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| 1 | |
The ways in which an individual thinks about and characterizes himself or herself is referred to as: |
| | A) | self-esteem. |
| | B) | self-consciousness. |
| | C) | self-conceptions. |
| | D) | self-image stability. |
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| 2 | |
In comparison with the self-concepts of young children, adolescent self-concepts tend to be more: |
| | A) | absolute. |
| | B) | concrete. |
| | C) | global. |
| | D) | abstract. |
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| 3 | |
How positively or negatively an individual feels about himself or herself is referred to as: |
| | A) | self-esteem. |
| | B) | self-consciousness. |
| | C) | self-conception. |
| | D) | self-image stability. |
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| 4 | |
Under what circumstances is an adolescent most likely to behave in an inauthentic (false-self) manner? |
| | A) | with parents |
| | B) | with close friends |
| | C) | with a romantic interest |
| | D) | with peers |
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| 5 | |
The type of adolescent who would present their false-self behavior to the greatest degree would include all of the following, except those who: |
| | A) | report less emotional support from parents. |
| | B) | report less emotional support from peers. |
| | C) | have lower self-esteem. |
| | D) | All of the above |
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| 6 | |
Which of the following personality traits is not one of the "Big Five"? |
| | A) | intelligence |
| | B) | extraversion |
| | C) | agreeableness |
| | D) | neuroticism |
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| 7 | |
Delinquent adolescents are more likely than their peers to score high on which of the Big Five personality dimensions? |
| | A) | agreeableness |
| | B) | extraversion |
| | C) | conscientiousness |
| | D) | openness to experience |
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| 8 | |
What trend does the stability of self-esteem show between childhood and early adulthood? |
| | A) | Self-esteem tends to become increasingly more stable over time. |
| | B) | Self-esteem tends to become increasingly less stable over time. |
| | C) | Self-esteem tends to become more volatile over time. |
| | D) | The stability of self-esteem does not tend to change during this period. |
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| 9 | |
Changes in self-perceptions (whether positive or negative) are most likely to occur during: |
| | A) | childhood. |
| | B) | early adolescence. |
| | C) | mid-adolescence. |
| | D) | late adolescence. |
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| 10 | |
Which aspect of self-image refers to the degree to which an adolescent worries about their self-image? |
| | A) | self-esteem |
| | B) | self-consciousness |
| | C) | self-image stability |
| | D) | authentic self |
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| 11 | |
Fluctuations in adolescents' self-image are most likely to occur between the ages of: |
| | A) | 12–14. |
| | B) | 14–18. |
| | C) | 16–18. |
| | D) | 15–19. |
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| 12 | |
The extent to which an individual's self-esteem is volatile is: |
| | A) | more common among older adolescents. |
| | B) | more among younger adolescents. |
| | C) | is a fairly stable trait. |
| | D) | is not a stable trait. |
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| 13 | |
The extent to which an individual's gender-role behavior changes during adolescence is influenced by many factors, including: |
| | A) | birth order. |
| | B) | the presence and sex of older or younger siblings. |
| | C) | parents' attitudes. |
| | D) | All of the above. |
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| 14 | |
Compared to young adolescents with stable self-images, young adolescents with the most volatile self-image report having: |
| | A) | lower levels of anxiety. |
| | B) | lower levels of depression. |
| | C) | more adjustment problems. |
| | D) | lower levels of irritability. |
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| 15 | |
Most researchers today believe that adolescents evaluate themselves: |
| | A) | on the basis of global self-esteem (overall feelings about oneself). |
| | B) | on the basis of academic self-esteem. |
| | C) | on the basis of social self-esteem. |
| | D) | globally and on the basis of several distinct dimensions, including academics, athletics, appearance, and social relationships. |
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| 16 | |
Which one of the following best describes the relationship between the broad domains of self-esteem? An adolescent who has high: |
| | A) | social self-esteem among peers also will have high social self-esteem with his/her parents. |
| | B) | academic self-esteem also will have high social self-esteem. |
| | C) | academic self-esteem also will have high physical appearance self-esteem. |
