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1 | |
How an individual thinks about and characterizes him- or her self is referred to as |
| | A) | self-esteem |
| | B) | self-consciousness |
| | C) | self-conception |
| | 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 an individual feels about him- or her self 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 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 that would present their false-self behavior to the greatest degree would not include those who |
| | A) | report less emotional support from parents |
| | B) | report less emotional support from peers |
| | C) | have lower self-esteem |
| | D) | are relatively more depressed |
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6 | |
Which one 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 over time 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) | preadolescence |
| | 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 | |
Which term does sociologist Morris Rosenberg use to describe that aspect of our feelings about ourselves that shifts and fluctuates rapidly from moment to moment? |
| | A) | baseline self-esteem |
| | B) | self-consciousness |
| | C) | inauthentic self |
| | D) | barometric self-esteem |
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12 | |
An adolescent would be more likely to readily dismiss transient feelings of insecurity as having more to do with the situation than with themselves if they have higher levels of |
| | A) | baseline self-esteem |
| | B) | self-consciousness |
| | C) | inauthentic self |
| | D) | barometric self-esteem |
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13 | |
The adolescent with the highest baseline self-esteem would most likely not be |
| | A) | the last born, or the baby of the family |
| | B) | one with higher academic ability |
| | C) | from a middle class family |
| | D) | male |
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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) | higher levels of psychosomatic symptoms |
| | D) | lower levels of irritability |
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15 | |
Most researchers today believe that adolescents evaluate themselves primarily |
| | 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) | 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 will also have high social self-esteem among her parents |
| | B) | academic self-esteem will also have a high social self-esteem |
| | C) | academic self-esteem will also have a high 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 more 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 appearance is the most important predictor of overall self-esteem. Interestingly, what dimension is reported by adolescents themselves to be 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 white boys, early adolescent white girls |
| | A) | have higher self-esteem |
| | B) | have lower degree of self-consciousness |
| | C) | are more likely to say negative things about themselves |
| | D) | are less vulnerable to disturbances in their self-image |
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20 | |
African American girls' overall self-esteem |
| | A) | is higher than both white and Hispanic American girls |
| | B) | is lower than white American girls |
| | C) | is lower than Hispanic American girls |
| | D) | tends to be lower than those of girls from other ethnicities |
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21 | |
Compared to African American adolescent girls, Hispanic American adolescent girls are thought to have lower overall self-esteem due to all of the following except |
| | A) | lower levels of authoritative parenting among Hispanic Americans |
| | B) | lower levels of perceived teacher support by Hispanic Americans |
| | C) | a stronger sense of ethnic identity among Hispanic Americans |
| | D) | higher levels of family stress reported by Hispanic adolescents |
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22 | |
Academic success is most likely to influence the self-esteem of adolescents who are |
| | A) | Asian American |
| | B) | white |
| | C) | African American |
| | D) | Hispanic American |
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23 | |
The group most likely to show more behavioral problems and poorer school achievement are adolescents who tend to derive their self-esteem relatively more from |
| | A) | their parents |
| | B) | their peers |
| | C) | their physical appearance |
| | D) | their moral conduct |
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24 | |
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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25 | |
To test whether the mean differences between people from different groups are greater than the mean differences among people within each group one would use |
| | A) | correlation |
| | B) | regression |
| | C) | frequency distributions |
| | D) | analysis of variance |
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26 | |
If one were interested in studying whether self-esteem scores are related to scores from a test of academic achievement, which type of statistical technique would be appropriate? |
| | A) | correlation |
| | B) | meta-analysis |
| | C) | frequency distributions |
| | D) | analysis of variance |
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27 | |
In Erikson's theory of development, one moves forward 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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28 | |
According to Erik Erikson, the 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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29 | |
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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30 | |
According to Erikson's theory, problems in identity development characterized by an incoherent, disjointed, incomplete sense of self is known as |
| | A) | identity diffusion |
| | B) | identity foreclosure |
| | C) | negative identity |
| | D) | identity disclosure |
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31 | |
When an adolescent bypasses the period of exploration and experimentation that precedes the establishment of a healthy sense of identity, and prematurely commits themselves upon a certain identification, the adolescent will have the problem of |
| | A) | identity diffusion |
| | B) | identity foreclosure |
| | C) | negative identity |
| | D) | identity disclosure |
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32 | |
James Marcia 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 |
| | A) | identity foreclosure |
| | B) | identity achievement |
| | C) | identity diffusion |
| | D) | moratorium |
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33 | |
The process through which parents attempt to teach their children about their ethnic identity is |
| | A) | assimilation |
| | B) | code switching |
| | C) | racial socialization |
| | D) | biculturalism |
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34 | |
Psychologist Jean Phinney and her colleagues refer to the process where adolescents try to adopt the majority culture's norms and standards while rejecting those of their own group as |
| | A) | assimilation |
| | B) | marginality |
| | C) | separation |
| | D) | biculturalism |
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35 | |
Which of Phinney's alternative orientations to ethnic identity appears to be linked with the healthiest psychosocial development? |
| | A) | assimilation |
| | B) | marginality |
| | C) | separation |
| | D) | biculturalism |
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