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49 Cards in this Set
- Front
- Back
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Cliques |
-5 to 6 people -smaller than crowds -usually of the same gender -in cliques, everybody knows each other |
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Crowds |
-people do not know each other -when you are part of a crowd, you mirror the behavior of the crowd. Encourages risky behavior -membership in a crowd is based mainly on reputation and stereotype, rather than actual friendship or social interaction |
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Gangs |
Antisocial peer groups that can be identified by name and common symbols -adolescents who belong to gangs are at greater risk for many those of problems in addition to antisocial behavior, including elevated levels of psychological distress, impulsivity, psychopathic tendencies.. -people who join gangs tend to be more isolated from their family, have more emotional and behavioral problems, and have poorer self-conceptions than other adolescents |
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Ethnography |
Type of research in which individuals are observed in their natural settings -qualitative -this research can be useful in studying social relationships because they provide rich, descriptive data |
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..."we agreed that as individuals age, their peer groups become more..." |
Nuanced. |
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Reference groups |
A group against which an individual compares him or herself. -adolescents judge one another on the basis of the company they keep, and they become branded on the basis of whom they hang out with |
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Crowds as reference groups |
-Crowds contribute to the definition of norms and standards for such things as clothing, leisure, and tastes in music -they provide their members with an identity in the eyes of others |
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Similarity among clique members |
-age segregation : people in the same age group typically hang out. A 10th grader enrolled in 10th grade classes like English does not have many opportunities to meet adolescents who are in different grades. -sex segregation: cliques tend to be composed of adolescents of the same sex. Cliques form on the basis of shared interests - boys and girls are generally interested in different things. Also, boys and girls become concerned about behaving in ways judged to be sex-appropriate. So if guys hang out with girls or vice versa, the opposite gender partakes in activities going against their sex role -ethnic segregation: as people get older, ethnicity is a strong determinant of clique composition |
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Iatrogenic effects |
Undesirable consequences of well-intentioned treatments Ex: when the side effects of a medication are far worse than the problem it is intended to treat |
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Hostile attribution bias |
-plays a central role in the aggressive behavior of rejected adolescents -The tendency to interpret ambiguous interactions with others as deliberately hostile |
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Relational aggression |
Form of no non-physical aggression that harms others by damaging their relationships. Individuals use relational aggression to hurt others by excluding them from social activities, damaging their reputations with others, or withdrawing attention and friendship |
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Possible selves |
The various identities an adolescent might imagine for himself or herself. This may be related to the heightened self-consciousness characteristic of early adolescence |
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Future orientation |
The extent to which an individual is able and inclined to think about the potential consequences of decisions and choices. |
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Self-conceptions |
The collection of traits and attributes that individuals use to describe or characterize themselves |
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Self-esteem |
The extent to which individuals feel positively or negatively about themselves |
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Sense of identity |
The extent to which individuals feel secure about who they are and who they are becoming |
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False-self behavior |
Behavior that intentionally presents a false impression to others Acting in a way one knows is inauthentic |
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Self-consciousness |
The degree to which an individual is preoccupied with his or her self-image |
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Self-image stability |
The degree to which an individual's self-image changes from day to day -fluctuations in adolescents' self-image are most likely to occur between the ages of 12 and 14. |
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Identity versus identity diffusion |
According to Erikson, the normative crisis of the fifth stage of psychosocial development. The maturation and social forces that converge at adolescence force young people to reflect on their place in society on the ways that others view them, and on their options for the future |
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Psychosocial Moratorium |
A period during which individuals are free from excessive obligations and responsibilities and can therefore experiment with different roles and personalities |
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Identity diffusion |
The incoherent, disjointed, incomplete sense of self characteristic of not having resolved the crisis of identity |
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Identity foreclosure |
The premature establishment of a sense of identity, before sufficient role experimentation has occurred |
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Three problems in identity development that received special attention from Erikson: |
Identity diffusion, identity foreclosure, and negative identity |
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Negative identity |
The selection of an identity that is obviously undesirable in the eyes of significant others and the broader community. Selecting a negative identity usually represents an attempt to forge some sense of self-definition in an environment that has made it difficult to establish an acceptable identity. This appears to be especially likely when, after repeatedly trying and failing to receive positive recognition from those important in their lives, adolescents turn to a different, perhaps more successful, route to being noticed. |
