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1 | |
Which one of the following did not contribute to the significant increase in free time available to adolescents? |
| | A) | the development of compulsory schooling |
| | B) | adolescents were barred from the labor force to eliminate child-labor |
| | C) | the increased affluence of Americans after World War II |
| | D) | increased intellectual abilities allowed students to finish schoolwork faster |
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2 | |
Compare American students' use of free time to students in other countries. |
| | A) | American high school students spend under 5 hours per week on homework |
| | B) | American students spend about 4-5 hours per day on homework |
| | C) | American students spend nearly 3 times as many hours reading for pleasure |
| | D) | American students' use of free time for academics is especially high |
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3 | |
Approximately what percent of American high school students will have worked before graduating? |
| | A) | 10 |
| | B) | 20 |
| | C) | 40 |
| | D) | 80 |
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4 | |
Select the statement that does not accurately describe differences in student employment between socioeconomic groups in the United States. |
| | A) | working during high-school is slightly more common among poor youth |
| | B) | affluent youngsters have an easier time finding employment |
| | C) | jobs suitable for youngsters are more likely to be found in suburban areas |
| | D) | employment rates are approximately equal for male and female adolescents |
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5 | |
In what way does teenage employment in America compare to other nations? |
| | A) | High school students in Japan and Taiwan are about three times more likely to hold jobs compared to American high school students |
| | B) | U.S. high school students are about three times more likely to hold jobs compared to students in Japan and Taiwan |
| | C) | European adolescents are more likely than their American counterparts to hold part-time paying jobs during the school year |
| | D) | part-time jobs held by American teens is more closely linked with future careers than the part-time jobs held by teens in Europe |
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6 | |
The best explanation for differences between the United States and other industrialized nations regarding teenage employment is |
| | A) | in most other industrialized countries the employment of children is associated with being poor, and, unlike in America where there is no stigma against teen employment |
| | B) | part-time employment opportunities are more readily available in other countries |
| | C) | many adolescents leave school early in other industrialized nations allowing more of them to take jobs |
| | D) | schools in other industrialized nations require less out-of-school preparation, freeing up more time for the employment of their students |
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7 | |
Considering that a very small number of different sorts of jobs account for so many of today's student workers' jobs, what statement best represents government survey findings? |
| | A) | as many as 10 percent of employed 8th graders either babysit or mow lawns |
| | B) | as many as 20 percent of employed 8th graders either babysit or mow lawns |
| | C) | as many as 40 percent of employed 8th graders either babysit or mow lawns |
| | D) | as many as 60 percent of employed 8th graders either babysit or mow lawns |
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8 | |
Which of the following does not describe the typical work environment of employed American adolescents? |
| | A) | most teenagers' jobs are repetitive and monotonous |
| | B) | adolescents receive substantial instruction from their supervisors |
| | C) | few jobs permit adolescents to behave independently or make decisions |
| | D) | employed teens are rarely required to use the skills they have learned in school |
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9 | |
In comparing adults' perception that typical adolescent employment is menial and unsatisfying, Jeylan Mortimer found teens report that |
| | A) | they also perceive the jobs as boring as they find being in school |
| | B) | they rarely learn anything new |
| | C) | they do have opportunities to exercise responsibility |
| | D) | they are not satisfied with their pay |
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10 | |
What is the relationship between total hours of employment per week and satisfaction with life among adolescents? |
| | A) | adolescents who work long hours (20-plus hours weekly) are less satisfied than those who work fewer hours |
| | B) | adolescents who work fewer than 20 hours per week are less satisfied than those who work longer hours |
| | C) | adolescents who work long hours (20-plus hours weekly) are more satisfied than those who work fewer hours |
| | D) | there is no significant difference in satisfaction with life between students employed either for long or a short number of hours per week |
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11 | |
Under what scenario is adolescent employment most likely to help develop a sense of responsibility? |
| | A) | when their employment is primarily to earn their own spending money |
| | B) | when their employment makes a genuine contribution to their family's welfare |
| | C) | when they work 20-plus hours per week |
| | D) | when they work under 20 hours per week |
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12 | |
Which of the following is typical of the attitudes held by employed adolescents towards work? |
| | A) | it's unacceptable for low paid workers to take little things from the employer |
| | B) | it's unacceptable to lie about the number of hours worked to the employer |
| | C) | people who work harder at their jobs than they have to are a little crazy |
| | D) | people who don't work as hard as they possibly can at their jobs are a little crazy |
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13 | |
Study findings are often obtained using different methodologies, such as personal interviews or standardized questionnaires. Social scientists have found what type of relationship between subjective reports (e.g., interviews) and objective assessments (standardized surveys)? |
| | A) | subjective reports and objective assessments are modestly correlated |
| | B) | there is no correlation between subjective reports and objective assessments |
| | C) | there is a negative correlation between subjective reports and objective assessments |
| | D) | there is a strong correlation between subjective reports and objective assessments |
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14 | |
For a job to result in the adolescent feeling more mature, competent, and dependable, what characteristics should the job possess? |
| | A) | stressful tasks |
| | B) | sufficient, genuine responsibility |
| | C) | repetitive tasks |
| | D) | unchallenging tasks |
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15 | |
Consequences of "premature affluence" to many working teenagers does not include |
| | A) | increased cynicism about the value of hard work |
| | B) | a lack of interest in working harder than is absolutely necessary |
| | C) | less satisfaction with one's financial situation as a young adult |
| | D) | having more ambitious plans for further education and more years of college |
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16 | |
Given that the working teenager earns approximately $400 each month, in what way does this translate into increased knowledge for budgeting, saving, and using money? |
