which of the following is TRUE regarding the rite of passage from adolescence to adulthood in American culture? |
| | A) | There are many points of transition to adulthood in American culture. |
| | B) | There is an abrupt entry into adulthood in American culture. |
| | C) | The end of adolescence in American culture is more clearly marked by biological change than by social milestones. |
| | D) | No specific event marks the end of adolescence in American culture. |
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26 | |
One of the major limitations of studies on the effects of ethnicity is that ___________ may play a larger causal role than ethnic heritage, but it is difficult to tease the two variables apart. |
| | A) | race |
| | B) | innate physical variation |
| | C) | socioeconomic status |
| | D) | language |
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27 | |
An important problem with the current research (and its application) with respect to addressing ethnic diversity is: |
| | A) | lack of recognition that diversity is an important issue. |
| | B) | the failure to recognize diversity within ethnic groups. |
| | C) | conceptualizing minority groups as superior to majority groups. |
| | D) | overemphasizing the importance of diversity. |
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28 | |
The text states that all of the following have been proposed as causes of juvenile delinquency, EXCEPT: |
| | A) | heredity. |
| | B) | identity problems. |
| | C) | family experiences. |
| | D) | boredom. |
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29 | |
Which of the following teenagers is MOST likely to turn violent? |
| | A) | Katy, who feels powerless against her father's sexual molestation |
| | B) | Ken, who feels powerless against the bullying of his classmates |
| | C) | Karen, who is failing all of her classes |
| | D) | Konrad, whose girlfriend just broke up with him |
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30 | |
Based on his interviews with adolescent killers, Garbarino (1999, 2001) concludes that: |
| | A) | many young people are potential killers. |
| | B) | there is a spiritual or emotional emptiness in which the youth sought meaning in the dark side of life. |
| | C) | the clues to predict that these young people will become killers are being overlooked by parents and teachers. |
| | D) | the spiral of violence will continue to increase until society begins to acknowledge the emotional needs of adolescents. |
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31 | |
Which of the following is NOT a reason given for the sex differences in rates of depression among adolescent males and females? |
| | A) | Females tend to ruminate in their depressed mood and amplify it. |
| | B) | Males' self-images are more negative than self-images of females. |
| | C) | Females' body images are more negative than body images of males. |
| | D) | Females face more discrimination than males. |
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32 | |
Which method of suicide is more likely to be used by a male? |
| | A) | sleeping pills |
| | B) | guns |
| | C) | knives |
| | D) | carbon monoxide poisoning |
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33 | |
Joy Dryfoos (1990) has described the common components of programs that have been successful in preventing or reducing adolescent problems. These include all of the following, EXCEPT: |
| | A) | intensive individualized attention. |
| | B) | communitywide multiagency collaborative approaches. |
| | C) | more clear structure of appropriate behavior. |
| | D) | early identification and intervention. |
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2003 McGraw-Hill Higher Education