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107 Cards in this Set
- Front
- Back
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Parenting dimensions |
Warmth and demandingness |
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Authoritative parenting |
High warmth and demandingness--35% of parents |
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Adolescents with authoritative parents... |
Creative and curious Adaptive Better school achievement Friendly and cheerful |
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Authoritarian parenting |
High demandingness, low warmth--20% of parents |
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Adolescents with authoritarian parents... |
Dependent and passive Less socially adept Less self assured Less intellectually curious Moody Conforming |
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Permissive parenting |
High warmth, low demandingness--10% of parents |
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Adolescents with permissive parents... |
Less mature Less responsible Less conforming Less likely to hold leadership positions Low self reliance and self control |
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Indifferent parenting |
Low warmth, low demandingness--35% of parents |
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Adolescents with indifferent parents... |
Delinquents Substance abuse |
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Ethnic differences |
Authoritative good for all, authoritarian common for minorities, seems to only be bad for white adolescents |
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Why is authoritarian good for minorities? |
Authoritarian may be authoritative for minorities "Why" might not be respectful towards elders |
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Assortative mating |
We marry people with similar characteristics |
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Mutual influence |
Couples acquire similar perspectives |
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Coparenting |
Cooperation Agreement Avoid conflict Avoid triangulation (child picks a side) |
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Peers |
People who share some aspect of status |
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Friends |
Subset of peers, engage in companionship, support, intimacy |
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Peer changes in adolescents |
More time with peers (103 min/day with friends, 28 min/day with parents Increase in friendship w/ opposite sex Increase in peer interaction w/o adults Appearance of cliques |
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Key dimensions of friendship |
Intimacy, Conflict, Rivalry Conflict/rivalry strongly correlated Intimacy not related to either |
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Girls friendships |
More intimate Similarity Selective association, pick similar friends |
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Positive influence of friends |
Informational: advice and guidelines Instrumental: Advice and support Companionship: reliance on each other for company Esteem: congrats for successes Social comparison: Friendship provides info about where adolescents stand compared to others Intimacy: provide warm, close, trusting relationships |
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Negative or positive influence of friends |
Conformity/peer influence or pressure Active, coercive processes Passive, acceptance |
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Highest amount of peer pressure |
Early adolescence |
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Deviancy training |
Peers train each other, escalate problem behavior |
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Affects of fathers involvement in boys lives |
Warmer friendships |
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Restrictive parents |
Children seek support from peers |
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Cliques |
small groups of friends who know each other well, do things together, etc. |
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Sarcasm and ridicule |
Critical evaluation of others Increase in early and middle adolescence Serve to reinforce dominance in the hierarchy Promotes conformity of the group Clarify boundaries between cliques May help discover own identity |
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Relational aggression definition |
Behaviors that harm others through damage or the threat of damage to relationships or feelings of acceptance, friendship, or group inclusion |
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Relational aggression is... |
More common in adolescents Perpetrated more frequently by girls Linked to depression, anxiety, low self esteem, and social maladjustment |
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Crowds |
Large, reputation based based groups of adolescents |
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Characteristics of crowds |
Social address (created organization within, not necessarily close knit in terms of social relations) Hierarchical Caricatured Ethnic segregation |
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Purposes of crowds |
Reference group, provides individuals with place in social structure within school and identity Channel: pushes individuals towards activities and interactions with certain people |
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Crowds defined by |
Involvement in peer culture: activities that are largely organized and controlled by peers Involvement in adult institutions: spending time in activities organized or valued by adults |
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Crowd changes over time |
Basis for grouping: pre and early adolescence crowds are defined Middle adolescence, more abstract Late adolescence, more subgroups |
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Permiability |
increases our ability to leave group, hierarchy diminishes, salience towards own identity |
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Larger schools... |
More diverse classes More extracurricular activities Greater competition for activities and leadership positions, related to less involvement, more observation Less attachment to school and teachers |
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Smaller schools... |
Less diverse activities, greater rates of participation |
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Optimal class size |
500-1000 students |
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Smaller Class size |
Related to better performance to those with disabilities, better for elementary school students |
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Simmons and Blyth (1987) |
School transitions most difficult in early adolescence |
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Transition to Jr. High instead of stayed in elementary school |
Lower self esteem (esp. girls) Lower participation Greater anonymity GPA declines |
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Cumulative stress perspective |
Coping with multiple stressors simultaneously with changing schools |
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Person environment fit perspective |
Individuals will fare better when there is a fit between characteristics of the the individual and what social environment offers |
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Person environment fit perspective developmental stage |
Change in thinking-concrete to hypothetical Fluctuation in mood and self esteem Increase self consciousness and social comparison Desire for more autonomy Increase importance of friends and peers Need supportive relations w/ peers |
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PEFP control and autonomy |
Exert more control and disciplines Offer fewer opportunities for decision making Less friendly, caring supportive (teachers) Less trusting (teachers) teachers report feeling less efficacious hold more negative beliefs about adolescents |
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PEFP whole class focus |
Teach entire class instead of small groups Between class ability groupings Public evaluations of work Higher standards Leads to increase social comparison |
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Less challenging work... |
Cognitive difficulty of work doesn't increase like adolescents need in to |
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Peer group disruptions |
More frequent class disruptions Frequent class changes/change in classmates |
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Best setup for school transitions |
8-4, 8 elementary years, 4 high school years Higher self esteem School attendance Student engagement No GPA inprovement |
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Positive school climate |
Moderate control and structure Supportive environment High expectations Clear feedback and discipline Staying on task |
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Individual motives |
Intrinsic: Strive to achieve because we want to Extrinsic: Strive to achieve because of rewards or punishments Mastery motivation: task oriented, concentration learning strategies and process of achievement rather than outcome |