| | D) | levels of self-esteem in one distinct dimension may not necessarily have high levels of self-esteem in another. |
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| 17 | |
Which aspect of self-esteem contributes most to an adolescent's overall self-image? |
| | A) | physical appearance |
| | B) | athletic ability |
| | C) | academic competence |
| | D) | moral conduct |
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| 18 | |
Research suggests that how an adolescent feels about his or her appearance is the most important predictor of overall self-esteem. Interestingly, what dimension is reported by adolescents as the least important predictor of their own global self-esteem? |
| | A) | moral conduct |
| | B) | social relationships |
| | C) | physical appearance |
| | D) | academic ability |
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| 19 | |
Compared to early adolescent boys, early adolescent girls: |
| | A) | have higher self-esteem. |
| | B) | have a lower level of self-consciousness. |
| | C) | have a shakier self-image. |
| | D) | are less vulnerable to disturbances in their self-image. |
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| 20 | |
Although the author of the textbook cautions that group averages may mask interesting within-group differences, on average, what does the trajectory of self-esteem look like? |
| | A) | Self-esteem drops during early and middle adolescence but increases from middle adolescence to young adulthood. |
| | B) | Self-esteem peaks during early adolescence and declines steadily after that point. |
| | C) | Self-esteem increases during adolescence but begins to level off as individuals enter young adulthood. |
| | D) | Self-esteem decreases during adolescence but begins to level off as individuals enter young adulthood. |
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| 21 | |
Black girls' overall self-esteem: |
| | A) | is higher than both White and Hispanic girls. |
| | B) | is lower than White girls. |
| | C) | is lower than Hispanic girls. |
| | D) | tends to be lower than those of girls from other ethnicities. |
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| 22 | |
Why do Black adolescents have such high self-esteem? |
| | A) | Black teenagers benefit from the support and positive feedback of adults in the Black community, especially in the family. |
| | B) | Black teenagers tend to shift their priorities over time so that they come to value those activities at which they excel. |
| | C) | Black teenagers' strong sense of ethnic identity enhances their overall self-esteem. |
| | D) | All of the above. |
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| 23 | |
Academic success is most likely to influence the self-esteem of adolescents who are: |
| | A) | Asian. |
| | B) | White. |
| | C) | Black. |
| | D) | Hispanic. |
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| 24 | |
Adolescents most likely to show more behavioral problems and poorer school achievement are those who tend to derive their self-esteem from: |
| | A) | their parents. |
| | B) | their peers. |
| | C) | their physical appearance. |
| | D) | their moral conduct. |
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| 25 | |
Research on the connection between academic success and high self-esteem in adolescence suggests that: |
| | A) | high self-esteem leads to academic success. |
| | B) | academic success leads to high self-esteem. |
| | C) | there is no link between academic success and self-esteem. |
| | D) | it's not possible to investigate this question adequately. |
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| 26 | |
The term used to describe adolescents who identify with more than one racial or ethnic group is: |
| | A) | ethnic socialization. |
| | B) | multiethnic. |
| | C) | multilingual. |
| | D) | possible selves. |
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| 27 | |
Which of the following is not true of gender socialization in adolescence? |
| | A) | It is easier for girls to behave sometimes in masculine ways during adolescence than it is for boys to act occasionally in feminine ways. |
| | B) | During adolescence, boys are likely to cut back on the display of traditionally feminine traits, such as being emotionally expressive. |
| | C) | Boys and girls who behave in gender-typical ways are more accepted than their peers whose behavior does not conform to gender-role stereotypes. |
| | D) | Feminine boys are better adjusted and accepted by peers than masculine girls. |
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| 28 | |
In Erikson's theory of development, people move through eight stages of psychosocial development by resolving the psychosocial crises of each stage. What does Erikson mean by the successful resolution of a particular stage? |
| | A) | coming through the crisis entirely positively |
| | B) | coming through the crisis entirely negatively |
| | C) | resolving the issue once and for all |
