| 1. Discuss Achievement in the Lives of Adolescents |
| | 1.1. The Importance of Achievement in Adolescence |
| | | 1.1.1. What is the importance of adolescence in achievement? |
| | | 1.1.2. What determines how well adolescents adapt to social and academic pressures? |
| | 1.2. Achievement Processes |
| | | 1.2.1. What is extrinsic motivation? |
| | | 1.2.2. What is intrinsic motivation? |
| | | 1.2.3. What is the self-determination view of intrinsic motivation? |
| | | 1.2.4. What can be done to increase students' internal motivation? |
| | | 1.2.5. What is flow? |
| | | 1.2.6. When is flow most likely to occur? |
| | | 1.2.7. What is mastery orientation? |
| | | 1.2.8. What is meant by helpless orientation? |
| | | 1.2.9. What is performance orientation? |
| | | 1.2.10. How is orientation associated with achievement? |
| | | 1.2.11. What is self-efficacy? |
| | | 1.2.12. What is Bandura's view of self-efficacy? |
| | | 1.2.13. What is Schunk's view of self-efficacy? |
| | | 1.2.14. How do expectations of parents and teachers affect students' achievement? |
| | | 1.2.15. How are teachers' expectations and students' abilities relate? |
| | | 1.2.16. What is a mentor? |
| | | 1.2.17. What's the difference between natural mentoring and mentoring programs? |
| | | 1.2.18. What does research suggest about mentoring programs? |
| | | 1.2.19. What are the benefits of mentoring for the mentor? |
| | | 1.2.20. How are self-efficacy and achievement related to goal-setting? |
| | | 1.2.21. What types of goals should adolescents set? |
| | | 1.2.22. What is involved in good planning? |
| | | 1.2.23. What is the relationship between self-monitoring and achievement? |
| | 1.3. Time Management |
| | | 1.3.1. What are possible effects of good or poor time management? |
| | | 1.3.2. What is involved in effective time management? |
| | | 1.3.3. What are some tips for setting priorities and planning? |
| | | 1.3.4. What are some suggestions for effectively making use of plans? |
| | 1.4. Some Obstacles to Achievement |
| | | 1.4.1. What are some common obstacles to achievement? |
| | | 1.4.2. Why do individuals procrastinate? |
| | | 1.4.3. What are some of the forms that procrastination can take? |
| | | 1.4.4. What are some strategies for avoiding procrastination? |
| | | 1.4.5. What is anxiety? |
| | | 1.4.6. How is anxiety related to achievement? |
| | | 1.4.7. What factors are associated with anxiety? |
| | | 1.4.8. What types of programs have been developed to reduce anxiety and to what degree are they effective? |
| | | 1.4.9. What are some strategies for protecting self-worth by avoiding failure? |
| | | 1.4.10. What are self-handicapping strategies? |
| | | 1.4.11. What are some strategies for reducing preoccupation with protecting self-worth and avoiding failure? |
| | 1.5. Ethnicity and Culture |
| | | 1.5.1. What is a common error in attempting to understand cultural differences in achievement? |
| | | 1.5.2. How does socioeconomic status interact with ethnicity and culture in regard to achievement? |
| | | 1.5.3. What factors other than ability might influence the achievement of students of color? |
| | | 1.5.4. Why is it important to consider diversity of achievement within an ethnic group? |
| | | 1.5.5. How are U.S. adolescents different from Asian adolescents in terms of achievement? |
| | | 1.5.6. What role does math education play in cross-cultural differences in achievement? |
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| 2. Describe the Role of Work in Adolescence and College |
| | 2.1. Sociohistorical Context of Work in Adolescence |
| | | 2.1.1. How have trends in adolescent work experience changed over time? |
| | | 2.1.2. How many adolescents work part-time? |
| | | 2.1.3. What kind of jobs are adolescents working today? |
| | | 2.1.4. What are some differences between male and female adolescents in terms of work? |
| | 2.2. Advantages and Disadvantages of Part-Time Work in Adolescence |
| | | 2.2.1. Identify some myths about advantages of adolescent work, and tell whether research supports or refutes them. |