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Underachievers |
Individuals whose actual school performance is lower than what would be expected on the basis of objective measures of their aptitude or intelligence |
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Self-handicapping |
Deliberately behaving in ways that will likely interfere with doing well, in order to have an excuse for failing. Ex: procrastination, turning in incomplete homework, or partying excessively the night before a big exam --> "I failed the test because I didnt try hard, not because I'm stupid" |
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Mastery motivation |
Motivation to succeed based on the pleasure one will experience from mastering a task. People who are mastery oriented perform better in school than those whose motivation is mainly driven by performance goals Intrinsically motivated individuals are more confident about their ability and more likely to persist in the face of failure |
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Performance motivation |
Motivation to succeed based on the rewards one will receive for successful performance And they strive to achieve so they dont get punishments for performing poorly (like parental disapproval) |
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Stereotype threat |
The harmful effect that exposure to stereotypes about ethnic or sex differences in ability has on student performance. Ex: when students are told that members of their ethnic group usually perform poorly on a particular test, their performance actually suffers -Necessary components: exposure to stereotypes, performance, and methodology |
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Self-efficacy |
The sense that an individual has some control over his or her life |
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Achievement attributions |
The beliefs an individual holds about the causes of her or his successes and failures --> individuals attribute their performance to a combination of four factors: ability, effort, task difficulty, and luck. When people succeed and attribute their success to internal causes, such as their ability or effort, they are more likely to approach future tasks confidently and with self-assurance |
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Learned helplessness |
The acquired belief that an individual is not able to influence events through his or her own efforts or actions. -->students who are led to believe their efforts do not make a difference .. develop learned helplessness: the belief that failure is inevitable |
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Cultural capital |
The resources provided within a family through exposure of the adolescent to art, music, literature, and other elements of "high culture" |
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Social capital |
The interpersonal resources available to an adolescent or family --> support, encouragement, and involvement of adults necessary to facilitate youngsters' success |
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School performance |
Measure of achievement based on an individual's grades in school |
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Academic achievement |
Achievement that is measured by standardized tests of scholastic ability or knowledge |
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Marcia's identity status: achieved |
Exploration and commitment are present |
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Marcia's identity status: foreclosed |
Commitment is present but exploration is absent |
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Marcia's identity status: diffused |
No commitment and no exploration |
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Marcia's identity status: moratorium |
Commitment is absent while exploration is present |
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Changes in peer groups during adolescence |
-sharp increase during adolescence in the sheer amount of time individuals spend with their peers and in the relative time they spend in the company of peers vs adults. -during transition into adolescence, there is a dramatic drop in the amount of time adolescents spend with parents. For boys, this is mainly replaced by time spent alone. For girls, it is replaced by time spent alone and Time with friends. -during adolescence, increasingly more contact with peers is between males and females |
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Three factors that are important in determining adolescent clique membership and friendship patterns |
Orientation toward school, orientation toward the teen culture, and involvement in antisocial activity |
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Harrassment |
Peer harrassment is something that students can be exposed to both directly (when they are the victims) or indirectly (when they witness harrassment but aren't themselves victimized) -adolescents who are victims of harrassment but who do not see anyone else being victimized are more likely to feel humiliated and angry than those who are both victims and witnesses |
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Differentiation of the self-concept |
-realization that their personality is expressed in different ways in different situations is one example of the increased differentiation that characterizes self-conceptions as adolescents mature toward adulthood -teenagers distinguish between their own opinions of themselves and the views of others |
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Changes in self-esteem |
Self-esteem becomes increasingly more stable between childhood and early adulthood, suggesting that adolescents' feelings about themselves gradually consolidate over time, becoming less likely to fluctuate in response to different experiences |
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Environmental influences on achievement |
Ability, beliefs, and motivation play a large role in influencing academic performance, but opportunity and situational factors also have a great deal to do with achievement |
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High school dropout : predictors |
-process -academics (repeating a grade, low test scores..) -School belonging - self esteem about school -individual -teachers -family -neighborhood |
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High school dropout : defining dropout -status -event |
-Status- % of individuals not in high school and ask what their highest level of education is -Event- go into high school and count how many kids are there. Ones not there are 'dropouts'? --> percent of high school dropouts |
