GROWING UP 2021 Assessment 2: 

Short Answer Style Essays 

*SUBMISSION DATE IS FRIDAY JUNE 11 AT 6PM on Blackboard via Turnitin

INSTRUCTIONS:

There are FIVE questions to be answered in the style of short essays.

Each question is based on each of the final five lectures of the module, so one question from
each of the following lectures:

Family Relationships
Peers,  Play, School, and Media
Prosocial Behaviour and Moral Development / Reasoning
Aggression and Antisocial Behaviour
Sex and Gender

All five questions must be answered. Each is given equal weighting and will be given an
individual mark and should therefore be given equal consideration.

Word count: Five short answer style essays with a limit of 250 words each (+/- 10%) =
1,250 words limit in total (excluding references) (+/- 10%).
*INCLUDE THE WORD COUNT FOR EACH ANSWER.

Content: Include information from any LECTURE SLIDES, TEXTBOOKS, and

JOURNAL ARTICLES. 
*NOTE: You MUST include a reference from at least one journal article for each
answer.
*NOTE: You do NOT need to reference content taken directly from the lecture slides.

Essays in coursework and exams are assessed on four major criteria:

Answer: The extent to which the answer addresses the question or issue.
Coherence: The extent to which each statement follows from previous statements. The extent
to which the overall structure is coherent.
Argument: The extent to which there is a convincing line of argument running throughout the
work.
Evidence: The extent to which claims are supported by relevant and appropriate published
research evidence and/or theoretical argument.

THE QUESTIONS ARE ON THE FOLLOWING PAGES.

It is acceptable to use more than one page for each answer, if needed.

INCLUDE ONE REFERENCE LIST AT THE END, on the FINAL PAGE.

PLACE STUDENT NUMBER (NOT NAME) HERE:

STUDENT NUMBER _________________

*SUBMIT THIS ENTIRE DOCUMENT TO TURNITIN*
1. Discuss how parenting styles can affect children’s behaviour.
2. Explain how peer status can be assessed.

 Peer assessment is an arrangement for learners to consider and specify the level, value, or
quality of a product or performance of other equal-status learners. Products to be assessed can
include writing, oral presentations, portfolios, test performance, or other skilled behaviors.
Peer assessment can be summative or formative. A formative view is presented here, in
which the intent is to help students help each other plan their learning, identify their strengths
and weaknesses, target areas for remedial action, and develop metacognitive and other
personal and professional skills Keith J. Topping 2009. The most applied technique is
sociometric a strategy used to determine a child’s status within a peer group; each child in the
group chooses others whom she or he likes best and least or rates each child in the group for
acceptability as an ally or associate. The technique uses five parameters/ variables to describe
on how the peer status is assessed, and that is popular children, rejected children, average
children and controversial children.
Popular children - liked by many peers and disliked by very few. they are skilled at social
interactions and maintain positive peer relationships. Whereas average children are liked by
some friends but not as well liked as popular children. Neglected children are usually socially
segregated and, although they are not that disliked, they have few friends and this is the least
prosocial group, frequently described as shy. Controversial children are liked by many peers
but also disliked by many these ones combine the characteristics of popular and rejected
profiles. Lastly, we have a rejected children category, these are disliked by many peers and
liked by very few, although they tend to approach many but they are rejected and they tend to
have poor communication skills.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial
and prosocial configurations. Developmental Psychology, 36(1), 14-24. doi:10.1037/0012-1649.36.1.14

Keith J. ToppingTheory Into Practice 7 Oct 2009

Krishneel Reddy, Tony Harland, Rob Wass, Nave Wald. (2021) Student peer

review as a process of knowledge creation through dialogue. Higher Education
Research & Development 40:4, pages 825-837.

Wing Shui Ng, Guoxing Yu. (2021) Students’ attitude to peer assessment process:

a critical factor for success. Interactive Learning Environments 0:0, pages 1-19.

Saeed Latifi, Omid Noroozi, Javad Hatami, Harm J.A. Biemans. (2021) How does

online peer feedback improve argumentative essay writing and
learning?. Innovations in Education and Teaching International 58:2, pages 195-206.
3. Explain why Kohlberg’s Theory of Moral Judgement is criticised.

