Adolescent Development - Ch. 6, 8, 9 & 12

Front 1

Schools = important tool of social intervention (example?)

Back 1

Easiest way to reach greatest number of young people

Example - 1990s, broad array of social problems affecting/involving youth (violence, AIDS), asked schools to implement preventative measures

Front 2

Overcrowded

Back 2

Student body at least 6% larger than the school is designed to house
15% of schools are likely to be overcrowded

Front 3

Secondary schools vs. elementary

Back 3

- More likely to emphasize discipline
- More likely to believe abilities are fixed
- Less likely to trust students
- School system more rigid/departmentalized

Front 4

Transitions

Back 4

- Disrupt academic performance, behavior, self-image
- But is it transition itself or failure of schools to meet adolescents' needs?
- Want independence, but more scrutiny/more rules

Front 5

Groups most negatively affected by transitions

Back 5

- With academic and psychosocial problems
- With economic disadvantage or family stress, esp.
- With less social support
- Can be difficult for ethnic minorities

Front 6

Teacher expectations vs. student achievement

Back 6

- Strong positive correlation
- Teachers have accurate perceptions, but a little bit of this is self-fulfilling prophecy
- Likely to be based on ethnic/socioeconomic background

Front 7

Student engagement

Back 7

Extent to which students are psychologically committed to learning and mastering the material rather than simply completing the work

Front 8

Non-college bound students

Back 8

- Essentially ignored, though 1/3 of students, not prepared for workforce
- Can be improved by strengthening links between schools and community/workforce

Front 9

Self-conception

Back 9

Collection of traits and attributes that individuals use to describe or characterize themselves

Front 10

Self-esteem

Back 10

The degree to which individuals feel positively or negatively about themselves

Front 11

Influences on adolescent identity

Back 11

Family (foster early beliefs), community and culture

Front 12

Moratorium

Back 12

Period during which individuals are free from excessive responsibilities (i.e. high school) and can experiment with roles and personalities

Front 13

Identity diffusion

Back 13

No established identity (incoherent, disjointed) and not actively searching either

Front 14

Identity foreclosure

Back 14

Premature establishment of identity before sufficient experimentation has occurred

Front 15

Negative identity

Back 15

Selection of undesirable identity in the eyes of family and community, seeking bad attention over none at all

Front 16

Ethnic identity

Back 16

Aspect of individual's sense of identity concerning ancestry or racial group membership

Front 17

Process of achieving ethnic identity

Back 17

1. Precipitating prejudicial event
2. Exploration period
3. Increases in self-esteem as identity becomes clear
4. Exploration declines with more consolidated identity

Front 18

Chavous study - ethnic identity

Back 18

Best outcomes = youth who show combination of group pride and realistic expectations of facing discrimination

Front 19

Emotional autonomy

Back 19

Establishment of more adult-like and less childish close relationships with family and peers

Front 20

Detaching (Anna Freud)

Back 20

Process in which adolescents sever emotional attachments to their parents, but modern research proves this wrong and shows that they get along well and get closer in late adolescence

Front 21

Individuation

Back 21

Gradual sharpening of an adolescent's sense of being autonomous and independent, involves relinquishing dependencies on parents and becoming more mature/responsible for own actions and decisions

Front 22

Behavioral autonomy

Back 22

Capacity to make independent decisions and to follow through with them

Front 23

Evaluation of risks and rewards

Back 23

Early adolescence = more drawn to benefits, not looking at costs
By late adolescence = costs and rewards weighed evenly

Front 24

Cognitive autonomy

Back 24

Establishment of an independent set of values, opinions and beliefs

Front 25

Moral reasoning vs. moral behavior

Back 25

Individuals who reason at higher stages behave in more moral ways, but correlation is likely to break down if the issue is seen as a personal choice and not an ethical issue

Front 26

Prosocial reasoning vs. prosocial behavior

Back 26

Reasoning becomes more advanced across adolescence, but behavior is fairly stable over time

Front 27

Political/religious beliefs

Back 27

Become more abstract, more principled and more independent

Front 28

Need for achievement

Back 28

Need that influences the extent to which an individual strives for success in evaluative situations, focused/interested in accomplishing (intrinsic)

Front 29

Fear of failure

Back 29

Fear of the consequences of failing in achievement situations

Front 30

Self-handicapping

Back 30

Deliberately behaving in ways that will likely interfere with doing well, in order to have an excuse for failing (for self-protection, to gain more respect if/when success happens)

Front 31

Achievement beliefs

Back 31

Personal beliefs about changes of success or failure, cause you to exert different amounts of effort accordingly

Front 32

Stereotype threat

Back 32

The effect that exposure to stereotypes about ethnic or sex differences in ability has on performance

Front 33

Attributions for success/failure

Back 33

Internal causes = ability and effort, more likely to approach tasks confidently
External causes = task difficulty and luck, more likely to remain unsure of abilities

Front 34

Learned helplessness

Back 34

Acquired belief that an individual is not able to influence events through his or her own efforts/actions

Front 35

Motivation during transition to middle school

Back 35

Declines because of stress on good grades instead of mastering the material

Front 36

Correlates of dropping out of school

Back 36

Lower SES
Single-parent families
Little reading material at home
Permissive/disengaged parents
Prior behavioral problems
Poor school performance