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42 Cards in this Set
- Front
- Back
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The influence of friends is ________ than that of parents in some respects |
greater |
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If an adolescent is surrounded by a high-achieving peer group, the adolescent has ___________________ |
lower academic self-concept and expectation |
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If an adolecent is surrounded by a low-achieving peer group, the adolescent has ______________ |
higher academic self-concept and expectations |
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Friends is different. If an adolescent has high achieving friends.... |
it makes the student want to do better. |
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If an adolescent has low achieving friends... |
it makes the student not do as well in school |
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Current topics in secondary education: |
-School/class size -Approaches to age grouping -Sleep and learning -Individual differences in learning |
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Prose of larger schools: |
Cost, faculty expertise, diversity of classes and oppertunities |
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Cons of larger schools: |
Potentially alienating, less attachment, less likely to get involved, less equitable learning |
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Pros of smaller schools: |
create sense of community, involvement in activities, leadership positions, beneficial for low achieving students |
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Research says schools between ___________ people is ideal |
500-1,000 |
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Some research claims that there is a direct _______ correlation between class size and academic performance |
negative |
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Students should catch up _____ of the time they missed sleeping on the weekend. |
Half. Ex: if they missed 10 hours, they should make up 5 during the weekend |
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4 characteristics of giftedness: |
1) Precocity 2) Independence 3) Drive for Mastery 4) Excellence in Information Processing |
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Traditional criterion of gifted students: |
IQ of at least 130 |
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Before the 17th and 18th centuries it was common for adolescents to work in ______________________ |
farming and care of domestic animals |
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As ________________ proceeded in the _______ century, it became common for adolescents to work in factories |
Industrialization, 19th century |
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Up until the 1900s, adolescents either __________________, not ___________ |
worked or went to school, not both |
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Around 1950, we see adolescents ___________ |
combining school with a part-time job |
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U.S. has the ____________ of adolescent employment in any other developed country |
highest rate |
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About ______% of adolescents say they worked in adolescence |
80 |
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First jobs are usually: |
-informal -no substantial time commitment -unlikely to interfere with school or family |
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Older adolescents, majority of work is: |
restaurant work, retail, clerical, manual labor, skilled labor It's formal, more intense time commitment -usually repetitive, unrelated to school, limited cognitive challenge |
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Up to 10 hours per week of work.... After 10 hours per week of work... |
-No issue -Anxiety, depression, sleep decreases, poor eating and exercise habits, more problem behavior |
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Can we conclude that working causes more risky behavior in adolescence? |
no |
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Donald Super's theory of the development of occupational goals: 1) Crystallization 2) Specification 3) Implementation 4) Stabilization 5) Consolidation |
know all 5 stages |
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Crystallization (14-18): |
Planning and developing a tentative vocational goal. -Move beyond fantasy -Matching talents with possibilities |
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Specification (18-21): |
-Firming up that goal -Moving from general "field" to specific "occupations" |
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Implementation (21-24) |
Training for and obtaining employment -completing education/training -matching training with what's available |
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Stabilization (25-35) |
Working and confirming career choices |
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Consolidation (35 and up) |
Advancement in career |
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Influences on Occupational Goals -Personality Characteristics -Gender |
know |
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Personality Characteristics |
People seek occupations and they judge to be consistent with their talents and interests |
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Holland's Theory of Personality Categories |
1) Realistic - construction, farming 2) Intellectual - math and science 3) Social - teaching, social work 4) Conventional - Bank teller, secretary 5) Enterprising - Sales, running a business 6) Artistic - Painting, writing fiction |
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Unemployment: |
-Refers to only people who are not in school, are not working, and are looking for a job -does not include those dropped out of workforce |
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In both Europe and the United States, the unemployment rate for emerging adults is at least twice as high as for adults beyond the age of 25 |
nothing |
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The typical American adolescent consumed media _______ hours/day |
7.5 |
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5 uses of media: |
1) Entertainment "to have fun" 2) Identity Formation "forging who I am" 3) High Sensation "Seeking intense and new sensations - thrills" 4) Coping "It helps me relax and de-stress" 5) Youth Culture Identification "I feel connected to my group" |
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Cultivation Theory- |
Media exposure gradually shapes or cultivates a person's worldview so it becomes like the worldview frequently depicted in the media. -Powerful socializing agent (particularly in the absence of other socializing agents) |
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Social Learning Theory- |
People are more likely to imitate behavior they see frequently modeled and rewarded (or at least not punished) (in the media) |
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Use and Gratifications Approach: Individual characteristics affect: |
1) What media to consume 2) How media is responded to |
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Concerns about media: |
-spend less time with books and physical activities -trains people to be passive learners -unhealthy messages and images |
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In two different towns, television was introduced and there was an ________________ |
increase in aggressive behaviors |