Kohlberg's theory of moral development is a theory that focuses on how children

develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a
series of six stages. the theory also suggests that moral logic is primarily focused on seeking and
maintaining justice. the theory contains six stages ie. obedience and punishment, good individualism
and exchange, interpersonal relationships, maintaining the social order social contract and
individual rights and universal principles. And the following explains why the theory is
criticised
Theory may not be universal as cultural differences have been found People in collectivist
cultures focus on community rather than personal standards. Kohlberg’s focus on individual
rights and obligations underestimated moral development in some other cultures and
excluded some culturally unique domains of morality. In addition to cognitive development,
the times in which people live can affect their moral judgments Kohlberg’s theory was based
on only one type of data: verbal responses to interviews about moral dilemmas

People are more likely to endorse post conventional reasoning if they are asked to respond to
multiple-choice questions rather than an open-ended interview

Kohlberg’s hypothetical moral dilemmas differ from real-life dilemmas Moral reasoning does
not equal moral behavior: Kohlberg's theory is concerned with moral thinking, but there is a
big difference between knowing what we ought to do versus our actual actions. Moral
reasoning, therefore, may not lead to moral behavior. Overemphasizes justice: Critics have
pointed out that Kohlberg's theory of moral development overemphasizes the concept of
justice when making moral choices. Factors such as compassion, caring, and other
interpersonal feelings may play an important part in moral reasoning.

Cultural bias: Individualist cultures emphasize personal rights, while collectivist

cultures stress the importance of society and community. Eastern, collectivist cultures may
have different moral outlooks that Kohlberg's theory does not take into account.

Age bias: Most of his subjects were children under the age of 16 who obviously had no
experience with marriage. The Heinz dilemma may have been too abstract for these children
to understand, and a scenario more applicable to their everyday concerns might have led to
different results. Gender bias: Kohlberg's critics, including Carol Gilligan, have suggested
that Kohlberg's theory was gender-biased since all of the subjects in his sample were male.
Kohlberg believed that women tended to remain at the third level of moral development
because they place a stronger emphasis on things such as social relationships and the welfare
of others. A lot was left desiring in the Kohlberg`s theory of moral judgement although it also
gave positive direction in the psychology world .
1. L, Essays On Moral Development. Harper & Row; 1985.
2. Lapsley D. Moral agency, identity and narrative in moral development. Hum
Dev. 2010;53(2):87-97. doi:10.1159/000288210
3. Gibbs J. Moral Development And Reality. 4th ed. Oxford University Press;
2019.
4. Gilligan C. In A Different Voice. Harvard University Press; 2016.
5. American Psychological Association. Heinz dilemma. Published 2018.
4. How can the nature/nurture debate be applied to explanations of aggression?

the term aggression refers to a range of behaviors that can result in both physical

and psychological harm to yourself, others, or objects in the environment. or the intent to
harm (Carlson et al., 1989). Nature /nurture contributes tremendously on an individual `s
aggression and these are seen through many factors as shown; There are many different
theories as to why aggression exists. Some researchers argue that aggression serves an
evolutionary function (Buss, 2004). Men are more likely than women to show aggression
(Wilson & Daly, 1985). From the perspective of evolutionary psychology, human male
aggression, like that in nonhuman primates, likely serves to display dominance over other
males, both to protect a mate and to perpetuate the male’s genes

Biological Factors: Men are more likely than women to engage in physical aggression. While
researchers have found that women are less likely to engage in physical aggression, they also
suggest that women do use non-physical forms, such as verbal aggression, relational
aggression, and social rejection.

Environmental Factors: How you were raised may play a role. People who grow up
witnessing more forms of aggression are more likely to believe that such violence and
hostility are socially acceptable. Bandura's famous Bobo doll experiment demonstrated
that observation can also play a role in how aggression is learned. Children who watched a
video clip where an adult model behaved aggressively toward a Bobo doll were more likely
to imitate those actions when given the opportunity.

Physical Factors: Epilepsy, dementia, psychosis, alcohol abuse, drug use, and brain injuries
or abnormalities can also influence aggression.
 Blair RJR. The Neurobiology of Impulsive Aggression. Journal of Child and
Adolescent Psychopharmacology. 2016;26(1):4-9.
doi:10.1089/cap.2015.0088.
 Lane SD, Kjome KL, Moeller FG. Neuropsychiatry of Aggression. Neurologic
Clinics. 2011;29(1):49-vii. doi:10.1016/j.ncl.2010.10.006.
Reference List (in APA style)