John W. Santrock,
University of Texas, Dallas
| adolescent egocentrism | the heightened self-consciousness of adolescents, which is reflected in their belief that others are as interested in them as they themselves are and in their sense of personal uniqueness and invulnerability.
(See 508)
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| career self-concept theory | Super's theory that individuals' self-concepts play a central role in their career choices and that in adolescence individuals first construct their career self-concept.
(See 527)
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| character education | a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior or doing harm to themselves or others.
(See 516)
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| cognitive moral education | an approach based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops; Kohlberg's theory has been the basis for many of the cognitive moral education programs.
(See 518)
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| developmental career choice theory | Ginzberg's theory that children and adolescents go through three career-choice stages: fantasy, tentative, and realistic.
(See 527)
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| hidden curriculum | the pervasive moral atmosphere that characterizes schools.
(See 516)
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| hypothetical-deductive reasoning | Piaget's term for adolescents' ability, in the formal operational stage, to develop hypotheses, or best guesses, about ways to solve problems; they then systematically deduce, or conclude, the best path to follow in solving the problem.
(See 507)
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| imaginary audience | according to Elkind, the imaginary audience involves attention-getting behavior - the desire to be noticed, visible, and "on stage."
(See 508)
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| personal fable | an adolescent's sense of personal uniqueness and invulnerability.
(See 509)
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| personality-type theory | Holland believes that an effort should be made to match an individual's career choice with his or her personality.
(See 527)
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| self-regulatory learning | the self-generation and self-monitoring of thoughts, feelings, and behaviors to reach a goal.
(See 512)
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| service learning | a form of education that promotes social responsibility and service to the community.
(See 516)
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| top-dog phenomenon | the circumstance of moving from the top position (in elementary school, the oldest, biggest, and most powerful students) to the lowest position (in middle or junior high school, the youngest, smallest, and least powerful).
(See 522)
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| values | beliefs and attitudes about the way things should be.
(See 514)
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| values clarification | an educational approach that focuses on helping people clarify what their lives are for and what is worth working for. Students are encouraged to define their own values and understand others' values.
(See 517)
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2003 McGraw-Hill Higher Education