| | | 2.2.2. What is the relationship between amount of work and grades? |
| | | 2.2.3. How is adolescent work related to problem behaviors? |
| | | 2.2.4. What adolescents are most likely to benefit from work? |
| | | 2.2.5. How does the quality of a job affect the costs and benefits of adolescent work? |
| | 2.3. Work Profiles of Adolescents around the World |
| | | 2.3.1. What are the work profiles of adolescents in different countries? |
| | | 2.3.2. What are the effects of spending large amounts of time in paid labor? |
| | 2.4. Working While Going to College |
| | | 2.4.1. What percentage of U.S. undergraduate students work; what are their characteristics, and why do they work? |
| | | 2.4.2. What are the advantages and disadvantages of working in college? |
| | 2.5. Work/Career-Based Learning |
| | | 2.5.1. What is career-based learning? |
| | | 2.5.2. How common are programs where learning objective are met through part-time employment? |
| | | 2.5.3. Why are there changes in entry-level requirements for jobs and what is being done to address this? |
| | | 2.5.4. What three types of high schools exemplify a college-and-career approach? |
| | | 2.5.5. What are single-theme schools? |
| | | 2.5.6. What are schools-within-schools? |
| | | 2.5.7. What are majors, clusters, or pathways in the school curriculum? |
| | | 2.5.8. Can the three types of high schools that exemplify college-and-career approach be combined? |
| | | 2.5.9. What are cooperative education programs in college? |
| | | 2.5.10. Are college co-operative education programs effective? |
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| 3. Characterize Career Development in Adolescence |
| | 3.1. Theories of Career Development |
| | | 3.1.1. What are the three theories of career development? |
| | | 3.1.2. What are the characteristics of Ginzberg's developmental career choice theory? |
| | | 3.1.3. What are some criticisms of Ginzberg's theory? |
| | | 3.1.4. How did Ginzberg modify his theory to take into account SES? |
| | | 3.1.5. What are the characteristics of Super's vocational career self-concept theory? |
| | | 3.1.6. What is the Career Development Inventory? |
| | | 3.1.7. What is the nature of Holland's personality type theory of career development? |
| | | 3.1.8. What are the criticisms of Holland's theory? |
| | | 3.1.9. What is the Strong-Campbell Vocational Interest Inventory? |
| | | 3.1.10. What are the major criticisms of career choice theories? |
| | 3.2. Cognitive Factors |
| | | 3.2.1. What are the roles of exploration, decision making, and planning in adolescent career development? |
| | | 3.2.2. According to Grotevant and Durrett (1980), what two aspects of careers do students lack information on? |
| | | 3.2.3. How do adolescents develop attitudes and acquire skills to achieve their career goals? |
| | | 3.2.4. What have been some changes over time in students' ambitions and expectations? |
| | | 3.2.5. What can parents do to help their children become better prepared for careers? |
| | 3.3. Identity Development |
| | | 3.3.1. How does identity development relate to career development? |
| | 3.4. Social Contexts |
| | | 3.4.1. What are the most important social contexts that influence career development? |
| | | 3.4.2. What role does socioeconomic status play in career development? |
| | | 3.4.3. What role do parents play in career development? |
| | | 3.4.4. What role does the parent-child relationship play in occupation selection? |
| | | 3.4.5. What can parents do to foster positive career development? |
| | | 3.4.6. What role do peers play in career development? |
| | | 3.4.7. What roles do schools play in career development? |
| | | 3.4.8. What are some criticisms of school counseling? |
| | | 3.4.9. How does gender influence career development? |
| | | 3.4.10. What are some suggestions to improve school counseling? |
| | | 3.4.11. How does gender affect career development? |
| | | 3.4.12. How does ethnicity affect career development? |
| | | 3.4.13. What needs to be done to foster positive career development of ethnic minority youth? |