| | A) | few teenagers exercise a great deal of responsibility in managing their own wages |
| | B) | the majority of teenagers learn to budget their earnings and save for college |
| | C) | many teenagers learn responsibility by contributing to the household expenses |
| | D) | parents typically are able to exert influence on how teens' earnings are spent |
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17 | |
One of the short-term consequences of an adolescent working more than 20 hours a week is: |
| | A) | less frequent absences from school |
| | B) | more likely to participate in extracurricular activities |
| | C) | enjoying school less |
| | D) | more time spent doing homework |
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18 | |
The long-term impact of an adolescent working more than 20 hours a week may include: |
| | A) | being less likely to drop out of high school |
| | B) | having less ambitious plans for the further education |
| | C) | completing more years of college on average |
| | D) | having increased attention during class and study time |
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19 | |
Researchers have observed that some students who work a great deal often develop strategies for protecting their grades, which includes all of the following except |
| | A) | taking more challenging courses |
| | B) | cutting corners on homework assignments |
| | C) | copying homework from friends |
| | D) | cheating on exams and quizzes |
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20 | |
Due to their concern about the excessive involvement of students in after-school jobs, some teachers |
| | A) | increase degree of exam difficulty |
| | B) | assign more homework |
| | C) | raise their classroom expectations |
| | D) | use class time for students to complete their homework |
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21 | |
What is the relationship between excessive involvement of students in after-school jobs and problem behavior? |
| | A) | decreased risk for cigarette, alcohol and drug use |
| | B) | increased risk for cigarette, alcohol and drug use |
| | C) | as the number of part-time hours increases, the risk of problem behavior decreases |
| | D) | researchers found no relationship hours worked and problem behavior |
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22 | |
Approximately what percentage of 16 to 24 year olds are neither in school nor employed? |
| | A) | 3% |
| | B) | 6% |
| | C) | 12% |
| | D) | 24% |
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23 | |
Study findings generally show that unemployment during adolescence results primarily from |
| | A) | economic and social status of the adolescent |
| | B) | lack of motivation among the adolescent |
| | C) | lack of time available to the adolescent |
| | D) | participation in extracurricular activities |
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24 | |
The "Forgotten Half" refers to the nearly 50 percent of adolescents who: a. do well academically |
| | A) | successfully graduate from high school |
| | B) | successfully graduate from college |
| | C) | do not go on to college level studies |
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25 | |
Designed to combat the problem of youth unemployment, Rosenbaum has recommended service learning programs that train adolescents how to work in |
| | A) | the food "service" industry (e.g., fast-food chains) |
| | B) | the retail "service" industry (e.g., clothing chains like "Gap") |
| | C) | volunteer positions in the community |
| | D) | the armed "services" (e.g., army, navy, air force, marines) |
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26 | |
According to Smith, what have researchers concluded regarding the effectiveness of 30 years of government programs designed to train high school dropouts for employment? |
| | A) | few have been shown to succeed |
| | B) | about one-quarter of these programs succeed |
| | C) | about one-half of these programs succeed |
| | D) | about three-quarters of these programs succeed |
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27 | |
Compared to high school dropouts who do not participate in government programs designed to integrate them into the workplace, those who do participate are |
| | A) | four times more likely to find full-time employment |
| | B) | three times as likely to find full-time employment |
| | C) | twice as likely to find full-time employment |
| | D) | not more likely to find full-time employment |
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28 | |
What innovative method has been developed to study adolescent development? |
| | A) | structured personal interview method |
| | B) | experience sampling method |
| | C) | structured questionnaire method |
| | D) | open-ended personal interview method |
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29 | |
Extensive involvement in both extracurricular activities and part-time employment can negatively influence academic performance, however |
| | A) | there does not seem to be a difference in their impact upon academic achievement |
| | B) | over-involvement in extracurricular activities causes greater deficits to performance |
| | C) | over-involvement in part-time work causes greater deficits to performance |
| | D) | there is little agreement as to whether or not the disruption is "significant" |
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30 | |
The conclusion researchers have drawn regarding a potential relationship between extracurricular participation and self-esteem is that |
| | A) | extracurricular participation causes an increase in self-esteem |
| | B) | adolescents with high-self esteem seek more extracurricular participation |
| | C) | adolescents with low-self esteem seek less extracurricular participation |
| | D) | it is unclear whether a cause-and-effect relationship really exists |
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31 | |
Among which group are so-called "latchkey" youth most common? |
| | A) | among affluent, suburban, and white children |
| | B) | among affluent, urban, and African American children |
| | C) | among poor, rural, and white children |
| | D) | among poor, urban, and African American children |
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32 | |
A recent study indicates that ninety-nine percent of all American adolescents live in homes with a television, and that ethnic differences exist, including |
| | A) | television viewing is much more pervasive in homes of white adolescents |
| | B) | homes of white adolescents tend to have more televisions |
| | C) | homes of African American adolescents are more likely to have television on during meals or on constantly |
| | D) | homes of white adolescents are more likely to place televisions in adolescents' bedrooms |
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33 | |
Adolescents' total media exposure, including television, video games, the internet, and simultaneous use of two or more, is at what level on average per day? |
| | A) | 1 |
| | B) | 3 |
| | C) | 5 |
| | D) | 7 |
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34 | |
Exposure to violence has been conclusively linked to all but |
| | A) | aggressive behavior toward others |
| | B) | greater tolerance of violence |
| | C) | desensitization to the effects of violence upon others |
| | D) | heightened aversion toward violence |
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35 | |
A longitudinal study found that African American girls with greater exposure to rap music |
| | A) | were less likely to be violent in school |
| | B) | were less likely to be arrested |
| | C) | were more likely to contract a sexually transmitted disease |
| | D) | were less likely to use drugs and alcohol |
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