| A) | Children who are infrequently nominated as a best friend and are actively disliked by their peers.
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| B) | The belief that one can master a situation and produce favorable outcomes.
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| C) | The ability to assume other people’s perspectives and understand their thoughts and feelings.
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| D) | A structured, teacher-centered approach that is characterized by teacher direction and control, mastery of academic skills, high expectations for students’ progress, maximum time spent on learning tasks, and efforts to keep negative affect to a minimum.
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| E) | Children who are infrequently nominated as a best friend but are not disliked by their peers.
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| F) | The second Kohlberg stage of moral development. At this stage, individuals pursue their own interests but also let others do the same.
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| G) | The global evaluative dimension of the self. Self esteem is also referred to as self-worth or self-image.
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| H) | The presence of positive masculine and feminine characteristics in the same person.
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| I) | Thoughts about social consensus and convention, in contrast to moral reasoning, which stresses ethical issues.
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| J) | The highest level in Kohlberg's theory of moral development. At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code.
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| K) | Kohlberg's third stage of moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis of moral judgments.
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| L) | The sixth and highest stage in Kohlberg's theory of moral development. Individuals develop a moral standard based on universal human rights.
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| M) | Children who are frequently nominated as a best friend and are rarely disliked by their peers.
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| N) | A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.
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| O) | The fourth stage in Kohlberg's theory of moral development. Moral judgments are based on understanding the social order, law, justice, and duty.
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| P) | The fifth Kohlberg stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law.
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| Q) | Children who are frequently nominated both as someone’s best friend and as being disliked.
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| R) | The lowest level in Kohlberg’s theory of moral development. The individual’s moral reasoning is controlled primarily by external rewards and punishment.
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| S) | The moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.
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| T) | Self-disclosure and the sharing of private thoughts.
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| U) | Children who receive an average number of both positive and negative nominations from peers.
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| V) | Broad categories that reflect our impressions and beliefs about females and males.
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| W) | Kohlberg's first stage in preconventional reasoning, in which moral thinking is tied to punishment.
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| X) | A learner-centered approach that emphasizes the importance of individuals’ actively constructing their knowledge and understanding with guidance from the teacher.
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| Y) | Domain-specific evaluations of the self.
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| Z) | The second, or intermediate, level in Kohlberg's theory of moral development. At this level, individuals abide by certain standards, but they are the standards of others such as parents or the laws of society.
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| AA) | The cognitive view, either fixed or growth that individuals develop for themselves.
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