| | D) | coming through the crisis more positively than negatively |
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| 29 | |
According to Erikson, the developmental stage that must be successfully resolved during the adolescent years is: |
| | A) | industry vs. inferiority. |
| | B) | integrity vs. despair. |
| | C) | intimacy vs. isolation. |
| | D) | identity vs. identity diffusion. |
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| 30 | |
According to Erikson, psychosocial moratorium refers to the need of adolescents to: |
| | A) | be given substantial responsibilities to foster maturity. |
| | B) | be given substantial obligations to foster maturity. |
| | C) | be given time out from the pursuits of self-discovery and enter adulthood. |
| | D) | be given time out from substantial responsibilities and obligations to foster self-discovery. |
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| 31 | |
According to Erikson's theory, problems in identity development characterized by an incoherent, disjointed, incomplete sense of self is called: |
| | A) | identity diffusion. |
| | B) | identity foreclosure. |
| | C) | negative identity. |
| | D) | identity disclosure. |
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| 32 | |
When an adolescent bypasses the period of exploration and experimentation that precedes the establishment of a healthy sense of identity, and prematurely commits themselves to a certain identity, the adolescent may have be experiencing: |
| | A) | identity diffusion. |
| | B) | identity foreclosure. |
| | C) | negative identity. |
| | D) | identity disclosure. |
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| 33 | |
Marcia and other identity status researchers developed a scheme for determining an adolescent's identity status by assigning individuals to one of four categories. An adolescent who has established a coherent sense of identity is assigned to the category of: |
| | A) | identity foreclosure. |
| | B) | identity achievement. |
| | C) | identity diffusion. |
| | D) | moratorium. |
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| 34 | |
What is the immigrant paradox? |
| | A) | Adolescents who are foreign-born or first-generation Americans perform better in school and engage in less delinquency than adolescents from the same ethnic group whose parents were born in America. |
| | B) | Adolescents who are foreign-born or first-generation Americans perform worse in school and engage in more delinquency than adolescents from the same ethnic group whose parents were born in America. |
| | C) | Adolescents who have immigrated more recently to the United States score lower on measures of adjustment than adolescents from the same ethnic group whose family has lived in the United States for several generations. |
| | D) | Adolescents whose family has lived in the United States for several generations perform better in school than recent immigrant adolescents. |
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| 35 | |
According to the textbook, adolescents who feel discriminated against in school report may feel: |
| | A) | less control over their academic achievement, which may lead to feelings of depression |
| | B) | empowered, which leads to a desire to over-achieve. |
| | C) | more control over their academic achievement, which leads to working extra hard |
| | D) | less engaged in school, which leads to a greater likelihood of seeking after school employment. |
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| 36 | |
Which of the following is not one of the three different aspects of the multidimensional model of racial identity? |
| | A) | racial centrality |
| | B) | private regard |
| | C) | public regard |
| | D) | racial bias |
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| 37 | |
Which of the following sex differences is not true? |
| | A) | Males are generally more physically aggressive than females. |
| | B) | Females are more likely to express intimacy verbally, whereas males express it mainly through shared activities. |
| | C) | Females are more prone to low self-esteem and depression. |
| | D) | Males tend to be more popular with peers than females. |
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| 38 | |
Though popular books proclaim that _____, scientific studies have indicated that _____. |
| | A) | males and females are fairly similar in their attitudes, abilities, and behaviors; males and females are fundamentally different |
| | B) | men and women are fundamentally different; males and females are far more alike than dissimilar in their attitudes, abilities, and behaviors |
| | C) | males and females are fundamentally different; the only consistent sex differences are in regard to abilities, attitudes, and behaviors |
| | D) | males and females are far more alike than dissimilar in their attitudes, abilities, and behaviors; males and females have fundamentally different perspectives on morality |
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