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Gender differences in schooling |
Favors females Achieve higher grades Higher aspirations Strong amount African American adolescents Exists in ALL western countries |
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Why are girls better at school? |
Like school better More likely to feel supported Do more work |
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Family Systems Approach |
To understand family functioning, one must understand how each relationship within the family shapes the family as a whole |
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Caregiver sibling relationship |
One sibling serves parental functions for another |
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Buddy sibling relationship |
Siblings treat each other as friends |
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Critical sibling relationship |
High conflict and teasing |
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Rival sibling relationship |
High competition, measure success against each other |
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Casual sibling relationship |
Siblings indifferent to each other |
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Identity identification |
Interactions and relationships that guide selection of elements that will form one's identity |
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Psychosocial Moratorium |
A time when adolescents are free to explore different roles without suffering negative consequences |
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To dimensions of identitfication |
Exploration: degree to which one has engaged in search Commitment: Degree to which one adheres to an an identity |
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Diffusion |
Individuals not exploring options or committed to roles |
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Foreclosed |
Not explored, but is committed, chosen set of values without any exploration |
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Moratorium |
In midst of identity crisis and exploration, actively questioning, seeking alternatives, but not committed |
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Achievment |
Explored possibilites, made committment, and set of identity is set |
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Ethinic identity |
Individuals sense of belonging to ethnic groups and thoughts, feelings, perceptions, and behaviors that are due to ethnic group membership |
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Multigroup Ethnic Identity MEasure |
Unexamined: lack of exploration or ethnicity Ethnic identity search: exploring and seeking meaning of ethnicity for self Achieved: clear confident sense of own ethnicity |
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Bicultural |
Dual identity, alternation model |
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Assimilated |
Adopting values of majority culture |
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Marginal |
Rejecting own culture but also the majority culture |
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Seperate |
Associating only with members of own culture, rejecting majority culture |
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Racial socialization |
Specific measures and practices regarding info about racial status as it relates to a group and personal identity Understanding one's culture, getting along in mainstream society, dealing with racism |
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Effects of racial socialization |
May speed up ethnic identity process, but doesn't appear to lead to stronger sense of ethnic identity |
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Achieved ethnic identity... |
Contributes positively to self-esteem and negatively to depression |
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Buffering effect |
positive ethnic identity can protect against negative effects associated with discrimination |
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Ethinic identity and academic performance |
Positive relationships with school performance and school engagement |
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Healthy behaviors |
Negative relationship with alcohol use and and risky sexual behavior |
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Self conceptions |
collection of traits and attributes individuals use to describe themselves or characterize themselves |
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Midedle to late childhood social comparisons |
Compare own performance to those of others, use for self evaluations |
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EArly adolescence Absractions |
No longer define self in concrete terms, use abstract concepts Trait focused, personality characteristics Differentiation, personality is expressed differently in different situations, different people see you differently |
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Actual self |
Individuals own perception of who they are |
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Ideal self |
Who you want to be |
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Feared self |
Possibilities to be, but dreads becoming |
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Autonomy |
Quality of being independent and self sufficient, capable of thinking for one's self |
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Triggers of Autonomy development |
Physical changes: physical maturation, orientation towards peers Cognitive changes: New perspective taking, reasoning, moral development Social changes: new roles and activities increase autonomy |
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Detachment |
Severing ties with parents completely |
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Individuation |
Process of attaining individuality while maintaining connection to family Positive dev. process contributing to an increasingly responsible sense pf self |
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Cognitive-Behavioral autonomous individual: |
Is able to turn to others for advice when appropriate Can weigh alternative courses of action based on judgement Reach independent conclusion on how to behave |
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Decision making improves over course of adolescence |
More aware of risks of decisions More likely to consider future consequences More likely to turn to an independent consultant More likely to be cautious accepting advice from those they perceive as being biased |
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Sef reliance |
How autonomous and independent adolescents perceive themselves to be |
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Susceptibility to parental influence... |
Decreases in early adolescence |
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Susceptibility to peer influence |
Increases in early adolescence but them decreases in mid to late adolescence |
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Bi Directional system |
Adolescent developments impacts parent-adolescent relationships Parent-adolescent relationships impact adolescent development |
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Warmth and affection changes |
Early ad: Period of increased emotional distance Middle adolescence: leveling off of decline Late adolescence: increase in warmth/affection |
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Mothers and adolescents |
Emotionally close, warmer, fight more, spend more time together, lose power to sons sooner |
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Father and adolescents |
Emotionally more distant, more of authority figure, opened time in leisure activities, treat songs and daughters differently |
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Abstractions linked |
Multiple traits and selves connected, middle ad. |
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False selves |
Person you present while realizing it doesn't reflect you, middle ad. |
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Self integration |
Disparate pieces of self are integrated, late ad. |
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Baseline self esteem |
Stable perception of worth |
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Barometric self esteem |
Feelings about self that may fluctuate |
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Experience sampling methods |
Technique in which ads report feelings during different points in the day |
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Domains that affect self concept |
Scholastic competence, Social acceptance, athletic, physical appearance, job competence, Romantic appeal, Behavioral conduct, close friendships |
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Sibling direct influence |
Foils and sources of differentiation Companions and social partners Mentors and advisors |
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Sibling indirect influence |
Sources of social comparison Parents' differential treatment Tax family resources Alter family dynamics |
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Sibling deindentification |
Sibling describe themselves as different than one another to reduce competition, protect from social comparison, help siblings have own identity |
